Research and the Common Core: Can the Romance Survive

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Research and the Common Core: Can the Romance Survive

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Title: Research and the Common Core: Can the Romance Survive

1
Research and the Common Core Can the Romance
Survive

P. David Pearson
UC Berkeley

2
Goals for Today

Review what is in and what underlies the CCSS
when it comes to research foundations, especially
for comprehension
Examine some emerging evidence about what
comprehension in the Common Core might look like
Publishers Criteria
Brand new publication by the Aspen Institute
Close Reading in the Common Core
Discuss some defensible positions to take on
curriculum and pedagogy, particularly for reading
comprehension instruction.

3
Parallels with Sharon

Strong Content Knowledge? Both cause and
consequence of comprehension.
Diamond-Gold and werewolf examples Close
reading in the service of inference drawing
Close reading ? literal comprehension
Just plain readingBecoming a nation of readers
(1984)
Every day, read some easy text and some
challenging text
Consolidate your skills, strategies, and
confidence
Stretch yourself with a little help from your
friends

4
Parallels with Camille

Live in San Francisco (not Chicago) for a better
experience with Sports Words
One activity maps onto many standards
One standard can map onto many activities
Also true for assessment, especially performance
assessment
Close reading in the service of identifying
character traits.
Close reading ? literal comprehension

5
Sharon is rightVowels are important

Please excuse Johnny from school last Friday.
He had loose vowels.
Signed, Mrs. Jackson

6
Survey

Elementary?
Secondary?
College?
Whats the difference

7
Elementary Teachers Love

Their kids

8
Secondary Teachers Love

Their subjects

9
College Teachers Love

Themselves

10
What sold me on the standards
11
What they said about reading

Students who meet the Standards readily undertake
the close, attentive, reading that is at the
heart of understanding and enjoying complex works
of literature. They habitually perform the
critical reading necessary to pick carefully
through the staggering amount of information
available today in print and digitally. They
actively seek the wide, deep, and thoughtful
engagement with high-quality literary and
informational texts that builds knowledge,
enlarges experience, and broadens world views.
They reflexively demonstrate the cogent reasoning
and use of evidence essential to both private
deliberation and responsible citizenship in a
democratic republic. (CCSSO/NGA, 2010, p. 3)

12
Why I want these standards in place--grandchildren
13
What they said about teacher choice

By emphasizing required achievements, the
Standards leave room for teachers, curriculum
developers, and states to determine how those
goals should be reached and what additional
topics should be addressed. Thus, the Standards
do not mandate such things as a particular
writing process or the full range of
metacognitive strategies that students may need
to monitor and direct their thinking and
learning. Teachers are thus free to provide
students with whatever tools and knowledge their
professional judgment and experience identify as
most helpful for meeting the goals set out in the
Standards. (CCSSO/NGA, 2010, p. 4).

14
Research Assumptions of the CCSS

We know how reading develops across levels of
expertise.
Literacy is best developed and enacted in the
service acquiring disciplinary expertise.
Standards establish ends or goals teachers and
schools control the means
Students read better and learn more when they
experience adequate challenge in the texts they
encounter.
Comprehension involves building models of what a
text says, what it means, and how it can be used.

15
Claims without evidence what I wont talk about
today..

Assessment The stuff coming out of SBAC and
PARCC is pretty encouraging
Text complexity
Read Freddys stuff (go to Textproject.org to see
her text complexity modules)
With greater challenge comes greater
responsibility for scaffolding access (beyond
doing the reading for the students)
Will the three sides of the triangle be equitably
represented?
Progressions Will stand in need of revision
based upon experience over the next two years
Prerogative Will we really deliver? Or will we
take away with curriculum the degrees of freedom
we offer with the standards?
Disciplinary Perspective Here to stay for
assessment and maybe instruction.

