AVID COLLEGE READINESS - San Diego State University

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Transcript AVID COLLEGE READINESS - San Diego State University

AVID COLLEGE READINESS
Working with Sources (2009)
Table Introductions

What is your name?

What is your region?
You are involved in a number of interesting
projects. Briefly describe one.
Why did you choose this strand?


AVID College Readiness (ACR) is

The capstone curriculum for
the AVID elective, bridging
academic and personal gaps
between high school curricula
and college/university courses.
Why should we be concerned about
bridging the high school/college gap?

“Almost all of the rules of the game that
students have so carefully learned and
mastered [in their K-12 education] are
either discarded or modified drastically
[in post-secondary education].”
From David T. Conley, What Schools Can Do to
Foster College Readiness, 2007, p. 7.
Think, ink, pair share:

For students, what are the major
differences between high school
and college, differences in “rules”
that may cause them problems?
[Consider academic rules…but others, as
well.]
Handout 1: Conley/ACR; Conley
readings
ACR Curriculum Structure


Units
Units 1 & 2: 11th grade
Unit 3: 12th grade
Shared elements (all units)
The essential
question: “How has
a great leader been a
catalyst for
change?”

Approaches to the essential
question


Unit 1: Class
Research (One
leader studied by
the entire class;
teacher modeling)
Unit 2:
Collaborative
Research (Groups
study chosen
leaders)


Unit 3:
Independent
Research (Each
student selects a
leader)
[See p. 17,
Suggested leaders
for study. Also see
appendix.]
A variety of writing
assignments in each unit:
Assignment 1: A take-home
assignment
 Assignment 2: A timed, in-class
writing
 Assignment 3: A headed paper,
drawing from Assignments 1 &
2

Core Elements of Each Unit
The Four
Essential Skills

[pp. 7-8]
Pre-Planning Assistance: Each
Unit
Introduction (xiii).
 Four Essential skills
(explained) (xv)
 How to use this guide (xviii)
 Before you start Unit I (2-4)
[Don’t miss this!]

Additional Planning Assistance
(Each Unit)
Planning checklist (13-14)
 Writing Assignments (15-16)
 Suggested leaders (17 &
Appendix 1)
 Research Logs

Table talk:
How does the ACR curriculum
relate to AVID goals and
strategies?
 What questions still need to be
answered? (Or) What issues
does this curriculum raise?
Report out….

Workshop Goal 1:
To examine the ACR
curriculum, particularly
how students are guided
through academic literacy
processes using the Four
Essential Skills.

Workshop Goal 2:
Goal 3: To Make Connections
To relate AVID College
Readiness to WICR
and to the Conley
readings.

Goal 4: To Address Your
Questions and Concerns
Working Through the
ACR Curricular
Sequence
Unit 1
Introducing the Prompt or
Academic Task
SH 1.9d, p. 108: Writing Assignment 2,
“A timed, in-class essay”

“Which personal characteristics
mentioned by Campbell are central for
understanding the leader you are
studying? Why were these
characteristics important when the
leader lived? How did they aid him/her
to be a catalyst for change?”
Relate Prompt Analysis to WICR
(Class discussion)




How does this prompt (Assignment 2)
coincide with Costa’s Levels of Intellectual
Functioning? [WICR Inquiry]
Level 1: Gathering and recalling
information
Level 2: Making sense of gathered
information
Level 3: Applying and evaluating
information
Essential skill 1: Analyzing the
Prompt
SH 1.2c, pp. 38-40
Timed, in-class writing: Prompt
analysis (Essential Skill 1)
•
•
•
Read pp. 38-39.
Complete 39-40 with authentic
prompts (in groups)
Complete SH 1.9a, p. 97, for
Assignment 2.
Questions about this prompt



How many claims does the writer have to
make when answering this prompt?
How might the writer organize the text to
respond to the prompt?
This is an “essay question.” Should the
response look like the essays that students
are currently writing in high school?
The importance of prompt
analysis (Essential Skill 1)

Students may have many
different types of “essay exam”
prompts in college. They must
analyze prompt structure and
demands quickly and respond
appropriately, generally using
sources from the class.
Note: Prompt Analysis for
Take-Home
Analyzing a prompt for a takehome assignment
 pp. 62, KNL
 63-64, Asking faculty
 Analyzing a prompt (p. 66;
writing processes, 67-68)


[Handout 2: Common Features of College
Writing Tasks]
Essential Skills 2 & 3: Selective
and purpose-driven
reading/focused note-taking
Campbell, “Great Leaders Grow
Deep Roots” (pp. 54-47)
•
•
•
•
Reading this source in a selective,
and purpose-driven way [See SH
1.3d, pp. 49-50]
Historical/rhetorical context
Purpose(s) for reading
Focused note-taking approaches
for the prompt, p. 58.
King, “Letter from Birmingham
Jail” (Handout 3).
•
Purposeful reading of
difficult texts: see TR 1.6b:
…A full-length text, 75-80
•
Establishing
historical/rhetorical context
Focus Note-taking (Essential Skill 3)
Focused note-taking
approaches,
recording evidence

(Handout)
Focused Note-taking (Handout)
Question from
the Prompt
Which
characteristics
central to
understanding the
leader?
Why were these
important while
leader lived?
How did these
characteristics aid
leader to be a
catalyst for
change?
Source
#
Characteristics
(from
Campbell)
Evidence (from sources)
Jigsaw Reading: “Letter…”

Review prompt, p. 97.

