I believe in the power of bundling the CCSS Anchor Standards so I was quite happy to purchase this book at the New York Public Library while in New York for the #TCRWP Writing and Reading Institutes.
I loved the content immediately as each page had a picture and a text block. The organization was also easy as each two page spread had the “then” picture on the left page and the “now”picture directly opposite it on the right page. My mind took me straight to compare and contrast with “visuals” and texts.
We will begin with the front cover. The book will be displayed via the document camera. Each partner group will also have the picture. The partners will have some time to study the picture and record the things that they know and those things that they wonder. After all groups have had time to talk and record their notes, we will record their thoughts on chart paper or on a google doc on the screen. Students will be well aware of the power of “…and the evidence of that is. . .?” as they listen, question, and challenge each other’s thinking. Each partner groups will then develop a draft theory about this book and its contents.
Inquiry will continue with this picture (text folded under at first).
So, here’s the first draft of my plan for grades 3-5. We are going to use the “Know” and “Wonder” chart idea from What Readers Really Do especially now that I have met both authors, Dorothy Barnhouse and Vicki Vinton. We will begin with the picture only. Then after all partner groups have several “Knows and Wonders” recorded privately, I will read the text under the picture. Students will be encouraged to study the text as well. They will add textual evidence in a different color of ink as the partner groups continue to add to their “Know/ Wonder” thinking. Before the next picture is added, students will be encouraged to consider whether their draft theory is still holding up or whether it needs to be revised.
Similarly, picture 3, partners recording “Know and Wonder”
After partner groups have recorded their Know and Wonders from the picture, the text below Lady Liberty, and from class discussion, we will continue to explore whether our theories still hold true.
Similar process for another pair of pictures . . .
After working with these two pictures, students will pair square so that each set of two partners will be matched up with another set. As a group of four, they will discuss their “Knows, Wonders” and patterns and theories.
On the next day the quad groups will again discuss whether they have additional “knows and wonders” to add, clarify, or restate. Time will also be allocated to add, clarify or restate patterns and theories as well. Partners will be encouraged to take a different set of “then” and “now” photos and continue to test their theories and patterns as well as answer questions that have arisen.
How will this work align with the CCSS ELA Reading Anchor Standards ?
The following list of CCSS ELA Anchor Standards could possibly be included in this study.
Key Ideas and Details:
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.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Integration of Knowledge and Ideas:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.