16
ComprehensionHow we got to where we are

The historical pathway to our current operative
model of READING COMPREHENSION
The one underlying the Common Core

17
Reader
Text
Reading Comprehension
Context
Most models of reading have tried to explain how
reader factors, text factors and context factors
interact when readers make meaning.
18
Bottom up and New Criticism Text-centric
Reader
Text
Reading Comprehension
Context
The bottom up cognitive models of the 60s were
very text centric, as was the new criticism
model of literature from the 40s and 50s (I.A.
Richards)
19
Pedagogy for Bottom up and New Criticism
Text-centric

Since the meaning is in the text, we need to go
dig it out
Leads to Questions that
Interrogate the facts of the text
Get to the right interpretation
Textual readings--exegisis

20
Reader
Schema and Reader Response Reader-centric
Text
Reading Comprehension
Context
The schema based cognitive models of the 70s and
the reader response models (Rosenblatt) of the
80s focused more on reader factors--knowledge or
interpretation mattered most
21
Pedagogy for Reader-centric

Since the meaning is largely in the reader, we
need to go dig it out
Spend a lot of time on
Building background knowledge
Inferences needed to build a coherent model of
meaning
Readers impressions, expressions, unbridled
response
Readerly readings

22
A few clarifications of schema theory

Variation along a continuum of top-down vs
bottom-up
Kohlers (1967) Reading is only incidentially
textual
Anderson (1977) specific words/ideas
instantiate general schemata the text is the
trigger to our knowledge stores
Not completely top down process

23
Critical literacy models Context-centric
Reader
Text
Reading Comprehension
Context
The sociocultural and critical literacy models
of the 90s focused on the central role of context
(purpose, situation, discourse community)
24
Pedagogy for Critical literacy models

Since the meaning is largely in the context, we
need to go dig it out
Questions that get at the social, political and
economic underbelly of the text
Whose interests are served by this text?
What is the author trying to get us to believe?
What features of the text contribute to the
interpretation that money is evil?

25
CI Balance Reader and Text little c for
context
Reader
Text
Reading Comprehension
Context
In Kintschs model, Reader and Text factors are
balanced, and context plays a background
role--in purpose and motivation.
26
Pedagogical implications for CI

Since the meaning is in this reader text
interface, we need to go dig it out
Query the accuracy of the text base.
What is going on in this part here where it says
What does it mean when it says
I was confused by this part
Ascertain the situation model.
So what is going on here?
What do you know that we didnt know before?

27
Kintchian Model
Context
Text
3 Knowledge Base
Does?gtgtgtgtgtgtgtgtgt
1 Text Base
2 Situation Model
Experience
Says
Means
Out in the world
Inside the head
28
The vision of comprehension in the CCSS maps on
to important theoretical and curricular research

National Assessment of Educational Progress
Four Resources Model of Freebody and Luke
Kintschs Construction-Integration Model

Key Ideas and Details
1. Read closely to determine what the text says
explicitly and to make logical inferences from
it cite specific textual evidence when writing
or speaking to support conclusions drawn from the
text.
2. Determine central ideas or themes of a text
and analyze their development summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, and
ideas develop and interact over the course of a
text.
Craft and Structure
4. Interpret words and phrases as they are used
in a text, including determining technical,
connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how
specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter,
scene, or stanza) relate to each other and the
whole.
6. Assess how point of view or purpose shapes the
content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in
diverse media and formats, including visually and
quantitatively, as well as in words.
8. Delineate and evaluate the argument and
specific claims in a text, including the validity
of the reasoning as well as the relevance and
sufficiency of the evidence.
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.

