Title: Text Sets North Carolina Department of Public Instruction English Language Arts Department
1Text SetsNorth Carolina Department of Public
Instruction English Language Arts Department
2Agenda
- Introduction and Review of Agenda
- Text Sets and Lesson Design
- Text Sets and the Standards
- Criteria for Constructing a Text Set
- Morning Break (15 minutes)
- Lesson Featuring a Text Set
- Steps to Creating a Text Set
- LUNCH (1200 100)
- Example Text Sets
- Pattern Folder Activity
- Afternoon Break (15 minutes)
- A Text Set in Action
- Reflection
3Participant Notes
- You will find the participant notes on our
LiveBinder
4CREATING
TEXT
SETS
5Resources
- Texts and Lessons for Content-Area Reading
(Harvey Smokey Daniels and Nancy Steineke) - Teaching with Text Sets (Mary Ann Cappiello and
Erika Thulin Dawes) - Common Core Curriculum Maps English Language Arts
(Common Core)
6Line of Inquiry
FORMATIVE ASSESSMENT
Text Set
W.11-12.1b
W.11-12.5
RUBRIC
LESSON
W.11-12.9
RI.11-12.1
7Line of Inquiry
Text Set
W.11-12.1b
W.11-12.5
RUBRIC
LESSON
W.11-12.9
RI.11-12.1
Line of Inquiry
8Defining
- What is Text? The term text refers to anything
that a teacher can use to center instruction,
anything that students can read, view, listen to,
or explore, including books, photographs, films,
articles, music, art, and more. - What is a Text Set? A text set is a collection
of related texts organized around a topic or line
of inquiry. - A text set includes information in many
modalities, including print, audio, visual.
Examples could be podcasts, news footage,
photographs, drawings, artifacts, sculptures, and
paintings, including primary sources.
9Text Sets and the Standards
- The Standards focus on building student ability
to read and understand grade-level complex text
and express that understanding clearly through
writing and speaking. - The Standards emphasize the role of close
engagement with text in students building
knowledge about the world. - A coherent sequence of texts around a clear topic
or line of inquiry will support students in
building vocabulary and background knowledge. - Text sets are one tool for educators in planning
units of instruction to help students meet the
demands of the Standards.
10Shifts
- Building knowledge through content-rich
nonfiction and informational texts - Reading and writing grounded in evidence from the
text - Regular practice with complex text and its
academic vocabulary
11Where does using multiple texts appear in the
Standards?
- Reading Integration of Knowledge and Ideas
- R.CCR.7 Integrate and evaluate content presented
in diverse media and formats, including visually
and quantitatively, as well as in words. - R.CCR.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.
12- Writing Research to Build and Present Knowledge
- W.CCR.7 Conduct short as well as more sustained
research projects based on focused questions,
demonstrating understanding of the subject under
investigation. - W.CCR.8 Gather relevant information from multiple
print and digital sources, assess the credibility
and accuracy of each source, and integrate the
information while avoiding plagiarism.
13- Speaking and Listening Comprehension and
Collaboration - SL.CCR.2 Integrate and evaluate information
presented in diverse media and formats, including
visually, quantitatively, and orally.
14What are your ideas?
- With your table group, discuss
- How have you used multiple texts to teach the
Standards? - And, what challenges might teachers face in your
district with using multiple texts?
15Dan Sparlin
- New additions to the
WiseOwl collection of resources - Contact Dan.sparlin_at_dpi.nc.gov
16Text Sets in K-12 Classrooms
- Elementary Across Genres / Integrated approach
- Middle Grades Across Genres / Team Approach
- High School Across Genres
17Why Create a Text Set
- To capture interests and cultivate engagement
- To prompt inquiry
- To read for multiple perspectives
- To build prior knowledge
- To encourage student writing Text sets as mentor
texts - To differentiate instruction
- To support vocabulary development
18Criteria
- Constructing a text set requires considering
three criteria - A variety based on text complexity
considerations. - Various cultural perspectives may be appropriate
for some concepts. - Differences that offer various approaches to the
big idea or conceptual understanding that
unifies the conceptual text set. - Donham, J. (2013). Text Sets, Deep Learning, and
the Common Core. School Library Monthly, 29(6),
5-7.
