7 - 4 - Lecture- Slowing Down to Rev Up Text Discussions in English Language Arts (10-04)

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  Hello.My name is Stephanie McConachie.And I'll be talking with you today aboutthe process and benefits of slowing down.Discussions of which complex andchallenging texts.we'll first define and, or, elaborate onaspects of close andcareful reading, then discuss the payoffsfor learners of slowing down.We'll then consider the instructionalcomponentsof a close reading, and finally, you'llapply these ideas to your own, discussionsituations.Well what do we mean by slow down readingof a text?There is now an understanding that allstudentsneed to have a regular supply of complex,informational, and literally text acrosstheir school dayand close reading is one important aspectofinstruction for those complex andchallenging text.A slowed down reading of a text allowsa close and careful reading, and it'simportantthat the text is worthwhile, andsufficiently challenging,that makes it worth that close and carefulreading.There can be different purposes.Literal and inferential is where you mightstart,just, well, what's the gist, what's itabout?Who are the characters, you know, where'sthis, what's the setting.you know, what's the main argument, themain claim in this argument.it can be interpretive meaning well, what,what do you,how do you interpret these ideas, how doyou delveinto certain ideas and what's aninterpretation that you mightdevelop or could be highly analytic whereyou're thinking about,what are the components of this argument,or how mightI, how was that argument put together bythe author?It also could have different grain sizes,from fine grained,local comprehension of words, phrases,sentences, and paragraphs like tracingthe use of one word and how its meaning is  elaborated on or even changes through thecourse of a text.Larger grained, where you're consideringthe total argument, major claims, ideas,concepts and howthey're developed and how that whole textis structured.Also making connections across multipletexts.At different grain sizes.How might this author have dealt with thisissue, given now, given what you've nowread about both of these authors.So if you can think back to the videoyou viewed about Cheryl Parshall.And how she taught students to determinewhether Sonny's Blues, the short storywritten by James Baldwin, reflects theexistentialphilosophy as described in, in one of[UNKNOWN]essays.Parshall presented students with achallenging task.And she devised ways to slow down theirreading.Students had to first grasp the literalbeforethey moved into an, that interpretationand analysis.And students covered if you remember,different grain sizes of reading incoming up with answers to the readingchallenge in front of them.So if you haven't already viewed the videoboth of Cheryl Parshall talkingabout how her students did.With, their text discussions and theirreadings,or the actual example of a studentdiscussion.Now would be a good time to view thatvideo.So we did a little bit on what closereading is, and slowing down.Now, why slow down?So one of the biggest reasons is thatslowing down canput challenging and complex texts in frontof every student.Because it slows down supports, withoutdummyingdown, every student reading those kinds oftexts.And for many students, reading challengingand complextexts has not been part of their dailycurriculum.And, a very important thing to keep inmind is that research tells us, that  answering questionsabout complex text is the single bestpredictor of college success.In reading between the lines, a majorstudy by theAmerican College Testing Service, on tensof thousands of students.Being able to answer those questions aboutcomplextext even more than answering questionswith critical thinking.Answering questions about complex text wasthe single best predictorof college success.What's another reason why?Slowing down assists students tounderstand the ideas of complex text.That close and careful reading.It also, if you think about this,conceptual understandingof big ideas occurs in rounds of learningexperiences.It's not just one time reading andsuddenlyyou have, you're able to have severaldiscussionsof big ideas in a challenging and complextext.It requires rounds of learningexperiences.And many times those rounds can bring intoinstructionthe routines and structures that guidecomprehension of one text,and then through that comprehension of onetext you're supportingbuilding skills toward figuring out how toread other texts.As it is, you know,it's never about reading only one text.The structures and routines of this kindof reading, writing, thinking and talkingcan becomegradually internalized to become habits,and sotheir habits of reading, writing,thinking, and talking.When students are working on their own intheir encounters with complex text.So it's about developing habits of readingany text.Just as in the video of Cheryl Parshallstudentsand their discussion, students will belearning how tolisten to each other's ideas, how tosupport claims,draw, and textual evidence to back uptheir analysis.Identify and resolve textual difficulties.  Reconsider their own positions.And revisit a text with fresh eyes and anew question.You don't have to slow down the reading ofa challenging and complex text every time.With effective feedback and individualreflection.Students will transfer what they learnabout handling textdifficulties and abstract and remote ideasto new texts.And I think, because of the issue ofcovering materials andalways the issue of, of the amount of timespenton something in classrooms Thinking aboutthat by slowing downstrategically with certain texts, you aresupporting students developing, theskills towards independence, and thosehabits that we've talked about earlier.So what are instructional components ofclose and careful reading of a text?Let's look attext, task and talk.So let's consider the text.It has to be complex and rich enoughto warrant levels of questions fromliteral to analytic.If students can read a text independently,and without those levels of questions.It's not complex and rich enough for them,in termsof their being required to engage in thatkind of work.They would just be bored with it.So you might want tothink about, are, am I providing complexand rich enough text for students?It has to be rich enough to warrantmultiple interpretations of big ideas.because those big ideas is what the openended rich questions will be based upon.And revisiting for new purposes.The task bridgesfrom the text to the talk.As with talk moves, the task asksfor the what.And that what could be about getting thegist, or considering vocabulary.Ideas, implications of the ideas.Or how the text is written, its craft.And the how.Well, what are you asking students to do?Will they be writing notebook entries ofwhat they do and don't understand?As Cheryl Parshal students did with thecomplex,[INAUDIBLE]text.
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