30
Common Core

Standards 1-3 Key ideas and details
Standards 4-6 Craft and structure
Standards 7-9 Integration of knowledge and ideas

31
NAEP

Locate and Recall
Interpret and Integrate
Critique and Evaluate

32
CCSS
NAEP

Key ideas and details
Craft and structure
Integration of knowledge and ideas

Locate and Recall
Interpret and Integrate
Critique and Evaluate

33
Kintschs Construction-Integration Model

As you read, for each unit, you
Construct a Textbase
Integrate the Text and Knowledge Base to create a
Situation Model
Incorporate information from the Situation Model
back into your knowledge base
Use your knowledge to interact with the world.
Start all over again with the next bit of reading
C-I-C-I, anon anon

Says
Means
Does
34
Freebody and Lukes 4 Resources
SAYS

Reader as Decoder Get the message
Reader as Meaning Maker Integrate with
knowledge
Reader as Text Analyst Whats the real message
and how is it crafted
Reader as Text Critic Whats the subtext? The
hidden agenda

MEANS
35
Consistent with Cognitive Views of Reading

Kintschs Construction-Integration Model
Build a text base
Construct a situation model
Put the knowledge gained to work by applying it
to novel situations.

Key Ideas and Details
What the text says
Locate and Recall
Decoder
Integration of Knowledge and Ideas
What the text means
Integrate and Interpret
Meaning Maker
Craft and Structure
What the text does
Critique and Evaluate
User/Analyst/Critic
36
Pearson Kintsch 4 Resources NAEP CCSS
Says Text Base Decoder Locate and Recall Key Ideas and Details
Means Situation Model Meaning Maker Interpret and Integrate Integration of Knowledge and Ideas
Does Put Knowledge to Work Text Analyst Critique and Evaluate Craft and Structure
37
Kintchian Model
Context
Text
3 Knowledge Base
Reader as Text User/Analyst/Critic
Does?gtgtgtgtgtgtgtgtgt
1 Text Base
2 Situation Model
Experience
Reader as Decoder
Says
Reader as Meaning Maker
Means
Out in the world
Inside the head
38
New and different

Most important A new model of the comprehension
process
Text (what the author left on the page)
Text base (the version a reader creates on a
veridical reading)
Knowledge (what the reader brings from prior
experience)
Model of meaning for a text
Dubbed the Situation Model (mental model)
A model that accounts for all the facts and
resources available in the current situation

39
Whats inside the Knowledge box?

World knowledge (everyday stuff, including social
and cultural norms)
Topical knowledge (dogs and canines)
Disciplinary knowledge (how history or astronomy
works)
Linguistic knowledge
Phonology
Lexical and morphological
Syntax
Genre
Pragmatics (how language works in the world)
Discourse, register, academic language, intention
Orthography (how print relates to speech)

40
How does a reader build a text base?
Excerpt from Chapter 8 of Hatchet
41

Some of the quills were driven in deeper than
others and they tore when they came out. He
breathed deeply twice, let half of the breath
out, and went back to work. Jerk, pause, jerk
and three more times before he lay back in the
darkness, done. The pain filled his leg now, and
with it came new waves of self-pity. Sitting
alone in the dark, his leg aching, some
mosquitoes finding him again, he started crying.
It was all too much, just too much, and he
couldnt take it. Not the way it was.

I cant take it this way, alone with no fire and
in the dark, and next time it might be something
worse, maybe a bear, and it wouldnt be just
quills in the leg, it would be worse. I cant do
this, he thought, again and again. I cant. Brian
pulled himself up until he was sitting upright
back in the corner of the cave. He put his head
down on his arms across his knees, with stiffness
taking his left leg, and cried until he was cried
out.

43
Building a Text Base

Some of the quills were driven in (into what?
His leg) deeper than others (other what? Quills)
and they (the quills that were driven in deeper)
tore when they (the deeper-in quills) came out
(of his leg). He (Brian) breathed deeply twice,
let half the breath out, and went back to work
(work on what? Dont know yet. Suspense. Expect
to find out in next sentence). Jerk, pause, jerk
(the work is jerking quills out) and three more
times (jerking quills out) he (Brian) lay back in
the darkness, done (all the quills jerked out).

The pain filled his (Brians) leg now, and with
it (the pain) came new waves (what were the old
waves?) of self-pity. (Brian) Sitting alone in
the dark, his (Brians) leg aching, some
mosquitoes finding him (Brian) again, he (Brian)
started crying. It (the whole situation Brian was
in) was all too much, just too much, and he
(Brian) couldnt take it (the situation). Not the
way it (the situation) was. (What way was the
situation? Dont know yet. Suspense. Expect to
find out in the next paragraph.)

