Capital Region Uncommon Approaches Presentation

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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

description

Presentation about integrating text sets and cultural resources into the Common Core.

Transcript of Capital Region Uncommon Approaches Presentation

Page 1: Capital Region Uncommon Approaches Presentation

EXPANDING THE DEFINITION OF TEXT:

Diane Aaronson, Nicole Laura and Sue LeBlanc

Integrating Visual, Historical and Cultural

Resources into a Common Core Lesson

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RESOURCES FOR TODAY’S

PRESENTATION:http://expandingtext.weebly.com CONTAINS:

• PowerPoint

Handouts/Text

Set

• Links to

additional

resources

• Ideas for

extensions

• Contact

Information

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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”

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• Maps• Charts• Artifacts• Speeches• Historical

documents• Political

cartoons

• Paintings• Sculpture

s• Songs• Photos• Dances

Content adapted from Leslie Yolen/EngageNY.org

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• 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

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Cultural Resources:

• Add real-world relevance

• Create a sense of

community

•Meet standards

WHY “CULTURAL RESOURCES”?

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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…)

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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

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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.

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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.

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METHOD 1: ADAPT

Image Credit: Tompkins County Public Library – Local History

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METHOD 2: ALTERNATELY ALIGN

AKA: Use the process, add new content 

Image Credit: Display:Roberson Museum and Science Center

Letter: NYS Heritage

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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

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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.”

.

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READING CLOSELY FOR TEXTUAL

DETAILS: TARGETED

STANDARDS

Image Credit: Odell Education

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THINK LIKE A DETECTIVE…

Image Credit: Public Domain image from Pixabay.com

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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?

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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

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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?

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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

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“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

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• “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:

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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

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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

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Image Credit: American Folk Art @ Cooperstown Blog

COMPLETING THE TEXT SET:

Art and Photography

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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.

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http://expandingtext.weebly.com - EngageNY- LOC- PBS- SCRLC TPS Grant - NY Heritage- BOCES Arts in Education- Historical Societies

RESOURCES

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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