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Text Set Design and Practice: Building Knowledge and Vocabulary

This session focuses on the value of building knowledge and vocabulary to support reading. Participants will learn the process of building text sets and expert packs to enhance understanding of a topic. They will also evaluate completed and in-progress text sets and expert packs against specific criteria.

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Text Set Design and Practice: Building Knowledge and Vocabulary

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  1. Text Set Design and Practice Day 2 | Session 2 Grades 9-12

  2. Welcome Back Presenters

  3. Today’s Sessions Text Set Design and Practice Determining Text Complexity Session 2: Session 1: Session 3: Shifting the Paradigm: A standards- based approach to fiction

  4. Standards Institute Approach • Support • Access • Rigor • Relevance July 13 - July 17

  5. Goals and Purpose Session 2: Text Set Design and Practice Participants will understand the value of building knowledge and vocabulary to support reading. Participants will understand the process of building text sets and expert packs designed to build knowledge about a topic (NOT A THEME) Participants will engage in the process of evaluating completed and in-process text sets and expert packs against specific criteria.

  6. Agenda Session 2: Text Set Design and Practice Why Knowledge and Vocabulary? Text Sets and Expert Packs Trying it Out

  7. Part 1Why Build Knowledge and Vocabulary?

  8. Session 2: Text Set Design and Practice Reminder… • Extensive research supports the necessity for reading on grade level in early elementary grades, with the consequences being directly related to HS graduation rates • The achievement gap grows the longer students are in school • Knowledge and vocabulary are directly related to reading

  9. Session 2: Text Set Design and Practice Five Essential Studies • Hernandez 2011, “Double Jeopardy” • Lesnick et al 2010, “Reading on Grade Level in Third Grade: How Is it Related to High School Performance and College Enrollment?” • Fletcher and Lyon 1998, 74% of 3rd graders who read poorly will still be struggling in 9th grade. • Snow et al 1998, “A person who is not at least a modestly skilled reader by the end of third grade is quite unlikely to graduate from high school.” • Juel 1988, 1st grade reading scores are a “reliable predictor of later reading scores.”

  10. Session 2: Text Set Design and Practice The Baseball Study Compared reading comprehension for four categories of students:

  11. Session 2: Text Set Design and Practice The Baseball Study: Results Measure of Comprehension

  12. Session 2: Text Set Design and Practice Findings • Knowledge of the topic had a MUCH bigger impact on comprehension than generalized reading ability did (pg. 18) • With sufficient prior knowledge “low ability” students performed similarly to higher ability students. (pg. 19) The difference in their performance was not statistically significant.

  13. Session 2: Text Set Design and Practice The Causes • What they ARE • Vocabulary: Failure to grow sufficient vocabulary • Knowledge: Failure to develop wide background knowledge • Fluency: Failure to become a fluent reader What They are NOT • Lack of critical thinking • Failure to know or use comprehension strategies • Failure to master the standards WHAT THIS MEANS: Students now have an extremely small window to graduate high school with the knowledge, vocabulary, and skills necessary to navigate successfully in college and/or career.

  14. Session 2: Text Set Design and Practice What to do About Vocabulary and Knowledge “Building knowledge systematically in English language arts is like giving children various pieces of a puzzle in each grade that, over time, will form one big picture…”

  15. Session 2: Text Set Design and Practice The Importance of Knowledge “It's true that knowledge gives students something to think about, but a reading of the research literature from cognitive science shows that knowledge does much more than just help students hone their thinking skills: It actually makes learning easier. Knowledge is not only cumulative, it grows exponentially. Those with a rich base of factual knowledge find it easier to learn more…” --Daniel Willingham, “How Knowledge Helps,” American Educator

  16. Session 2: Text Set Design and Practice The Importance of Vocabulary “In four years, an average child in a professional family would accumulate experience with almost 45 million words, an average child in a working-class family 26 million words, and an average child in a welfare family 13 million words.” “The Early Catastrophe: the 30 Million Word Gap by age 3”, Hart and Riley

  17. Session 2: Text Set Design and Practice Topics on the ACT • The history and legal precedent for acquittal by reason of insanity • A response to feminist reappraisal of women poets • The development of the brain in a newborn infant • Two accounts of the media coverage of the Apollo moon landing

  18. Session 2: Text Set Design and Practice Topics on the SAT • Burgess Shale • Controversy surrounding question of earliest North American settlements • Self Discovery via Early 20th Century Shakespearean Theatre Tour • Integrity of Modern Film Remakes • Sleep Research

