In this critical reading lesson, students will examine the interactive text “Curing What Ails You,” which focuses on science and health, through writing in the margins to create found poetry. This lesson uses the WICOR® (Writing, Inquiry, Collaboration, Organization, Reading) methodology and strategies from AVID’s curriculum library and is designed for a variety of learning environments.
AVID and National Geographic are partnering for the 2021–2022 school year to develop critical reading lessons. This partnership will allow AVID to provide highly engaging and rigorous content through disciplinary literacy—an emphasis on the shared ways of reading, writing, speaking, and thinking within a particular content area or academic field.
- Students will use text-based images to prepare for reading the text.
- Students will create a poetic representation of new learning using their notes and text evidence.
- Students will synthesize the text by combining information from multiple concepts.
Establish a purpose for reading, build background knowledge, and set students up for success.
Plan for reading by thinking through or having students respond to the following questions and identify how the chosen text fits within the broader context of your instructional unit, so students are making connections to their prior knowledge.
- What previously taught content and/or prior knowledge is connected to the new text?
- What technology skills and knowledge will students need to access the text and complete the academic task?
This text meets the following features of an ideal text:
- This text builds reading stamina and provides the opportunity for students to reach higher and/or deeper.
- Engagement with this text fosters inquiry and curiosity.
Allow students an opportunity to set up their notes and record the Essential Question before engaging in the learning. Students will be engaged in an Image Tour in this lesson.
Build vocabulary and engage in purposeful rereads. Vocabulary development can happen at any point in the reading process.
Students will build vocabulary using word walls, looking at both academic and content-area words. They will process information in a first and second read of the text and engage in a purposeful reread using the “Writing in the Margins” strategy.
Reading tasks should be directly connected to what students will do with the text after they have read and understand it.
Students will use the text to develop the Synthesize academic thinking skill. They will extend beyond the text by creating found poetry.