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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• Maps• Charts• Artifacts• Speeches• Historical
documents• Political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
Content adapted from Leslie Yolen/EngageNY.org
4
• Articles• Diagrams• Charts• Graphs
• Videos• Films• Webcams
(e.g., Great Blue Heron hatchlings)
WHAT IS TEXT?
Image Via Wikimedia Commons
Image Via DPLA
Screen Capture from Holt, Rinehart and Winston
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 STANDARDSIdentify, select, 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).
“Gathering and Using Evidence”, Grade 7
Social Studies Framework
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
8.2b Population density, diversity, technologies, and industry in urban areas shaped the social, cultural, and
economic lives of people.
8.2c Increased urbanization and industrialization contributed to changes in labor conditions, and led to
political corruption.
8.2d In response to shifts in working conditions, laborers organized and employed a variety of strategies
in an attempt to improve their conditions. “Throughout the course, teachers should help students
see connections across time. For example, when
examining indentured servitude and slavery, teachers
could examine experiences of immigrants and informed
action that citizens might take.”
.
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?
Garment factoryCirca 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?
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 pointsConstructivist 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.• Text sets are a vehicle for inquiry
KEY POINTS
“The making of original thought about a text.” – Dr. Lorie Ostrander
Making Evidence-
Based Arguments
Researching 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
Informational &
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 ODELL TEXT SETT
ext 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
Image Credit: American Folk Art @ Cooperstown Blog
COMPLETING THE TEXT SET:
Art and Photography
COMPLETING THE TEXT SET:STEM Connection
The Science of Fire
Local News Report
Roberson Factory Experience
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.
http://expandingtext.weebly.com - EngageNY- LOC- PBS- SCRLC TPS Grant - NY Heritage- BOCES Arts in Education- Historical Societies
RESOURCES
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
Thank You! Diane:
Diane.Aaronson@Oneonta.edu
Nicole: NWaskieL@BTBOCES.org
@nwaskielaura
Sue:
LeBlancS@DCMOBOCES.com
http://expandingtext.weebly.com Header Image Credit: Cornell University Kheel Center - Remembering the 1911 Triangle Factory Fire
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