First Read: Students read individually, keeping in Reading options to consider, within Gradual Release of Responsibility model: Students read the text with mind the guiding questions: What is the Students read individually appropriate scaffolds. appropriate role of an archaeologist? Is Teacher reads text/portion of text out loud as there an inappropriate role for an students follow along (modeling) Note: Close reading requires archaeologist? Group read aloud, for student engagement and to multiple reads of the same reinforce the primacy of the text Vocabulary that may challenge students: text. Richard Leakey: *archaeology textiles *bygone eras ancestors archaeologists excavations *painstakingly Mary Leakey: interpretation AVID Strategy 3: Learning Academic Vocabulary AVID Critical Reading Strategies to consider: Strategy 2: Prereading (p. 11-30) Explicitly teach/review the 3 starred words esp. (p. 24) ‘Studying Historical Contexts’ above (*), using AVID Handout 3.2 ‘Keeping Strategy 3: Learning Academic Vocabulary (p. Track of New Vocabulary (p. 40) Strategy 4: Rereading the Text (p. 45-53) Second Read: Students read and annotate Writing in the margins Students mark the text, i.e., Student questions (text interrogation, consider according to the model that they have learned later inquiry/research) with a what’s left out, guide “read pencil.” and used previously, or AVID Strategy 5: Making thinking and learning visible Marking the Text, below.
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.
Gr.%206%20Social%20Studies%20Close%20Reading%20Example%20Lesson%20Leakeys_0.docx