What are Text Sets p.77
- Differentiated collections of print, non-print, and multimodal texts focused on a common topic, theme, concept, essential question, or anchor text
- Use multiple texts to guide instruction.
- Types of texts not limited to Photograph, Infographic, Video, Chart, Map, Website, Graph, Book, Web Cam, Comic Strip/Cartoon, Concept Map, and more
- Materials for text sets are purposefully chosen to:
- 1. Support and deepen students understanding of concepts
- 2. Scaffold reading of increasingly complex texts,
- 3. Teach strategies for reading multiple texts, and
- 4. Provide different perspectives on a concept.
1. Designing Text Sets for Conceptual Development p. 80
To develop conceptual knowledge, the necessary conditions for teachers to consider when creating text sets include:
- Activate students’ existing knowledge, and
- Relevant, engaging and interesting to students
- Provide new information and experiences that allow students to make connections to further develop a concept.
When engaging with text sets to build conceptual knowledge, students need to:
- Discover patterns and connections among ideas,
- Think critically i.e. evaluate the truth of these understandings based on the supporting evidence provided in the texts, and
- Transfer the new understandings across time or situations.
Concept Oriented Reading Instruction CORI
- Engaging students and creating interest, and
- Teaching students:
- Strategies for accessing information from different types of texts,
- How to synthesize information from a range of sources to construct meaning and conceptual understanding,
- How to communicate with a range of different audiences.
2. Scaffolding Concept-Based Instruction with Text Sets p. 82
- First, what is scaffolding?
- Discuss and explain the following (Jigsaw in small groups).
- Hierarchical Scaffolding
- Quad text sets
- Linked text sets
- Anchor text sets
Resources for Primary Sources p. 87
- Library of Congress
- National Archives
3. Reading Moving Images, Political Cartoons and Photographs p. 92
(Follow this link to a worksheet)