Review list of characteristics in
Campbell.
Great Leader Characteristics
(Campbell, 2002)
Integrity
 Vision
 Concern
 Creativity

Resultsorientation
 Courage
 Cultivating
the Soil

(“deeply rooted—
highly flexible”)
Jigsaw Instructions (2)

In groups, find and highlight
those parts of the reading that
could be used as evidence for
the one of the three claims
required by the prompt. [See 1.9c:
“Academic Arguments/Claim and Evidence
Grid,: pp. 104-108.]
More Jigsaw Instructions (3)

Complete your section of
the reading, identifying
evidence and relating it to
one or two of Campbell’s list
of leader characteristics.
[Handout]
Jigsaw Follow-up (4)

Report your group’s
findings, listing one or two
Campbell characteristics
and identifying parts of the
text that give evidence for
these. [See pp. 104-108.]
Group Discussion
How else might we
have helped
students to read this
text purposefully?

Comment

According to ACT and other
sources, purposeful,
independent reading of
difficult, expository texts is
crucial to college success.
How can AVID encourage
this?
Essential Skill 4: Integrating
Sources into Texts
Citation Circles
Quick write:

Why do students have difficulty
integrating sources into their
own writing through citation?
Preparation for Source Integration

Alternatives to “says” (SH 1.7a, 80)

Sentence templates (SH 1.7b, 81)

Other possibilities:
Paragraph templates, e.g.,p. 84.
Oral Practice: Citation Circles

Explanation, TR 1.7c, pp. 82-86

Handout 4: Citation Circles
Observation Form
Instructions: Citation Circles (One
of many versions)
Create questions (or,
when they’re experienced,
have the students write
them) for the Inner Circle
related to the prompt
being studied.

Sample Citation Circle Questions
based on Assignment 2




Which personal characteristic among those
mentioned by Campbell seems to be most
important for understanding Dr. King’s
work? Why do you make this claim?
Why were these important at the time he
lived? Why do you make this claim?
How did they help him to be a catalyst for
change?
[Students use the source (s) throughout.]
Other questions(based upon
evidence)




What does Dr. King say that shows his
courage?
What does Dr. King say to show his
concern?
What claim can you make that covers what
Dr. King says about his courage?
What claim can you make that shows his
concern?
Student Selection: Inner Circle

Select one student from
each jigsaw reading group
for the Inner Circle. Write
each student’s last name on
the board.
Recording Inner Circle Speaker’s
Names

Tell Outer Circle students to
copy the last names of the
Inner Circle students into
the first column of their
observation form.
Questioning Inner Circle Questioning:
Outer Circle Observation

As you ask Inner Circle
students the questions, Outer
Circle students complete the
center column of the Citation
Circles Observation Form.
[Handout 4. Also see SH 1.7d,
pp. 87-88.]
Observation Form Completion

When questioning is over and
ALL Inner Circle students have
been given an equal chance,
tell the Outer Circle students to
complete a full citation
sentence (column 3) for each
of the Inner Circle students.
Sample Outer Circle sentences
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

The principal claim that Richards made
about Dr. King was that he was concerned
because he wrote a great deal about
people’s suffering.
Dr. King, Bustamante claims, was very
results oriented because he wanted action
immediately.
According to Tyler, Dr. King had a great
deal of courage since we was willing to go
to jail for what he believed in.
Reading Citations, Responding
After Outer Circle students have
completed their sentences, ask
some students to read theirs
aloud, making sure that all Inner
Circle students are cited.
 Inner Circle students may respond,
saying whether they have been
correctly cited.

Comment
Citation Circles can
be used in a variety
of ways, see p. 82.

3-Part Source Integration
Read instructions, p. 109100.
 Complete Template 1, p. 111
(Next slide)

3-Part Source Integration
(Template 1, p. 111)

______(author’s name) in
____________(Source) ______(citation verb)
that _________________(paraphrase or direct
quotation). This is important for this prompt
because
_____________________________________
_____________________________________
The importance of argument, a
“key academic strategy” (Conley)
“The
student constructs wellreasoned arguments …to explain
phenomena or issues; utilizes
recognized forms of reasoning
(and recognized sources) to
construct an argument and defend
a point of view.” (p. 13)
“[Students] support arguments with
evidence.” [p. 6]
Making Academic Arguments
(Using Evidence)
See p. 99, Differences
between persuasive essays
and academic arguments
(Discuss)
 Examples (p. 102) of claims
for Assignment 2, based
upon evidence.

What else do we find in the
curriculum? Many things like:

THE HEADED PAPER
•
Prompt and rubric (1.10a, 115-117)
Academic introductions (SH 11.a,
125-126)
Reflections (SH 1.10b, 118-121)
Research presentations (SH 1. 15a
& b, 145)
•
•
•
Reflections (Choose one)
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


The most challenging elements in this
curriculum for teachers will be…
The most difficult elements for students
will be…
If I were to summarize the focus of this
curriculum for a professional development
session, I would say…
I still don’t understand…
Comments?
Issues?
Questions?
Thanks for attending!
Questions to begin Day 2
(Riverside, 3 Tables)
1.
2.
3.
What 5-10 principles, goals and/or ideas for
academic readiness will you take from this
session?
What do teachers do and say in ACR
classrooms? (Put in sequence if possible.)
What do students do and say ACR
classrooms?
Plan for the Day


•
•
•

Review: Principles…What do ACR classrooms
look like?
Return to Essential Skill 4: Integrating sources
into texts.
Other ways to use citation circles.
Summary/paraphrase (Venn Diagram)
3-part source integration
Examining other assignments: Assignment 1,
the Take-Home; Assignment 3, Headed Paper