Wednesday, September 25, 2013

Secrets and Songs of Text

Secrets and Songs
I had the absolute pleasure of learning from Mary Ehrenworth at Teachers College Reading Institute. 

Her session was entitled:  Secrets and Songs:  Deepening What Children See in the Texts They Read

What are some ways to teach close reading so that kids will love reading?
Seeing more and being alert to the secrets and songs of text. 

Secrets and Songs of Close Reading
How can we teach students to see more in the texts they encounter?  You get out of reading what you bring into reading.  You need to know about the things the text is talking about (the nuances it’s referring to)
How can we innovate so that this teaching is engaging, intellectual and joyful?
What methods increase transference?  The highest level of instruction is sometimes your read aloud but there is low transference.
What kinds of texts might we incorporate?  If they do it then it will be rewarding... That’s increasing the likelihood of transference.
One example activity:
I immediately took note that Mary referred to this as visual text.  Read this visual text and see what story it tells. 

Guernica by Pablo Picasso

Mary Ehrenworth
While looking at this Picasso painting she spoke about why Picasso painted it ( “Guernica” was painted in response to a bombing in northern Spain by German and Italian warplanes during the Spanish Civil War.  It is a mural sized painting that represented the horrors of war.)  Teach kids to notice what there is to be noticed.  Turn to partner and speak about what you see.

The next thing would be using words to describe these things you see and back it up with evidence. Make sure to teach kids to be specific but kind of literary. (Lots of times kids skip the hard part of text- make sure they stop and look at every little thing)
Is the painting sad or what?  desperate? Not hurt, desolate?  What specific word would describe these characters or one of these characters rather than just any character in any book?  She asked us to try that with a partner by saying, “Your idea, then your evidence.” Either one character, all characters or compare/contrast characters.

After we spoke for a minute she interrupted us with a mid-teaching point. “Let me tell you what I notice with some nice reading work I see going on here: I heard readers saying the characters seem ____ because______.  There is no one right answer when texts are complex so it’s about seeing all the sides of something and telling why you see that or read that.  Then synthesize it to what is this starting to be about.  “What in the text makes you say that? ”Complex texts are about more than one thing and why do you see what you see?”  Teach kids not to say the characters ARE, say the characters SEEM....

So we talked about what is happening in this text, what is happening with the characters and then what is this text starting to be about...  message, underlying theme....chances are with complex text there are more than one.  So get in the habit of saying: possible idea, evidence and then your partners should be saying, “What makes you say that?”  Ask them to point to the part that demonstrates what you are saying.  So Close Reading is about wanting to see more in the text. 

As another example activity:  She then gave us the lyrics to the Mackelmore song: “Wings”  Equally complex but different kind of visual text.  She suggested we read it with our partner because one of the ways to increase your comprehension and help you see complexity in text is to compare your thinking with someone else. 
Read it and think about who is in this story and what does it seem to be about. 

(feat. Ryan Lewis)

I was seven years old, when I got my first pair
And I stepped outside
And I was like, momma, this air bubble right here, it's gonna make me fly
I hit that court, and when I jumped, I jumped, I swear I got so high
I touched the net, momma I touched the net, this is the best day of my life
Air Max's were next,
That air bubble, that mesh
The box, the smell, the stuffin', the tread, in school
I was so cool
I knew that I couldn't crease 'em
My friends couldn't afford 'em
Four stripes on their Adidas
On the court I wasn't the best, but my kicks were like the pros
Yo, I stick out my tongue so everyone could see that logo
Nike Air Flight, but bad was so dope
And then my friend Carlos' brother got murdered for his Fours*, whoa

See he just wanted a jump shot, but they wanted to start a cult though
Didn't wanna get caught, from Genesee Park to Othello
You could clown for those Pro Wings, with the Velcro
Those were not tight
I was trying to fly without leaving the ground,
Cause I wanted to be like Mike, right
Wanted to be him, I wanted to be that guy, I wanted to touch the rim
I wanted to be cool, and I wanted to fit in,
I wanted what he had, America, it begins

I want to fly
Can you take me far away
Give me a star to reach for
Tell me what it takes
And I'll go so high
I'll go so high
My feet won't touch the ground
Stitch my wings
And pull the strings
I bought these dreams
That all fall down

We want what we can't have, commodity makes us want it
So expensive, damn, I just got to flaunt it
Got to show 'em, so exclusive, this that new shit
A hundred dollars for a pair of shoes I would never hoop in
Look at me, look at me, I'm a cool kid
I'm an individual, yea, but I'm part of a movement
My movement told me be a consumer and I consumed it
They told me to just do it, I listened to what that swoosh said
Look at what that swoosh did
See it consumed my thoughts
Are you stupid, don't crease 'em, just leave 'em in that box
Strangled by these laces, laces I can barely talk
That's my air bubble and I'm lost, if it pops
We are what we wear, we wear what we are
But see I look inside the mirror and think Phil Knight tricked us all
Will I stand for change, or stay in my box
These Nikes help me define me, but I'm trying to take mine, off

I want to fly
Can you take me far away
Give me a star to reach for
Tell me what it takes
And I'll go so high
I'll go so high
My feet won't touch the ground
Stitch my wings
And pull the strings
I bought these dreams
That all fall down

It started out, with what I wear to school
That first day, like these are what make you cool
And this pair, this would be my parachute
So much more than just a pair of shoes
Nah, this is what I am
What I wore, this is the source of my youth
This dream that they sold to you
For a hundred dollars and some change
Consumption is in the veins
And now I see it's just another pair of shoes

So what happens in this story? A boy who wants a pair of shoes, a specific kind?  And then? Dark moment, friend’s brother killed for shoes?  Why wear them?  And then?  Chorus is like inner thinking of fly, what do they mean?  Get away?  Then he gives like a mini lecture and a plea for change? 

What is really hard about this is this is what is expected of our kids on state tests. The tests are normed on a minute a page and a minute a question.  And the kids are really being asked to do close reading, which involves rereading.  They have to go back and ponder and linger and think.  So you have to give them opportunities in your class to know that the first thing you have to do is ask yourself do I even know what this is saying?  Often our kids basically comprehend but they have to be trained to say to themselves, “What am I really noticing?”  When you are doing this work what is helpful to kids is being introduced to technical vocabulary. 

Here are some words you might use in technical vocabulary of looking at music verses text from a book:

Watch the video:

What did you notice after the chorus in the imagery and tone?  Speak to the people for a minute in your group about the lens you were using.  You don't always have to explain it out.  What they saw, or heard, or thought is ok.  One of the things that kids struggle with in state tests is tone. In this video, the tone switches with male voice then kids voices.  Why do you think the performer did that?
 What was happening with his tone when he got angry?

Here are some insructional methods for this:

 Do you see yourself using visual text as a tool to teach text complexity in your clasroom?  This got my mind turning with ideas!  What do you see yourself doing?

Cross posted on ONCE UPON A TEACHER

1 comment:

dayle timmons said...

Having watched you do this lesson this morning and then having your notes to refresh and rethink are so helpful. I want there to be transference of this lesson to my teaching so I'm really grappling with how I can use it before I lose it! Love the idea of visual text and using music. Wonder what my little 5 year olds are listening to on the radio that I could use as a close read... Hmmmm....