191. Text Complexity
- The Standards assert that Lexile scores alone are
not a measure of complexity. - A text set might include titles that differ in
- 1. Qualitative Measures
- 2. Quantitative Measures
- 3. Reader and Task
20Navigating Text Complexity
212. Cultural Perspectives
- Text sets provide multiple perspectives on
complex issues. They show students that there are
different "truths" and thus emphasize the
importance of questioning dominant
interpretations. (Annenberg Learner)
223. Conceptual Understanding
- Central to the text set is the big unifying idea.
To meet the expectation of the Standards for deep
learning, this core idea is considered
conceptual. A concept has several important
attributes
23Conceptual Understanding
- A concept is an abstract idea.
- A concept has complexity in that it may have
multiple dimensions or attributes. - A concept transfers across time and place.
- A concept is learned through inferential and
inductive thinking.
24- Linda Crafton (1991) wrote when readers read
texts that are conceptually related in some way,
they are engaged in an exploration of cognitive
and linguistic ties.
25Break
26Text Set Lesson
- Words We Live By Your Annotated Guide to the
Constitution by Linda R. Monk
Originally published in New York Hyperion,
2003.
27- What is (and isnt) the meaning of popular
sovereignty? Why does Monk claim that this is
the form of government in America? - Standards RI.6-8.4-6
28Is Lucy Stone confused when she asks Which We
the People? Why does Monk say this question
has troubled the nation?Standards
RI.6-8.5-6
29- What evidence is there in this paragraph
regarding Marshalls claim about the evolving
nature of the constitution? - Standard RI.6-8.1
30- The Focusing Question for Writing
- Explain how the notion of who the people were
has changed over time in America? Use evidence
from the text to support your explanation. - Anchor Standards R.CCR.3-6 and W.CCR.2,
4, 5, 9
31One Composition for Lesson Design
- Briefly introduce lesson
- Read
- Reread
- Ask text-dependent questions
- Provide opportunities for text-based writing
32This lesson
- allows the mystery and the adventure of the text
to unfold, - chunks the text in a meaningful way,
- includes scaffolding that doesnt simplify the
text and asks questions that require evidence, - and provides keen focus on paragraphs, sentences,
and words.
33Steps to Creating Text Sets
34Step One Identify the Anchor Text and Formulate
a Line of Inquiry for the Set
- Determine the standards that you want to teach.
- Identify an anchor text and formulate an overall
line of inquiry for the set. This can happen in
either order. An educator may first identify an
anchor text, from which they formulate a line of
inquiry for the set OR an educator may choose to
first identify a topic for a unit of study and
then seek out an anchor text around which to
build the set.
35Step One Continued
- The most important part of step one is that the
anchor text be a grade-level complex text that
meets the complexity demands of the Standards and
is worthy of the time and attention of students.
Without a rich anchor text, it is difficult to
create a worthwhile text set.
36How Many Texts?
- The number of texts in a set can vary depending
on purpose and resource availability around a
given topic. - What is important is that the texts in the set
are connected meaningfully to each other to
deepen student understanding of the anchor text.
37Step Two Use Databases to Research Texts around
the Topic
- Once you have identified the anchor text and line
of inquiry for your set, you can use a variety of
databases to search for texts.
38Step Three Evaluate Texts for Inclusion in the
Set
- 1. Does the text contribute to the students
building a body of knowledge connected
meaningfully to the anchor text? - 2. Is the text worthy of student time and
attention? - 3. Does the text contribute to a range and
balance of text types and formats in the overall
set? - 4. Do the text complexity measures of the text
place it in the grade band of the anchor text? A
range of texts spanning the band will support
student-knowledge-building over the course of the
unit.
39Step Four Refine, Finalize, and Produce Text Set
- Continue to refine your selections until you are
satisfied that you have a range and balance of
texts that support student engagement with the
line of inquiry.
40Lunch
41Examples of Text Sets
42Guiding Questions for Text Sets
- How are the texts related in a meaningful way?
- What makes the texts rich worthy of rereading?
- What are the range of text types?
- Are there various degrees of complexity in the
set?