  19. Session 2: Text Set Design and Practice Topics on the SAT • Sleep Research • Role of Chinese American Women during WWII • Honore de Balzac • Controversy Surrounding the Architecture of the Getty Museum • The Politics of Environmental Reporting

  20. Session 2: Text Set Design and Practice Topics on 10th-11th Grade PARCC • Tinker v. Des Moines U.S. Supreme Court : majority opinion, dissenting opinion, analysis by Law professor • Post WW II speech by Churchill about Soviet Russia • The creation of art from plastic debris found on a Northern California beach • Re-examination of the public health message about antibiotics • The declaration of independence, and spectral imaging technology findings about changes made to the language of the text • Patrick Henry Speech to the Second Virginia Convention

  21. The HS ELA standards are built off a foundation in the preceding grades.This foundation includes: reading of grade-level complex literary and informationaltexts independently and proficiently.

  22. Session 2: Text Set Design and Practice What to do About Vocabulary and Knowledge • Building habits of mind, exposing students to a volume of non-fiction texts, making interdisciplinary connections • Enhancing understanding of Literary texts, including contemporary relevance • Creating opportunities for engagement, and to explore in appropriate depth topics of interest to students In the HS grades, addressing vocabulary and knowledge gaps is akin to emergency triage—but it is still necessary and worthwhile!

  23. Session 2: Text Set Design and Practice 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.

  24. Session 2: Text Set Design and Practice How Does Volume of Reading Compliment Close Reading?

  25. Part 2Text Sets and Expert Packs

  26. Session 2: Text Set Design and Practice Volume of Reading and Texts Sets Text sets focus on • volume of reading; • gaining knowledge about a topic through reading a range of complexities; • light teacher support; • student-driven/ independence • Clear and repetitive practice for accountability from pre-existing choice

  27. Session 2: Text Set Design and Practice Volume of Reading and Texts Sets • A text set is a set of “texts” around a similar topic, theme, or idea. • Strong text sets share common vocabulary, which helps bolster students’ vocabulary knowledge through repeated readings. • Strong text sets also provide students with repeated readings about similar ideas, which allow them to build knowledge.

  28. Session 2: Text Set Design and Practice Text Set as Mini-Assessment Grade 9 The Manhattan Project Texts Based on a series of texts about the Manhattan Project and President Truman’s communication to Joseph Stalin regarding the United States’ development of an atomic bomb. In this mini-assessment there are eleven selected-response questions. Additionally, there is an optional writing prompt, which is aligned to both the Reading Standards for Informational Texts and the Writing Standards.

  29. Session 2: Text Set Design and Practice Text Set as Mini-Assessment Grade 9 READ THE TEXTS IN THE HANDOUT At your tables discuss the following: -How does the sequence of the text build in complexity? -What knowledge would students need to comprehend these texts? -How do the texts build knowledge individually? -How do the texts build knowledge as a text set? • READ THE TEXTS IN THE HANDOUT • At your tables discuss the following: • -How does the sequence of the text build in complexity • -What knowledge would students need to comprehend these texts? • -How do the texts build knowledge individually? • -How do the texts build knowledge as a text set?

  30. Session 2: Text Set Design and Practice Systems that Must be in Place • Cross Content Communication • Shared understanding of knowledge and vocabulary process and deficits • Cross Service Communication: ELL, AIS, SWD, ELA

  31. Session 2: Text Set Design and Practice An Expert Pack Text Set • Collection of resources organized for students to build knowledge about a specific topic; ideally related to a topic in general education classroom • Glossary of terms to help students access challenging vocabulary • Suggested activities to help students capture and express their learning • As independent as possible: in this process the bulk of the teacher work is pre-loaded.

  32. Session 2: Text Set Design and Practice Expert Pack Guidelines • Text broadly defined: text, graphic novel/text, free articles (readworks), art, infographic, interactive graphics and text, interviews, audio, etc. • Text sequenced generally beginning with lower reading levels (quantitative and qualitative) and moving to more complex levels. • Support students’ ability to read the next selection (mostly) independently or in pairs. • Students develop expertise on the topic. • Topics ideally connected in some way to a content area curriculum .