I (Brian) cant take it (the situation) this way
(what way? Still dont know. Suspense), alone
with no fire and in the dark (now we know this
way means alone with no fire and in the dark),
and next time it (the next situation) might be
something worse (than this situation), maybe a
bear, and it (the problem that will define the
situation) wouldnt be just quills in the leg, it
(the problem) would be worse (than quills in the
leg). I (Brian) cant do this (deal with the
problem situation), he (Brian) thought, again and
again. I (Brian) cant do this (deal with the
problem situation). Brian pulled himself (Brian)
up until he (Brian) was sitting upright back in
the corner of the cave. He (Brian) put his
(Brians) head down on his (Brians) arms across
his (Brians) knees, with stiffness taking his
(Brians) left leg, and cried until he (Brian)
was cried out.

46
Some key moves in building a text base

Processing words and attaching meaning to them
Using syntax to solidify key relations among
ideas
Microstructurephrase by phrase, sentence by
sentence, connections
MacrostructureGenre and purpose
Resolving reference--things that stand for other
things (mainly pronouns and nouns)
Using logical connectives (before, after,
because, so, then, when, while, but) to figure
out the relations among ideas
Inferring omitted connectives (e.g., figuring out
that A is the cause of B) based on PK about the
world
Posing questions for short term resolution
Identifying ambiguities for later resolution
(wait and see)

47
So how about building a situation model?

The knowledge-comprehension relationship
We use our knowledge to build a situation model
for a text
The information in the situation model is now
available to become part of our long term memory
and store of knowledge
To assist in processing the next bit.

48
Situation Model for Hatchet Passage

Integrate
Text base
Knowledge Base
We have the text base
What might be in the knowledge for a 10-year-old?

49
The blurb from the jacket of Hatchet gives a
preview of the book

Thirteen-year old Brian Robeson is on his way to
visit his father when the single engine plane in
which he is flying crashes. Suddenly, Brian finds
himself alone in the Canadian wilderness with
nothing but his clothing, a tattered windbreaker
and the hatchet his mother has given him as a
present and the dreadful secret that has been
tearing him apart since his parents divorce. But
now Brian has no time for anger, self-pity or
despair it will take all his know-how and
determination, and more courage than he knew he
possessed, to survive.

50
What a reader knows by Chapter 8

Brian is stranded in the Canadian wilderness
with a hatchet and his wits as his only tools for
survival. He already has overcome several
obstacles, including surviving the plane crash,
building a small shelter and finding food.
In chapter eight, Brian awakens in the night to
realize that there is an animal in his shelter.
He throws his hatchet at the animal but misses.
The hatchet makes sparks when it hits the wall of
the cave. Brian then feels a pain in his leg. He
sees the creature scuttle out of his shelter.
Brian figures out that the animal was a porcupine
because there are quills in his leg.

51
Some prior knowledge that a 5th grader might bring

What sparks look like
How it feels to be scared by an animal
How big porcupines are
To survive you have to have food, water and
shelter
To survive you have to be strong

52
An actual retelling of key parts of chapter 8
from Sam, a 5th grade reader

The same text for which we just examined the text
base

53
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55
Why is this model of iteratively constructing and
integrating so important?

The mental (situation) model is central to
knowledge construction
Building a mental model transforms new ideas and
information into a form that can be added to
memory, where they endure as knowledge that can
be retrieved in the future. Unless readers build
a mental model, the information they derive from
the text is not likely to connect to their stored
knowledge. The new information will be forgotten
or lost.
Key role of knowledge
Knowledge involved in even the most literal of
processing
Knowledge begets comprehension begets knowledge
Knowledge is available immediately dynamic
store

56
How can we help students build solid text bases
and rich and accurate situation models?

Do a good job of teaching subject matter in
social studies, science, mathematics, and
literature
Dont let reading remain our curricular bully!

