expanding the definition of text
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EXPANDING THE DEFINITION OF TEXT:
Diane Aaronson, Nicole Laura
and Sue LeBlanc
Integrating Visual, Historical and Cultural Resources into a
Common Core Lesson
RESOURCES FOR TODAY’S
PRESENTATION:http://expandingtext.weebly.com CONTAINS:
• PowerPoint• Handouts/Text
Set• Links to
additional resources
• Ideas for extensions
• Contact information
OBJECTIVES• 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 CCLS “text sets”
• Maps• Charts• Artifacts• Speeches• Historical
documents• Political
cartoons
• Paintings• Sculpture
s• Songs• Photos• Dances
Adapted from Leslie Yolen/EngageNY.org
4
• Articles• Diagrams• Charts• Graphs
• Videos• Films• Webcams
(e.g., Great Blue Heron hatchlings)
WHAT IS TEXT?
Cultural Resources:• Add real-world relevance
• Create a sense of community
•Meet standards
WHY CULTURAL RESOURCES?
Anchor Standard for Reading #7, Speaking and Listening #2:
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,
and orally
WHY CULTURAL RESOURCES?MEETS ELA STANDARDSAnchor Standard for Responding to Literature
#11: Develop personal, cultural, textual, and thematic
connections within and across genres as they respond to texts through written, digital, and oral presentations,
employing a variety of media and genres.
From the ELA Common Core Regents Test Guide:Literature texts could include: stories, drama, and poetry.
Informational texts could include: […] personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs,
journalism, and historical, scientific, technical, or economic accounts…)
WHY CULTURAL RESOURCES?
MEETS SS STANDARDSGathering and Using Evidence
Identify, describe, and evaluate evidence about events from diverse
sources (including written documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and
other primary and secondary sources).
Arts Standard 3—Responding to & Analyzing Works of Art
Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.
WHY CULTURAL RESOURCES?MEETS ART STANDARDS
Arts Standard 4––Understanding the Cultural Dimensions
and Contributions of the Arts Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of
past and present society.
UNITS VS. MODULES• 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.
METHOD 1: ADAPT
Image Credit: Tompkins County Public Library – Local History
METHOD 2: ALTERNATELY ALIGN
AKA: Use the process, add new content
Image Credit: Display:Roberson Museum and Science Center
Letter: NYS Heritage
BUILDING OUR TEXT SET
Grade 7, Module 2a Guiding Questions and Big Ideas
• What are working conditions, and why do they matter?
• How do workers, the government, business, and consumers bring about change in working conditions?
http://www.engageny.org/sites/default/files/resource/attachments/7m2a.pdf
ALIGNED SOCIAL STUDIES STANDARDS
7.10: Technological innovation led to industrialization and growth in production and trade throughout the United States.
7.12.d: Women joined the movements for abolition and temperance, and organized to advocate for women’s property rights, fair wages, education, and political equality.
7.12.e: Immigrant workers, low-wage earners, and women organized unions and political institutions to fight for safe and fair working conditions in industrialized areas.
READING CLOSELY FOR TEXTUAL
DETAILS: TARGETED
STANDARDS
Image Credit: Odell Education
THINK LIKE A DETECTIVE…
Image Credit: Public Domain image from Pixabay.com
What details stand out?What do the details suggest?
Garment factoryCirca 1900
Image Credit: Cornell University Kheel
Center - Remembering the 1911 Triangle Factory Fire
Garment factoryCirca 1900
Image Credit: Cornell University Kheel
Center - Remembering the 1911 Triangle Factory Fire
What new questions do you have?
Second text: • 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
• Text dependent question:“What conditions does the author suggest contributed to the catastrophic nature of the fire?” • Now, return to the photo and write a caption
SECOND TEXT
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?
QUICK REVIEW: WHAT DID WE JUST
DO?
Key points
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
• 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.
KEY POINTS
“The making of original thought about a text.” – Dr. Lorie Ostrander
Making
Evidence-
Based ArgumentsResearching to Deepen
Understanding
Making Evidence-Based Claims
Making Inferences
Reading closely for textual detailsLiteral
Inferential
Interpretive
• “Discovery Points”: Selected texts have connected facts and ideas that enable students to build knowledge in the topic/subject area
• Increasing complexity: Simpler texts “bootstrap” students to more complex texts
TEXTS IN A SET HAVE:
Shifts in ELA/Literacy
Shift 1: Balancing Informatio
nal & Literary
Text
Shift 4:Text-based Answers
Shift 2: Knowledge
in the Disciplines
Shift 5: Writing
from Sources
Shift 3: Staircase
of Complexity
Shift 6: Academic
Vocabulary
TYPICAL TEXT SET
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
One option: Working Conditions Life in the Shop by Clara Lemlich
Cornell University, Remembering the 1911 Triangle Factory File
“First let me tell you something about the way we work and what we are paid…”
COMPLETING THE TEXT SET:Social Studies
COMPLETING THE TEXT SET:STEM Connection
The Science of Fire
WBNG News Report
Roberson Factory Experience
Image Credit: American Folk Art @ Cooperstown Blog
COMPLETING THE TEXT SET:
Art and Photography
READING “TEXTS”
A WORD ABOUT TEXT SELECTION…
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• Selected texts need not have all three of these criteria, but the standards demand
that some of them are present in selected texts.
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• Again, selected informational and literary texts need not have all of these criteria,
but the standards demand that some of them are present in selected texts.
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!)
NEXT STEPS
http://expandingtext.weebly.com - EngageNY- LOC- PBS- SCRLC TPS Grant - NY Heritage- BOCES Arts in Education- Historical Societies
RESOURCES
Thank You! Diane: [email protected]
Nicole: [email protected] @nwaskielaura
Sue: [email protected] http://expandingtext.weebly.com
Header Image Credit: Cornell University Kheel Center - Remembering the 1911 Triangle Factory Fire