5) inept (paragraph 5) scion (paragraph 5) homesteaders (paragraph 6) czars (paragraph 6) barons (paragraph 6) *subjugation (paragraph 6) maintained (paragraph 7) [secondary meaning] paupers (paragraph 7) AVID Critical Reading Strategies to consider: AVID Strategy 3: Learning Academic Vocabulary Strategy 2: Prereading (p. 11-30) Explicitly teach the 5 starred words above (*), (p. 24) esp. ‘Studying Historical Contexts’ using AVID of Handout 3.2 ‘Keeping Track Strategy 3: Learning Academic Vocabulary (p. New Vocabulary (p. 40) Strategy 4: Rereading the Text (p. 45-53) Writing in the margins Second Read: Students read and annotate Student questions (text interrogation, consider Students mark the text, i.e., according to the model that they have learned with a or what’s left out, guide later inquiry/research) “read pencil” and used previously, or AVID Strategy 5: Making thinking and learning visible the “interrogate text.” Marking the Text, below. AVID Strategies to consider: AVID Strategy 5: Marking The Text (p. 58) Critical Reading Strategy 5: Marking the Text (p. 55-67) Students should: Strategy 6: Pausing to Connect Ideas Within a Number the paragraphs. Text (p. 69-75) Circle key terms, cited authors, and other Strategy 7: Writing in the Margins (p. 77-95) essential words or numbers. Strategy 8: Charting the Text (p. 97-113) Underline the claims and other author’s information relevant to the reading purpose. Text-dependent questions: Questions align with text Students respond to See Student Handout for Text-Dependent Questions align with the purpose for reading questions that Questions, Discussion Prompts, and Writing Questions provide a variety of layers and focus:
5) inept (paragraph 5) scion (paragraph 5) homesteaders (paragraph 6) czars (paragraph 6) barons (paragraph 6) *subjugation (paragraph 6) maintained (paragraph 7) [secondary meaning] paupers (paragraph 7) 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 the 5 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” or “interrogate the text.” 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 Text-dependent questions: Questions align with text Questions align with the purpose for reading Questions provide a variety of layers and focus: See Student Handout for Text-Dependent Questions, Discussion Prompts, and Writing
Gr.%209%20Social%20Studies%20Close%20Reading%20Example%20Lesson%20Davis_0.docx