43Strong vs. Weak
Strong text sets Weak text sets
Build student knowledge about a topic meaningful connection to the anchor text Texts are not related or connected across sets or they are only superficially connected
Texts are authentic, rich, and worthy of study Only commissioned texts or textbook passages
Range of text types (literary and informational) and formats Focused exclusively on one genre or format (unless the set is a genre study)
Text complexity levels support student achievement of the grade-level complexity demands of the Standards Text complexity levels are erratic and do not support the staircase of text complexity in the Standards
44Examples
Strong Text Set Weak Text Set
Anchor Text Fahrenheit 451, Ray Bradbury Anchor Text Fahrenheit 451, Ray Bradbury
Related Texts You Have Insulted Me A Letter, Kurt Vonnegut (Informational) Burning a Book by William Stafford (Poem) The Book Burnings, United States Holocaust Memorial Museum (Informational) Excerpts from The Book Thief, Marcus Zusak (Appendix B Exemplar) Learning to Read and Write, Frederick Douglass (Informational) Learning to Read, Malcolm X (Informational) Unto My Books So Good to Turn, Emily Dickinson (Poem) The Portable Phonograph, Walter Van Tilburg Clark Related Texts Chaos Gunman Ambushes, Kills Two Firefighters at New York Blaze, Catherine Shoichet and Greg Botelho (CNN) (Informational) Johannes Gutenberg and the Printing Press, Mary Bellis (About.com) (Informational) Fahrenheit 451, Francois Truffaut (Film) About Ray Bradbury Biography (Informational) The Pedestrian, Ray Bradbury (Literary) The Childrens Story, James Clavell (Literary)
45Checking for Understanding
- Write a question on one side of an index card
about something you learned this morning. - Answer the question on the back of the card.
- Trade questions with someone from another table
and discuss your learning.
46Pattern Folders A Literary Analysis Tool
47Activity
Activity
How would you use this folder at your grade
level(s)?
48Lesson
- Lets take a look at how to use text sets within
a lesson.
49- Painting
- Primary Source Obituary
- Primary Source Letter
- Poetic Text Epitaph
- Anchor Text O Captain! My Captain!
- Sixth Text Student Choice
- differentiation
- formative assessment
50Line of Inquiry
- What differences and/or similarities do we see in
the ways in which authors and artists present the
subject through various media and genres? How do
authors and artists successfully convey their
presentations?
51(No Transcript)
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55Thoughts?
56- On an index card, write
- What parallels and contrasts stand out to you?
-
- What new things do you see?
- How does this change your hypothesis or
interpretation? Explain.
57Break
58Essential Question
- Discuss
- What can the writer accomplish with words that
the artist cannot accomplish with paints, and
vice versa?
59Culminating Activity
- Write a summary comparing and contrasting the
ways in which the authors characterized Lincoln,
paying close attention to HOW they accomplished
what they set out to do. - Cite evidence.
60(No Transcript)
61What differences and/or similarities do we see in
the ways in which authors, artists, etc. present
Lincoln through various media and genres? How do
authors and artists successfully convey their
presentations?
ONE SOURCE ALL WEBSITES
Text Set
RL.6.9
RI.6.7
RUBRIC
LESSON
RI.6.9
W.6.9
62Steps for Creating a Text Set
- Working with your grade level group
- Step 1 Identify the Anchor Text and Formulate a
Line of Inquiry for the Set - Step 2 Use Databases to Research Texts around
the Topic (Use WiseOwl and ELA LiveBinder Tabs
Primary Sources, Using Informational Texts,
Texts) - Step 3 Evaluate Texts for Inclusion in the Set
(Use Navigating Text Complexity site) - Step 4 Refine, Finalize, and Produce Text Set
63Steps for Creating a Text Set
- Working with your grade level group
- Step 1 Identify the Anchor Text and Formulate a
Line of Inquiry for the Set - Step 2 Use Databases to Research Texts around
the Topic (Use WiseOwl and ELA LiveBinder Tabs
Primary Sources, Using Informational Texts,
Texts) - Step 3 Evaluate Texts for Inclusion in the Set
(Use Navigating Text Complexity site) - Step 4 Refine, Finalize, and Produce Text Set
64Engaging Students with Primary Sources
65Contact Information
- Julie Joslin, Ed.D.
Kristi Day, M.Ed - Section Chief
K-5 ELA - English Language Arts
Consultant - 919-807-3935
919-807-3928 - Julie.Joslin_at_dpi.nc.gov
Kristi.Day_at_dpi.nc.gov - Lisa McIntosh, MSA
Anna Lea Frost, M.Ed - K-5 ELA
6-8 ELA - Consultant
Consultant - 919-807-3895
919-807-3952 - Lisa.Llewellyn_at_dpi.nc.gov
Anna.Frost_at_dpi.nc.gov - Angie Stephenson, M.Ed
- 9-12 ELA
- Consultant
- 919-807- 3833
- Angela.Stephenson_at_dpi.nc.gov