Text Sets for Content Rich Instruction:An old strategy breaths life into

Common Core Standards Dr. Kristi Fragnoli

Professor

The College of Saint Rose

Research Shows…

Hernandez 2011 from the Annie E. Casey Foundation showed that students that are not reading proficient by third grade are 4 times less likely to graduate from high school on time than students who are reading proficiently in 3rd grade.

March 2015 NTI: Grades 9-12 ELA Turnkey Kit for Teachers - Session 2https://www.engageny.org/resource/march-2015-nti-grades-9-12-ela-turnkey-kit-teachers-session-2

You are not a reading teacher.Connection between Volume of Reading, Knowledge, and Vocabulary Research by Landauer and Dumais

into vocabulary acquisition shows that students acquire vocabulary up to four times faster when they read a series of related texts.

Reading a number of texts within a topic grows knowledge and vocabulary far faster than any other approach

March 2015 NTI: Grades 9-12 ELA Turnkey Kit for Teachers - Session 2

https://www.engageny.org/resource/march-2015-nti-grades-9-12-ela-turnkey-kit-teachers-session-2

What is a text set? A group of texts organized by:

topic ~ theme ~ essential or compelling question

Global Warming Your Environment

How far should we tamper with our own biology and chemistry?

Why do we need rules? 

Blog by Dan Adiletta http://exitticket.org/compelling-questions/

What is a text set? Consists of multimodal texts - video, photographs,

visual art, and primary source documents; audio recordings such as music, podcasts, and radio broadcasts; and digital texts

Dawes, E., Enriquez (October 1, 2012).The Classroom Bookshelf:Teaching with Children's and Young Adult Literature in the 21st Century [Web post]. Retrieved from http://www.classroombookshelf.blogspot.com/

What is a text set?Some Text sets are organized around an

anchor text.

All genre types are considered- literature, blogs, informational, songs and etc.

Bringing text sets back…why?ELA R.CCR.7: 

Integrate and evaluate content presented in diverse formats and media, 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.

R.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently

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.

W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

HISTORY CCSS.ELA-LITERACY.RH.6-8.2

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

CCSS.ELA-LITERACY.RH.6-8.7integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-LITERACY.RH.6-8.9Analyze the relationship between a primary and secondary source on the same topic.

SCIENCE CCSS.ELA-LITERACY.RST.6-8.7

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

CCSS.ELA-LITERACY.RST.6-8.8Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

CCSS.ELA-LITERACY.RST.6-8.9Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

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

Overlap between CCSS for ELA, CCSS for mathematics, and

NGSS science and engineering practices.

SOURCE: Adapted from Cheuk (2013) and Stage et al. (2013).

Make connections across disciplines Each content area works in a vacuum, but we expect

our students to apply strategies and language across disciplines.

English Social Studies Science

Essential Question Compelling Question Engage in Inquiry

Author Position Sourcing Interpret Scientific Evidence

Style/Organization Contextualizing Synthesize Evidence

Proof /Evidence Analyze Construct/Evaluate understanding

 Drawing Conclusion Evaluate (performance task) Best understanding given evidence – epistemology of science

NYS SS Field Guide

Where Do We Start When Developing a Text Set?

Topic/Theme: When Fear Drives Mass Hysteria Essential/Compelling Question:

How does fear shape

government power &

freedom of speech? Anchor Text

Sample Text Set:

Two Ten-year-olds often think of life before the war. It's now 1943 and their life in Copenhagen is filled with school, food shortages, and the Nazi soldiers marching through town.

Born into a Jewish ghetto in Hungary, a child was sent to the Nazi concentration camps at Auschwitz and Buchenwald. This is his account of that atrocity: the ever-increasing horrors he endured, the loss of his family and his struggle to survive in a world that stripped him of humanity, dignity and faith.

The animals of the forest are carried away, one type after another, by the Terrible Things, not realizing that if perhaps they would all stick together and not look the other way, such terrible things might not

happen. 

Tadeusz Borowski's concentration camp stories were based on his own experiences surviving Auschwitz and Dachau. 

Compelling Question: What obstacles keep individuals from getting involved in their communities and larger world?

Theme/Topic: Holocaust, Injustice, Social responsibility

Compelling Question: What obstacles keep individuals from getting involved in their communities and larger world?

Theme/Topic: Holocaust, Injustice, Social responsibility

Chart, Timelines….

Primary Documents

Berlin, Nov 1938.  People walk past broken store windows in the aftermath of Kristallnacht. The nazis destroyed Jewish owned businesses on "the night of broken glass."

Political Cartoons

Poetry and Art

"Whose Air is it Anyway?" A Grade 8 Living Environment Common Core Lesson Plan

Supports

Newspaper

Determine related texts that support student understanding of the

content and anchor texts. Select texts that relate to the anchor text based

on the unit focus. Include variety and balance in text formats

(i.e., print, media, visual, etc.) and lengths (poems, short stories/articles, novels) across the units.

Include texts that are within the grade-level text complexity range (or above for reading aloud).

Sequence the texts sets across the year. Determine the order of the text sets. Focus on

ordering them to build student knowledge and increase the text complexity of texts

Work with teachers across grade levels to ensure knowledge and text complexity is built between grades.

http://www.louisianabelieves.com/docs/teacher-toolbox-resources/guide---how-to-create-a-text-set-for-whole-class-instruction-grades-k-12.pdf

Develop graduated text sets Articles/text start below grade level and move

upward until everyone is knowledgeable enough about the topic so they can independently read complex articles on the topic.

They become content experts – they can comprehend above reading level.

Motivation will improved.

Good vs. EvilStrong 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

Public Schools from North Carolina State Board of Education

Text Complexity

Common Core Standards Qualitative Features of Text Complexity Explained Companion to the Qualitative Dimensions Scale

You Know Your StudentsReader and Task Considerations What will challenge my students most in this

text? What supports can I provide? How will this text help my students build

knowledge about the world?

So many resources….

Commolit

http://www.commonlit.org

Edmodo Expert Pack Sample  Make a teacher account at http://www.edmodo.com.

On the left side of home screen, it will say "Groups" under your name and picture. Click on the "+" next to "Groups" and choose "Join".

Type in the group code: sma265 

Now, from your home screen, you should see "Text Set Project" listed under "Groups". Click on this tab.

Choose "Folders" from the left side of your screen, and, here, you will find all of the materials.

Virginia Tech: http://www.dhr.history.vt.edu/modules/us/index.html

Why text sets?

Targets CCS ~ Utilize complex texts Compare texts Close reading for all text evidence

Allows students to transfer content, skills and strategies between disciplines

Research shows we need to improve student reading skills early and often ~ We want successful college students