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AVID/Scots Strategies Vertical Articulation


Timmer (Chair), McGraw, Szajner

1. Norms
Start and end on time
Respect differences of opinion
Take notes
Learn from one another
Work cooperatively
Maintain positive movement
2. Overview of vertical articulation and IB/MYP
3. Skills to articulate:
Integrating Approaches to Learning (ATL) 9-12 Grade
Purpose: To develop the self-knowledge and skills students need to enjoy a lifetime of
learning. ATL skills empower students to succeed in meeting the challenging objectives
of MYP and prepare them for further success in rigorous academic programs.
ATL skills taught in AVID and Scots Strategy classes:
Communication Skills
Exchanging thoughts and ideas
Reading and writing activities
Use technology as a communication tool
Large and small group work
Advocating for self
Collaboration Skills
Students working together on homework and projects
AVID Tutorials
Developing listening skills
Feedback given and received
Reciprocal teaching
Students advocate for themselves
Students manage own workload
Students use time wisely
Develop goals and track progress
Keep materials and assignments organized (Binder checks)
AVID Organization Strategies
Affective Skills
Students are proactive with time/space for homework
Have necessary supplies for class
Be on time and prepared to learn
Practice delaying gratification
Practice self-talk and positive thinking (growth mindset)
Practice resilience
Reflection Skills
Students reflect and redirect as needed
Students review goals and progress
Information Literacy
Students gather data for research projects

Students make use of resources

Test preparation
AVID Reading Skills
Critical thinking skills
Test Preparation
Critical reading skills
Interpreting data
Draw conclusions
Troubleshoot problems make corrections
Creative Thinking Skills
Brainstorming ideas
Consider multiple alternatives
Transfer Skills
Learn skills such as time management, organization, and critical reading that can
be applied in all subject areas
Apply skills in unfamiliar situations
Combine knowledge, understanding and skills to create projects (10th grade
Personal Project)

Vocabulary Instruction
We discussed the need for vocabulary instruction in all classes.
Some ideas were:
Teaching Latin root words
ACT/SAT 100 words
Larry Bells 12 Powerful Words (being taught in Scots Strategies 9th grade)
Teachers specifically teach vocabulary relevant to their subject
Teachers have a word wall with relevant vocabulary
Vocabulary is assessed at end of unit
Key test-taking words
Vocabulary loops-good for test review
Use Frayer model graphic organizer

Using new vocabulary words multiple times in multiple ways.

Many good ideas in this article: 100 Words a Freshman Should Know, etc
The AVID and reading departments have many resources and graphic organizers that can
be used school-wide
Relevant State Standards- 2010 ELA Literacy Standard in Science, Math and Technical
subjects: Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, geographic, historical, or economic aspects of history/social studies. Determine the meaning of symbols, equations, graphical representations, tabular representations,
key terms, and other domain specific words and phrases as they are used in a specific scientific or technical
context relevant to grades 912 texts and topics. Analyze the structure of the relationships among concepts in a text, including relationships among
key terms (e.g., force, friction, reaction force, energy). Translate quantitative or technical information expressed in words in a text into visual form (e.g., a
table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into

Writing Instruction
Standardized writing instruction would benefit students as they progress through high school and postsecondary.
Some ideas are:
Set a standard for citing sources (all teachers use same format, all require citing, etc.)
Similar rubric and set of expectations for all writing prompts, essays, research projects)
Each class require writing with each unit
Common summary requirements: Topic sentence, two three points, concluding sentence.
Common Core Standards for writing: Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience, and appropriate to the discipline. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem Narrow or broaden the inquiry when appropriate synthesize ideas
from multiple sources on the subject, demonstrating understanding of the subject under investigation. Produce clear and coherent writing in which the development, organization, and
style are appropriate to discipline, task, purpose, and audience.
AVID Writing Strategies:
Cornell Notes
Write to Learn Strategies
Process Writing
Quick Writes
Peer Evaluations

Reading Instruction
Mark the text
Socratic Seminar
Philosophical Chairs
Chunking text
Margin notes
Make a summary
Increase rigor
Access and build on background knowledge
KWL graphic organizer or chart
Process information with writing