57
How can we help students build rich and accurate
mental models?

Assist students in selecting appropriate
knowledge frameworks to guide their construction
process
Do everything possible to build as many
connections as possible with other texts,
experiences, knowledge domains
Do lots of what does this remind you of?
What is this like? How is it different from what
its like?

58
How can we help students build rich and accurate
mental models?

A different model of guided reading
Stop every once in a while and give the kids a
chance to construct/revise their current mental
model
Research study
interview protocol proved to be very
instructive

59
Begin with very general probes before getting
specific

So whats going on in this part?
What do we know now that we didnt know before?
Whats new?
What was the author trying to get us to
understand here?
Well!say something!

60
Invite and support clarifications of tricky parts

Anyone want to share something that was tricky or
confusing?
How about this part herewhere it says?
I got confused by What do you think about this
part? What was the author trying to get us to
think.

61
Follow up general probes and invitations for
clarification with specific probes.

So which of these things happened first? Why is
that important?
In this paragraph, they use a lot of pronouns.
Lets check out our understanding of who or what
they refer to..
Typical discussion questions are OK too--just to
make sure are the tricky parts get clarified.
View questions as a scaffold for understanding
the big picture not as a quiz.

62
The general model for guided reading

A set for stock-taking
A set for using facts (details) in the service of
concepts (main ideas)
More specific probes to scaffold the construction
of the text base and situation model
Results in a pretty good summary of the
selection--story, article, etc.

63
Developing Text Bases and Mental Models

Ensure that students have a full tool box (set
of strategies) to haul out when things dont just
happen automaticallyfor
Connecting the known to the new
Connecting texts and parts of texts
Working toward coherence among potentially
unconnected ideas
Recognizing and resolving ambiguities.

64
MONITORING FOR MEANING

For a model of meaning to survive, it must
Be consistent with the current text base (square
with the facts of the case thus far revealed)
Be consistent with the current knowledge base
(square with what a reader knows to be true
about the world)

65
The Vulnerabilities

Clumsiness with motivation
A nod to interest and an assumption that readers
are motivated
Gloss over critical reading
Assumes a liberal humanist critical thinking
perspective, not a post-modern critical
theoretical stance

66
Kintchian Model
Context
Text
3 Knowledge Base
Reader as Text User/Analyst/Critic
Does?gtgtgtgtgtgtgtgtgt
1 Text Base
2 Situation Model
Experience
Reader as Decoder
Says
Reader as Meaning Maker
Means
Out in the world
Inside the head
67
These consistencies provide

Credibility
Stretch
Research patina

68
And now for something completely different
69
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71
Text dependency of questions

A significant percentage of tasks and questions
are text dependentRigorous text-dependent
questions require students to demonstrate that
they not only can follow the details of what is
explicitly stated but also are able to make valid
claims that square with all the evidence in the
text. Text-dependent questions do not require
information or evidence from outside the text or
texts they establish what follows and what does
not follow from the text itself. (page 6)

72
Where does this concern come from?

One too many 45 minute prior knowledge
activations followed by 3 minutes of eyes on
print.
One too many 30 minute picture walks
One too many seductive experience swapping
sessions
Kids seduce the teacher into believing (s)he is a
great discussion leader

73
Stay close to the text

Staying close to the text. Materials make the
text the focus of instruction by avoiding
features that distract from the text. Teachers
guides or students editions of curriculum
materials should highlight the reading
selectionsGiven the focus of the Common Core
State Standards, publishers should be extremely
sparing in offering activities that are not text
based.

74
My concern

We will operationally define text dependent as
literal, factual questions
Lots of other questions are also text-reliant
Compare
What were two reasons pioneers moved west?
What does the author believe about the causes of
westward expansion in the United States?
How valid is the claim that author X writes from
an ideology of manifest destiny?

