In this critical reading lesson, examine the interactive text and two videos in “Dog on wheels,” which focuses on STEM, through a Did You Notice? strategy to develop a KWLA chart. 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 engage with an interactive text to gain an understanding about force and how it is used in “Dog on wheels.”
- Students will engage in activities to analyze how force shows up in our everyday lives.
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 key content-related or general academic vocabulary do students need to know prior to reading the 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:
- Develops key content or academic thinking skills
- Length is appropriate for the purpose
Allow students an opportunity to set up their notes and record the Essential Question before engaging in the learning. Students will be interpreting and analyzing nonlinguistic representations 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 List–Group–Label, 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 a Did You Notice? 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 Apply academic thinking skill. They will extend beyond the text by completing a KWLA.