Expanding the Definition of Text
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Transcript of Expanding the Definition of Text
Supporting Inquiry through Multimodal Text Sets
https://www.flickr.com/photos/horiavarlan/4263328317/
http://expandingtext.weebly.com
• PowerPoint
• Handouts/Text Set
• Links
• Ideas for extensions
• Contact Information
Define “text”
Participate in “close reading” of a text set
Based on Reading Closely Units, grades 6-12, by
Odell Education, found on Engage NY
Understand the concept of inquiry text sets
Works of Art,
Artifacts, Songs
Maps, Charts,
Speeches, Political
Cartoons
Historical Documents,
Photographs, Ephemera Websites, Infographics,
Video, Film, Web Cams
Anything that provides
information
Found on Engage NY
Units were created first, before the modules
Provide the structure and the tools (e.g., using details to
make a claim tool)
Units are more flexible
“Reading closely for textual details” is the foundational literacy activity.
Image Credit: Tompkins County Public Library – Local History
Backwards Design
Outcomes
SS Standard/Practices for Grade 8:
A. Gathering, Interpreting and Using Evidence
Anchor Standards for Reading:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Identify factory/working conditions during the early 1900s
Evaluate how the Triangle Shirtwaist Fire impacted legislative change
…not because of deficits in skills, strategies, or critical thinking, but because they are unable to read complex texts
Breakdown in understanding:
Vocabulary
“Background” Knowledge
Fluency
“Reading a number of texts within a topic grows knowledge and vocabulary far more than any other way.”
Liben, D. (2014). What does it take to succeed in the era of the Common Core? [PowerPoint slides]. Retrieved from https://www.engageny.org
Image Credit: Public Domain image from Pixabay.com
Garment factory
Circa 1900
Image Credit: Cornell University Kheel Center - Remembering the 1911 Triangle Factory Fire
E.g., The light coming through the window suggests that it is day time.
What do the
details
suggest?
What details
stand out?
Garment factory
Circa 1900
Image Credit: Cornell University Kheel Center - Remembering the 1911 Triangle Factory Fire
What new questions do
you have?
Read closely to yourself, underlining important words and noting the gist in the margin
Explain the gist to your partner, using evidence from the text to back it up
“What conditions does the author suggest contributed to the catastrophic nature of the fire?”
Now, return to the photo and write a caption
Text 1: noted details, made inferences, generated your own text-dependent questions
Text 2: noted details, made inferences, and then synthesized information from 2 sources
“No initial context is provided.” Odell Reading Closely Units
Question: What is the value in this approach vs. starting with an encyclopedic text?
Selection choices based on outcomes Identify factory/working conditions during the early 1900s
Evaluate how the Triangle Shirtwaist Fire impacted legislative change
Importance of complex texts
See the Weebly Site for completed set and recommendations
Odell/Close Read Model
SCIM-C Scaffold
Part 1. Understanding Close Reading: Students attend to and analyze textual details/analyze visual-based texts.
Part 2. Questioning Texts: Students use questions to guide their analysis of texts.
Part 3. Analyzing Details: Students analyze textual detail as a key to discovering meaning. Students read, analyze, and compare texts.
Part 4. Explaining Understanding: Students summarize and explain what they have learned. Students read and analyze three related texts.
Part 5. Discussing Ideas: Students learn the characteristics of an effective text-based discussion and demonstrate skills in leading and participating in one.
Summarize: What do you see? Just the facts.
Contextualize: Look for clues in the document to place it in time and space
Infer: Educated guesses. What does the source suggest?
Monitor: Recap the process. Have I done all the steps well?
Corroborate: Take all the information from multiple sources and synthesize it to answer the question.
• Students are the “detectives” or explorers
• Evidence-based discussions help them shape and reshape their own understanding.
• All are engaged.
• The text levels the playing field.
• Text sets are a vehicle for inquiry
Constructivist learning: “…encourages students to use active techniques…to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing” - “Constructivism as a Paradigm for Teaching and Learning.” Thirteen Ed Online
Making Evidence-
Based
Arguments
Researching to Deepen
Understanding
Making Evidence-Based Claims
Making Inferences
Reading closely for textual details
Literal
Inferentia
l
Interpretiv
e
Provides opportunities to access authentic materials
Allows for natural scaffolding and differentiation
Allows students to immerse in engaging content and build subject knowledge
Creates student-led discovery of and discussions around key information
Exposes students to multiple perspectives/representations of information (and provide mentor texts for writing)
Increases acquisition of domain-specific vocabulary
“We must organize our readings in every subject so each text bootstraps the language and knowledge needed for the next. Gradually, students will be ready for texts of greater complexity”-Marilyn Jager Adams
Image Credit: https://www.flickr.com/photos/wolflawlibrary/2446139106
Similar or related themes/topics, ideas/concepts
Texts work together to build student understanding of a topic
Increasing complexity:
Simpler texts “bootstrap” students to more complex texts
Text 1• 3-4 Photographs
Text 2
• Primary Source
• First Person account, related to the photos
Text 3
• General treatment
• Often a video
Text 4
• Student explore independently
• Multimedia/website
Texts 5-8
• Editorials, Letters, First Person accounts that offer a different perspective
All texts should display:
Craft: at a level that is noteworthy and or widely recognized
Significance: the text is seminal or influential in its respective genre
Content: the text contains ideas or themes that are interesting, engaging, provocative, and significant
Informational texts should display:
Relevant and accurate content
A clear point of view and/or purpose
A discernible main idea and a developed and clear organizational structure
Any argumentation in the text should contain claims supported by evidence in the text
Literary texts should display:
Significant themes that can support analysis
A developed and clear narrative structure
A clearly discernible point of view
EngageNY
LOC
PBS
History Unbound –SCRLC TPS
NY Heritage
C3 Inquiries Site
VTS Strategies
Project Look Sharp (Decoding Media)
Stanford SHEG
Liben/Achieve the Core
http://expandingtext.weebly.com
Go forth and build your own text set…or try implementing today’s set with students.
If you send your sets to us…we’ll add it to our Expanding Text site (and credit you, of course!)