In this critical reading lesson, students will examine the “Saving History” interactive text, which focuses on social studies, through a 10–2–2 note-taking process to create a storyboard or timeline. 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 allows 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 depict major occurrences in chronological sequence as a means for analyzing how artifacts are used to explain historical events.
What You’ll Need
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 that students are making connections to their prior knowledge.
- Do other texts need to be read to build background knowledge?
- What previously taught content and/or prior knowledge is connected to the new text?
This text meets the following features of an ideal text:
- This text is rigorous because it provides an opportunity for students to experience productive struggle.
- This text is formatted for text interaction, either digital or on paper, to provide students with a place to capture their thinking, questions, a-ha! moments, and wonderings as part of the focused note-taking process.
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 the Frayer Model for 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 10–2–2 note-taking 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 Analyze academic thinking skill. They will extend beyond the text by creating a storyboard or timeline.