75
A short history lesson

Pearson and Johnson, 1978, Teaching Reading
Comprehension.
Question-answer relationships
Text explicit (both the Q and A come from the
text and the relationship between Q and A is
explicitly signalled).
Text implicit (both the Q and A come from the
text but the relationship has to be inferred)
Script implicit (Q from text, A from prior
knowledge script, relationship has to be
inferred)
TEXT is implicated in all three QARs.

76
Text before all else
The Common Core State Standards call for
students to demonstrate a careful understanding
of what they read before engaging their opinions,
appraisals, or interpretations. Aligned materials
should therefore require students to demonstrate
that they have followed the details and logic of
an authors argument before they are asked to
evaluate the thesis or compare the thesis to
others. (page 9)
77
My concern

We will view literal comprehension as a
prerequisite to inferential or critical
comprehension.
Compare
Read X, Read Y, then ask for a comparison on
criterion Z
Conduct a comparative reading of X and Y on how
they stand on Z.
Sometimes the comparison or critique question
better rationalizes the close reading

78
Close reading

The Common Core State Standards place a high
priority on the close, sustained reading of
complex text, beginning with Reading Standard 1.
Such reading emphasizes the particular over the
general and strives to focus on what lies within
the four corners of the text.

79
Aspen Institute Report

Close Reading of text involves an investigation
of a short piece of text, with multiple readings
done over multiple instructional lessons.
Through text-based questions and discussion,
students are guided to deeply analyze and
appreciate various aspects of the text, such as
key vocabulary and how its meaning is shaped by
context
attention to form, tone, imagery and/or
rhetorical devices
the significance of word choice and syntax and
the discovery of different levels of meaning as
passages are read multiple times.

80
Steps in the new Aspen Institute, Brown Kappes
report

Selection of a brief, high-quality, complex text.
Individual reading of the text.
Group reading aloud.
Text-based questions and discussion that focus on
discrete elements of the text.
Discussion among students.
Writing about the text.

How does this square with Standards 2 and 3?
81
My concern

Lots of things lie within the four corners of the
textsome general and some specific.
Ignores other readings of close reading
Which parts of the text justify an
Inference??
Interpretation??
Critique???
The text drags prior knowledge along even if you
dont want it to.
Ideas that dont connect dont last long enough
to allow learning (assimilation or
acccommodation) to occur
They drop out of memory pretty fast

82
My recipe for close reading

What do you think?
Text detail
What couldnt Brian take any more?
What made Brian cry?
Inference
Between text parts Why did Henry work so hard?
To prior knowledge Why did Henry want a new
glove?
Critique
Does this author know much about X?
What makes you think so?

83
Monitoring

How do we know that our understanding is good
enough?
Two standards
Does is jive with the model of meaning I have
built for the text thus far in the reading?
Does is square with what I know to be true about
the world?
What are these?
Text base and knowledge base combne to create the
situation model
The situation model determines what I put into
long term memory

84
Minimizing the role of prior knowledge

Can we do it?
Should we do it?

85
Can we do it?The End of Elegance

Business had been slow since the oil crisis
Nobody seemed to want anything elegant anymore.
Suddenly a well-dressed man burst through the
showroom door,
and headed straight for the most expensive model
on the floor.

John Ingham peered over the rims of his
horn-rimmed glasses,
over the top of the want ad section of the
newspaper,
adjusted his loose-fitting jacket to hide the
frayed sleeves of his shirt,
and rose to meet the man whose rhinestone
stickpin and alligator boots (but were they?)
seemed incongruous amidst the dazzling array of
steel-gray
Mercedes sedans.

Ill take this one, he said confidently,
pointing to most expensive model on the floor
cash on the line!
Later, the paperwork complete, John muttered to
himself, Im glad I didnt blow this one.
He added, What does he know about elegance?
What does anyone know about elegance anymore?
Then he smiled wryly as he returned to his
newfound pastime.

