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, which is an emphasis on the shared ways of reading, writing, speaking, and thinking within a particular content area or academic field.
In this critical reading lesson, students will synthesize the text, “What changes in fall?” through a double-entry journal to create a one-page report. 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.
- Synthesize responses to a text by preparing a one-page summary that uses both graphic representation and words to convey meaning.
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 academic tasks are associated with reading the text?
- What previously taught content and/or prior knowledge is connected to the new text?
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 use a Frayer Model template to build vocabulary, 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 through a double-entry journal in a two-column notes format.
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 through the creation of a one-page report.