Critical Reading and Writing
Make literacy a priority in every class on campus.
Background to These Strategies
The Common Core State Standards have ushered in a new era of literacy across all disciplines, providing a framework for how we should teach students to read and interact with a variety of texts. AVID has created a tremendous resource for meeting the demands of the CCSS called AVID Critical Reading. Below you will find descriptions and handouts for what I consider the "best bang for your buck" Critical Reading Strategies for school-wide implementation. Anchor Standards for College and Career Readiness College Level Reading and Writing Expectations |
Marking the Text
Marking texts is a foundational reading strategy that students should use any time they are reading a text. There are HUGE connections between the work a student does when marking texts with Step R (Review and Revise Your Notes) of the CORNELL WAY--Focused Note-Taking strategy. Make these connections obvious for students so they can transfer these foundational skills. Marking the Text Strategy Description for Students Marking the Text Poster |
Pausing to Connect
Pausing to Connect helps increase student comprehension of challenging texts because the questions force students to slow down and check for understanding. Also, there are a variety of questions that will help to focus the reading of a text, based on the the reading purpose given by the teacher. Pausing to Connect Strategy Description for Students Pausing to Connect Student Bookmark |
Writing in the Margins
Writing in the Margins is my favorite of the AVID Critical Reading Strategies because it teaches students how to interact and engage with texts while reading in a variety of ways (Visualizing, Summarizing, Connecting, etc.). Writing in the Margins Strategy Description for Students Writing in the Margins Student Bookmark |
Understanding and Responding to a Writing Prompt
Reading and writing prompts function as bulls-eyes for students and teachers, narrowing the reading task by setting clear parameters. As teachers, we often set students up for failure by telling them, "I want you to read and take notes on Chapter 2, Lesson 3." What are they supposed to be looking for and capturing in their Cornell Notes? How will they know if they have understood the lesson? What writing/products will they be responsible for creating based on having read and understood the assigned text? |