  33. Session 2: Text Set Design and Practice Expert Pack Development of Steps • Text Selection (between 8 and 10 texts) • Vocabulary Selection (teacher identifies anticipated vocabulary within each text) • Suggested Activities: Learning worth remembering for specific texts and developing conversation across text includes: • Summary: table where students record text, their central learning, and how this learning builds on/adds to learning from previous text • Vocabulary “sensational six:” students select vocabulary that they think is critical to understanding text, locate definition, and use it in a sentence specifically about the text

  34. Part 3Trying it out Session 2: Text Set Design and Practice Expert Pack Development of Steps • Student accountability – is this work worth doing? • “light touch approach” for teachers and students. Can this be done easily and mostly independently? • Picture of knowledge (students record something they read that was interesting, taught you something new, made you want to learn more, and is still confusing) • Quizmaker – students develop questions for other students for reading of text, that require the text to develop the answer. • Wonderings: I am still confused about/ This made me wonder • Using vocabulary in discussion of text

  35. Session 2: Text Set Design and Practice Of Mice and Men Text Set What kind of text set? • Mini-Assessment? • Expert Pack? • Extension?

  36. Session 2: Text Set Design and Practice Of Mice and Men Text Set • What topic could I concentrate on that would: • support student understanding of the central text • provide background that does not give students answers to the central questions that we will be exploring in the module (e.g., character development, author’s craft) • provide a foundation that may benefit students in knowledge and vocabulary as they tackle the text? • EXAMPLE: Dust bowl and migrant workers? To what extent?

  37. Session 2: Text Set Design and Practice You Try: OMAM Expert Pack-in-progress • Read the sample OMAM expert pack and think about the following: • What knowledge about the world and words does this text provide? • How can this knowledge benefit students as they read Of Mice and Men? • How can this knowledge benefit students in other texts and topics they may encounter in ELA or other subject area classes? • Sequence of texts • Where texts work or don’t work for this purpose

  38. Session 2: Text Set Design and Practice You Try: OMAM Expert Pack-in-progress Keep in mind the function of the expert pack is ideally supporting struggling students with the goal of building knowledge and vocabulary within a topic

  39. Session 2: Text Set Design and Practice You Try: OMAM Expert Pack-in-progress • FIRST: work in groups, divide and conquer: determine qualitative text complexity for the resources ( 10 min) THEN: assemble your expert pack, considering: • What knowledge about the world and words does this text provide? • How can this knowledge benefit students as they read Of Mice and Men? • How can this knowledge benefit students in other texts and topics they may encounter in ELA or other subject area classes? • Sequence of texts • Where texts work or don’t work for this purpose (35 min)

  40. Session 2: Text Set Design and Practice Learn More! The training materials for SAP’s text Set Project, as well as the completed text sets are housed in an Edmodo group. Follow these steps for access:  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.

  41. Session 2: Text Set Design and Practice Resources for Building Text Sets • Book on “Teaching with Text Sets”http://bit.ly/Teaching_with_Text_Sets • American Reading Company Webinar on Finding Texts at Different Lexile Levels: http://www.americanreading.com/ • Novel New York (NYS library databases, many searchable by lexile): http://novelnewyork.org/ • Light Sail: http://www.lightsailed.com/ • Curriculet: http://www.curriculet.com • Starting in the spring full text sets will begin to be loaded up on www.achievethecore.org • Nonfiction Text Sets from TC Reading and Writing Project http://readingandwritingproject.com/resources/book-lists-classroom-libraries-and-text-sets-for-students/text-sets.html

  42. Session 2: Text Set Design and Practice Resources for Building Text Sets • ELA SCASS Navigating Text Complexity http://www.ccsso.org/Navigating_Text_Complexity/Showroom_Models.html • ReadWorks http://www.readworks.org/ • Reading A-Z http://www.readinga-z.com/ • Webinar on Finding Texts at Different Lexile Levels: http://achievethecore.org/page/927/webinar-on-finding-texts-hidden-resources-at-your-fingertips-detail-pg • Nonfiction Text Sets from TC Reading and Writing Project http://readingandwritingproject.com/resources/book-lists-classroom-libraries-and-text-sets-for-students/text-sets.html

  43. Session 2: Text Set Design and Practice Resources for Direct Vocabulary Instruction • “Wordly Wise” published by Educators Publishing Service (EPS) • Bringing Words to Life, Beck and McKeown • www.textproject.org • Marzano Six Step Program http://www.ncresa.org/docs/PLC_Secondary/Six_Step_Process.pdf • “Word Nerds” - Stenhouse Publishers • Frayer model (all over the internet) • Words Their Way http://www.pearsonhighered.com/educator/series/Words-Their-Way-Series/10888.page

  44. QUESTIONS?

  45. Session 2: Text Set Design and Practice Reference List

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