Text Sets North Carolina Department of Public Instruction English Language Arts Department

Text SetsNorth Carolina Department of Public Instruction

English Language Arts Department

Agenda

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 (12:00 – 1:00) Example Text Sets Pattern Folder Activity Afternoon Break (15 minutes) A Text Set in Action Reflection

Participant Notes

• You will find the participant notes on our LiveBinder

CREATINGCREATINGTEXTTEXTSETSSETS

Resources

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)

W.11-12.1b

W.11-12.5

W.11-12.9

RI.11-12.1

LESSONLESSON

Text Set

RUBRICRUBRIC

Line of Inquiry

W.11-12.1b

W.11-12.5

W.11-12.9

RI.11-12.1

LESSONLESSON

Text Set

RUBRICRUBRIC

Line of Inquiry

Line of Inquiry

Defining

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.

Text 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.

Shifts

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

Where 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.

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.

Speaking and Listening: Comprehension and Collaboration

SL.CCR.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

What 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?

Dan Sparlin

New additions to the WiseOwl collection of resources

Contact: Dan.sparlin@dpi.nc.gov

Text Sets in K-12 Classrooms

Elementary: Across Genres / Integrated approach

Middle Grades: Across Genres / Team Approach

High School: Across Genres

Why 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

CriteriaConstructing a text set requires considering three criteria:

1.A variety based on text complexity considerations.

2.Various cultural perspectives may be appropriate for some concepts.

3.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.

1. 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

Navigating Text Complexity

2. 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)

3. 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:

Conceptual 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.

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.”

Break

Text Set Lesson

Words We Live By: Your Annotated

Guide to the Constitution by Linda R. Monk

Originally published in New York:

Hyperion, 2003.

What is (and isn’t) the meaning of “popular sovereignty”? Why does Monk claim that this is the form of government in America?

Standards: RI.6-8.4-6

Is 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

What evidence is there in this paragraph regarding Marshall’s claim about the “evolving nature of the constitution”?

Standard: RI.6-8.1

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

One Composition for Lesson Design

1. Briefly introduce lesson

2. Read

3. Reread

4. Ask text-dependent questions

5. Provide opportunities for text-based writing

This lesson…

allows the mystery and the adventure of the text to unfold,

chunks the text in a meaningful way,

includes scaffolding that doesn’t simplify the text and asks questions that require evidence,

and provides keen focus on paragraphs, sentences, and words.

Steps to Creating Text Sets

Step 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.

Step 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.

How 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.

Step 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.

Step 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.

Step 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.

Lunch

Examples of Text Sets

Guiding 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?

Strong vs. WeakStrong 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

ExamplesStrong Text Set Weak Text Set

Anchor Text: Fahrenheit 451, Ray Bradbury Anchor Text: Fahrenheit 451, Ray BradburyRelated 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 Children’s Story, James Clavell (Literary)

Checking 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.

Pattern Folders: A Literary Analysis Tool

Activity

Activity

How would you use this folder at your grade level(s)?

Lesson

Let’s take a look at how to use text sets within a lesson.

Painting

Primary Source: Obituary

Primary Source: Letter

Poetic Text: Epitaph

Anchor Text: O Captain! My Captain!

Sixth Text: Student Choice differentiation formative assessment

Line 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?

Thoughts?

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.

Break

Essential Question

Discuss:What can the writer accomplish

with words that the artist cannot accomplish with paints, and vice versa?

Culminating 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.

RL.6.9RI.6.7RI.6.9W.6.9

LESSONLESSON

Text Set

RUBRICRUBRIC

What 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?

Steps 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

Steps 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

Engaging Students with Primary Sources

Contact Information

Julie Joslin, Ed.D. Kristi Day, M.EdSection Chief K-5 ELAEnglish Language Arts Consultant919-807-3935 919-807-3928Julie.Joslin@dpi.nc.gov Kristi.Day@dpi.nc.gov

Lisa McIntosh, MSA Anna Lea Frost, M.EdK-5 ELA 6-8 ELAConsultant Consultant919-807-3895 919-807-3952Lisa.Llewellyn@dpi.nc.gov Anna.Frost@dpi.nc.gov

Angie Stephenson, M.Ed 9-12 ELA

Consultant919-807- 3833

Angela.Stephenson@dpi.nc.gov