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DPG Sampler
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Becoming A Powerful Scholar
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DPG Topic — C01 U01 Intro To AVID Excel Sampler

Getting to Know AVID Excel

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Number 1 representing AVID Excel Planning Guide: Course 1, Lesson 1

Standards and Skills

Student Agency
6.SA.BR.3 - Building Relationships
Develop a foundational familiarity and comfort with classmates
Rigorous Academic Preparedness
6.RAP.C.3 - Collaboration
Monitor word choice when speaking
Opportunity Knowledge
10.OK.ACP.1 - Advancing College Preparedness
Define key personal attributes for academic, social, and financial fit related to college selection
Interacting in Meaningful Ways
ELD.PI.1 - Collaborative
Contribute to class, group, and partner discussions by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas.
ELD.PI.6a - Interpretive
Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with moderate support.
Social and Instructional Language
ELD-SI.4-12.Explain.a - Explain
Generate and convey initial thinking
ELD-SI.4-12.Inform.e - Inform
Summarize most important aspects of information
ELD-SI.4-12.Narrate.a - Narrate
Share ideas about one's own and others' lived experiences and previous learning

Essential Question

What strategies can I use to be a powerful scholar?

Learning Objective

Scholars will identify AVID Excel strategies that accelerate language development through guided practice.

Teacher Preparation

  • Add any necessary information to the Welcome slide.
  • Provide one sheet of cardstock per scholar.
  • Provide markers for the class.
  • Arrange classroom desks to be conducive to Think–Pair–Shares and group discussions.
  • Provide sticky notes for each scholar.
  • Identify opportunities for language coaching.
  • Prepare resources so they can be displayed and/or distributed.
  • If the lesson lasts more than one day, prepare a Scholar Starter and exit ticket for each additional day

Resources

Name Tent Printable Templates

This document has various printable and digital fillable PDF versions of Name Tent templates to use with students.

PDF
AVID Excel Academic Language Scripts
PDF
Number 1 representing AVID Excel Planning Guide: Course 1, Lesson 1

Instructional Steps

Opening Routine
Student Grouping:
Individual
Small Groups
Whole Class
Welcome, AVID Excel Scholars!
  • Greet each scholar at the door.
  • Review resources and preparation with scholars.
  • Introduce the GROW acronym by explaining that GROW is a learning tool to help scholars focus on the behaviors and mindsets that will accelerate success in school and beyond. Use choral reading to review GROW aloud together.
Unit 1: Ready to GROW as a Powerful Scholar
  • Explain that AVID Excel has four units each year, and they will review the unit title at the beginning of each class to remind them of the focus of the learning.
  • Chorally read the title of Unit 1 and explain the theme.
  • Read the lesson title aloud to the class.
Scholar Starter: Name Tent
  • Explain the purpose of Scholar Starters. Scholars begin each class period, prepare for the day's lesson, and engage in reading, writing, speaking, and listening.
  • Use the physical cue for thinking while reading and reviewing the thinking prompt aloud. Provide scholars with some quiet time to think about the prompt.
  • Review the directions and image on the slide. Distribute cardstock and markers and provide several minutes to complete Name Tents.
Scholar Starter: Stand–Share–Sit
  • Use an attention-getter to quiet the class, and then review the directions for the Stand–Share–Sit.
    • Note: Desks need to be grouped for easy collaboration.
  • Read the sentence frame aloud and model a response.
  • Explain that sentence frames support rigorous academic conversation and that they can fill the spaces with their original phrases. This is not a fill-in-the-blank exercise with a specific, correct answer.
  • Ask scholars to turn to a partner and take turns restating the directions. Answer any questions.
  • Ask groups to find out who woke up the earliest. The person who woke up first will go first, then continue clockwise.
  • Engage.
  • Use an attention-getter to quiet the class and then engage in a celebration.

AVID and AVID Excel: Compare and Contrast
  • Use the slide to point out the similarities and differences between the AVID Elective and AVID Excel. Highlight that Excel focuses first on language acceleration while developing college and career readiness.
Learning Objective: Introduction
  • Explain that each lesson in Excel will have a Learning Objective that sets the purpose for the lesson and identifies what they will be doing in class on that day.
  • Read the objective aloud to scholars.
  • Then, re-read the objective, prompting scholars to drop-in read the words in blue. 
  • Provide a moment for scholars to think about the importance of this learning objective. 
  • Review the prompt and model a response using one of the claim and evidence sentence frames.
    • For example, “It seems to me that we will be learning about Excel strategies by doing them because it says we will be doing ‘guided practice.’”
  • Have scholars turn to a partner and use a claim and evidence sentence frame to discuss the prompt. 
  • Ask one or two courageous contributors to share their answers.
  • Celebrate after each response.

