AVID and National Geographic are partnering for the 2022–2023 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.
In this critical reading lesson, students will apply the interactive text “What’s New?,” written by Lynn Brunelle, through 10-2-2 Note-Taking to engage in a Carousel Brainstorm. 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.
- Students will collaborate with peers to make connections between images and text.
- Students will apply concepts from the text to build knowledge of how things are discovered.
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:
- What key content-related or general academic vocabulary do students need to know prior to reading the text?
- What academic tasks are associated with reading the text?
An ideal text has the following features:
- Academic thinking skills are necessary for comprehension of this text.
- The length of this text allows students to engage in all phases of the critical reading process within 1-2 class periods.
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 during 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 a Frayer Model, 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 understood it.
Students will use the text to develop the Apply academic thinking skill. They will extend beyond the text by engaging in a Carousel Brainstorm.
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