Back to Main Presentation
88
Suspense

If John had known just how awful it would turn
out to be, he would not have been so anxious to
open the door to the room he had been told held
the treasure that would change his life. If he
suspected that the giant tarantula who guarded
the treasure was bigger than an elephant, uglier
than a troll, and deadlier than a cobra, he might
never have turned that knob. But slowly,
methodically, and purposely, he shoved, nudged,
and wiggled it till it started to open an inch at
a time.

It was furry and warm to the touch. Its eyes
lay in deep sockets above a protruding snout that
was itself dwarfed by the two buck teeth that
hung suspended from that protuberance.
And when the rest of the kids in room 225 laughed
at it,
Amy picked up her drawing of her favorite
mastadon and huffed out into the hall.

90
So what about Prior Knowledge

Maybe we have overindulged
Too much Know, not enough Want to Learn and Learn
Too much time on the picture walk
Too much story swapping about our experiences
with roadrunners
Lets right the wrongs
Need a mid course correction not a pendulum swing

91
But asking kids to hold their prior knowledge at
bay

Is like
Asking dogs not to bark or
Leaves not to fall.
Its in the nature of things
Dogs bark.
Leaves fall.
Readers use their prior knowledge to render text
sensible and figure out what to retain for later.

92
So whats a body to do?

Embrace the construct of close reading
But make sure that it applies to several purposes
for reading
Reading to get the flow of ideas in the piece
Reading to enhance our knowledge base!!!!
Reading to compare (with another text or body of
experience or knowledge
Reading to critique
how good is the argument or the craft or
what is his bias/slant/perspective)
All of these approaches interrogate the text as
an eviidentiary base.

93
More a body can do

Stay closer to the standards than to the
interpretations of the standards we have seen
thus far.
Pay more attention to the anchor standards than
to the grade level instantiations of them.
Why?
Im not convinced that they got the sequencing
right.
But thats another story (see the paper I gave
you)

94
Inadequate examination

Vocabulary
Between Reading Standard 4 and Language
Standards 4-6, we can continue to emphasize all
of the good stuff we have learned to do in
vocabulary development
Conceptually based vocabulary development
Where do words fit in the big schema things?
Contextually driven vocabulary development
Between word and within word contexts

95
Words are Concepts
Habitat
If we wish to maintain a terrarium in our
classrooms, we should establish conditions that
are consistent with the organisms natural
habitats.
Morphology
Habitat the place where an organism gets the
food, water, light, and shelter that it needs to
survive
A habitat has everything an animal needs to
survive. The grassland habitat is windy with few
trees.
All living things exist within habitats and have
adaptations that allow them to survive in those
habitats. No one habitat can support all living
habitats.
Habit Habituate
?
96
Inadequate examination

What do we do about strategy instruction?
In one sense, the CCSS are moot on the topic
Thus, the Standards do not mandate such things as
a particular writing process or the full range of
metacognitive strategies that students may need
to monitor and direct their thinking and
learning. (p. 4)
Silence PLUS the post standards emphasis on close
reading and the primacy of the text and
text-based questions? this inference
Champion talk over explicit instruction as a way
of enhancing comprehension and metacognitive
strategy instruction

97
What to do about strategies?

We need to take the explicit and implicit
critiques of strategy instruction seriously.
McKeown, Beck, Blake (RRQ, 2008)
Wilkinson Sun, HRR-4 (2011)

98
Current Critique

Not sure when it starts circa 2002-now
Strategies have become rigid and reified
Like phonics skills, rigid (i.e., curricularized)
strategy instruction has become
An end unto itself,
Rather than
A means to an end

99
Possible remedies

Post explicit strategies approach
Questioning the author
Rich talk about text
Close reading
Encounter opportunities to apply strategies on
the fly
Name it when it happens
Make understanding the text at hand the real goal
Invoke the strategies when we need them when we
cant build a textbase or a situation model with
ease
Avoid decontextualized enactment of strategies
But do NOT fail to teach them
Equity issue
Some kids get them for free
Others require us to share our metacognitive
secrets.
Make our thinking public