Students read the text with appropriate scaffolds. Note: Close reading requires multiple reads of the same text. Reading options to consider, within Gradual Release of Responsibility model: Students read individually Teacher reads text/portion of text out loud as students follow along (modeling) Group read aloud, for student engagement and to reinforce the primacy of the text First Read: Students read individually, keeping in mind the guiding questions: What is the appropriate role of an archaeologist? Is there an inappropriate role for an archaeologist? Vocabulary that may challenge students: Richard Leakey: *archaeology textiles *bygone eras ancestors archaeologists excavations *painstakingly Mary Leakey: interpretation AVID Critical Reading Strategies to consider: Strategy 2: Prereading (p. 11-30) esp. ‘Studying Historical Contexts’ (p. 24) Strategy 3: Learning Academic Vocabulary (p. Strategy 4: Rereading the Text (p. 45-53) AVID Strategy 3: Learning Academic Vocabulary Explicitly teach/review the 3 starred words above (*), using AVID Handout 3.2 ‘Keeping Track of New Vocabulary (p. 40) Students mark the text, i.e., “read with a pencil.” Writing in the margins Student questions (text interrogation, consider what’s left out, guide later inquiry/research) Making thinking and learning visible Second Read: Students read and annotate according to the model that they have learned and used previously, or AVID Strategy 5: Marking the Text, below.
AVID Critical Reading Strategies to consider: Strategy 5: Marking the Text (p. 55-67) Strategy 6: Pausing to Connect Ideas Within a Text (p. 69-75) Strategy 7: Writing in the Margins (p. 77-95) Strategy 8: Charting the Text (p. 97-113) AVID Strategy 5: Marking The Text (p. 58) Students should: Number the paragraphs. Circle key terms, cited authors, and other essential words or numbers. Underline the author’s claims and other information relevant to the reading purpose. Students respond to questions that focus on discrete elements of the text. Individual or with a partner Note: This may overlap with the step below, depending on lesson. Text-dependent questions: Questions align with text Questions align with the purpose for reading Questions provide a variety of layers and focus: (a) general understanding, (b) key details, (c) vocabulary and text structure, (d) author’s purpose, (e) inferences, (f) opinions, arguments, and intertextual connections. See DPI Handout: Social Studies: consider source, context, corroboration (See SHEG’s Reading Like a Historian for additional resources); also bias and point of view Students answer text-dependent questions with a partner, discussing their answers as they go through the questions. See Student Handout for Text-Dependent Questions, Discussion Prompts, and Writing Prompts. AVID Critical Reading Strategies to consider: Strategy 8: Charting the Text (p. 97-113) - Partner Students talk through their understanding of the text with a partner. Note: This may overlap with the steps above and below, depending on lesson. Students share thinking with a partner. Share annotations and responses to questions (see previous steps). Clarify misunderstandings or confusions. Generate additional questions posed by the student. See above – partner discussion integrated with text-dependent questions. See Student Handout for Text-Dependent Questions, Discussion Prompts, and Writing Prompts. AVID Collaborative Strategies to consider: Think-Pair-Share (from AVID Write Path II: History/Social Science book)