In this critical reading lesson, students will examine an interactive text—“Seeking Solutions,” which focuses on math, science, and social studies—through marking the text as a content expert to engage with a Socratic Seminar. This lesson uses the WICOR® (Writing, Inquiry, Collaboration, Organization, Reading) methodology, as well as 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 examine the text to identify a theme or topic with supporting details.
- Students will utilize concepts from the text to engage in collaborative discourse to answer the Essential Question.
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.
- How does the text fit into the overall instructional unit or overall learning experience?
- 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:
- The length of this text lends itself to modeling how to identify and read an excerpt of a text to accomplish the reading purpose.
- 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 a text-to-text, text-to-self, text-to-world strategy 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 an extended definition paragraph 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 marking the text as a content expert 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 engaging in a Socratic Seminar.