Essential Question
  • Explain that each unit in Excel has three Essential Questions. Essential Questions guide thinking and learning. By the end of each unit, they should be able to answer them.
  • Use choral reading or call-and-response to review the Essential Question with the class.
Engage
Student Grouping:
Pairs
Whole Class
Academic Language Scripts: Turn and Talk
  • Distribute or display Academic Language Scripts.
  • Review the directions and sentence frame for the Turn and Talk. Model a response. Point out that scholars should list three different ideas.
  • Review the words in the Word Bank by chorally reading them.
  • Do a thumbs-up, thumbs-down for each of the words, and clarify the definitions as necessary.
  • Direct scholars to use one or more words in their responses. Point out that they can change the form of the words (for example: practice, practiced, practicing, practices).
  • Engage.
  • Use an attention-getter to quiet the class and then engage in a celebration.
What Is a Think–Pair–Share?
  • Chorally read each step aloud.
  • After each step, review the purpose.
Think
  • Use the physical cue for thinking while reading and reviewing the prompt aloud.
  • Explain that the images showcase positive elements of a Think–Pair–Share.
  • Provide scholars with some quiet time to think about the prompt.
  • Ask one or two courageous contributors to share using the sentence frame. Celebrate after each response.
Pair
  • Review the directions.
  • Direct students to find a partner. Choose who will be A (Awesome) and B (Brilliant).
  • Ask the Awesome (A) partners to raise their hands. Repeat for the Brilliant (B) partners.
Share
  • Review the directions.
  • Instruct scholars to highlight an “Expressing an Opinion” and “Building on What Others Say” language script they are willing to commit to using in their conversation.
  • Instruct partners to paraphrase the directions together.
  • Answer any questions.
Think–Pair–Share: Engage
  • Direct students to whisper read (forming the words quietly as they read) the prompt to themselves three times.
  • Answer any questions. Remind scholars to use academic language and complete sentences.
  • Engage.
  • Set a timer for each partner to share or prompt scholars when it is time for Partner B to share.
  • Use an attention-getter to quiet the class.
  • Ask one or two courageous contributors to share what their partner said. Have them include their partner’s name. (“Gabriela said…”) Celebrate after each response.
  • Conduct a Fist-to-Five to assess how well scholars used their language scripts (1 = Oops, I forgot; 5 = Smooth and seamless). Point out that using academic language scrips might feel awkward at first, but with practice, it will get easier, and soon it will be natural.
Think–Pair–Share: Authentic Definition
  • Read the prompt and sentence frame aloud.
  • Ask the class what two things must be included in their definition (description and purpose).
  • Explain the concept of an authentic definition. (An authentic definition makes the word understandable so it can be used confidently and appropriately.)
  • Engage.
  • Set a timer for each partner to share or prompt scholars when it is time for Partner B to share.
  • Use an attention-getter to quiet the class.
  • Ask one or two courageous contributors to share their answers. Celebrate after each response.
Closing Routine
Student Grouping:
Individual
Whole Class
Exit Ticket: Sticky Note Reflection
  • Explain that each day in Excel will end with a closing routine made up of an Exit Ticket and check-in to see how well the class has achieved the learning objective for the day.
  • Use the physical cue for thinking while reading and reviewing the prompt aloud.
  • Review the sentence frame. Model a response.
  • Remind scholars to use one or more words in their responses. Point out that they can change the form or the words (for example: practice, practiced, practicing, practices).
  • Provide sticky notes. Remind scholars to put their names on the sticky note. Engage.
  • If time allows, ask one or two courageous contributors to share their answers. Celebrate after each response.
Learning Objective: Check-In
  • Remind scholars that each lesson in Excel has a Learning Objective that sets the purpose for the lesson and identifies what they will be doing in class on that day.
  • Conduct a Fist-to-Five to assess how the class achieved the Learning Objective (1 = Not even close; 5 = A++). Point out that sometimes there will be many 1s, and sometimes there will be 5s. There is no right answer. Either way, the check-in allows them to assess their success and adjust for the next day.
  • Finish with a celebration.
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