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This article provided a lot of information that is useful when selecting texts in an elementary classroom. The main topic of the article was how to utilize the Quad Text Set Framework when choosing the texts to provide your students with the best opportunity for success. It is recommended that this framework is used when working with texts from different academic content areas in conjunction with developing literacy skills. Although the article centers a lot of focus around how to best make the text selections, they also highlight the importance of the proper implementation of this framework in the classroom. There is emphasis on the need to engage students with the text and to do this through effective routines applied before, during, and after the readings. They provide examples to educators that include setting a purpose for reading by activating students' prior knowledge, scaffolding to support students' thinking, and providing collaborative opportunities to farther solidify their content knowledge. The article explains more thoroughly how this can look in the content areas of science, social studies, and mathematics and provides more specific examples to accompany each subject. Through these examples they are able to demonstrate the effectiveness of the framework and the benefit it can have on the development of students' literacy skills.

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This article was very insightful and informative. In the classroom, selecting appropriate texts is a crucial component of effective literacy instruction. It's important that teachers choose texts that not only build content knowledge but also motivate students to read for meaningful, authentic purposes. One particular interesting points made by Cervetti and Hiebert is the recommendation to build knowledge through the use of conceptually and thematically rich content-area texts. This approach involves starting with simpler texts that introduce key concepts and background knowledge. Once students have a foundational understanding, teachers can then introduce more complex texts that explore deeper aspects of the theme or concept. By scaffolding text complexity in this way, teachers support students in building the conceptual knowledge needed to comprehend and engage with more advanced materials.

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A central theme in this article is the importance of carefully selecting and using diverse texts to support student learning. While my classmates focused on the core components of the Quad Text Set and its benefits, the article provides a deeper understanding of text complexity. The authors emphasize that complexity goes beyond reading levels, urging educators to consider factors like students’ background knowledge, the abstractness of ideas, and the formality of language. This broader perspective helps create a more supportive and challenging learning environment. The article also provides concrete implementation strategies and subject-specific examples that show how to effectively use these text sets to build knowledge, language, and motivation across different content areas. This approach ensures that we are not just giving students texts to read, but truly empowering them with the tools and scaffolding to become confident, knowledgeable readers.

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The most important part of the article to me is the "quad set framework" this is a new way for teachers to pick texts for the classroom, instead of just 1, it goes off of 4 different types. a Target text, a visual text, an informational text, and a hook text. This is so students will read the easier first, the visual text, the informational text, and the hook text. All of this so that they are capable of reading the "target text" This is most important as it can be used for any subject and not just literature.

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The most important points of this article to me were the particular details in selecting text sets. We discussed this in class as well, but it is crucial to choose appropriate texts for the student's grade level and capabilities but also leaving room to expose them to content and language that maybe they aren't entirely confident in yet. This allows for building knowledge and understanding so that the students are exposed to rich literacy content. Without the exposure and only using text sets based on capability, it ends up limiting the students and never getting used to seeing content and language outside of their comfort zone. This isn't to strive for fluency right away but just to get the students more comfortable and involved with new literacy skills

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The most important points for me is that we must use carefully chosen sets of texts that scaffold knowledge, language, and motivation. I liked the example of the Quad Text set, where students start with an easier picture book before moving into a more complex and rigorous text. That really connects to what a classmate mentioned about finding the right balance, challenging students but not overwhelming them. As a Bilingual Special Education teacher candidate, it reminded me how important it is to carefully choose and sequence texts so that multilingual learners can build knowledge and language while still accessing rigorous content throughout various content areas. But in the end even if we start easy and build up to harder texts, it won’t truly stick if the student isn’t interested or motivated.

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This article has a lot of great points when it comes to deciding how to support learning through text sets. There is a lot of discrepancy in the education community when it comes to what exactly we should be having students read especially early on in their literary understanding. According to the article texts should of course be applicable to content, encourage students to want to read, and be able to find a balance between being challenging but not frustrating for students. One format that teachers can use to achieve this is the quad text set example. This can apply to multiple subjects like social studies, english, and mathematics and involves using a multimodal approach to text sets. The first approach is a visual text that allows students to be engaged with literacy in an indirect way. The second approach is an informational text that allows new content to be introduced and gets into facts of the content. The third approach is a hook text that relates to the content, but has an element that will hook students into the topic, motivating them to learn. The fourth and last approach is the target text which approaches the content head on and dives deeper into facts. These can be done individually or with groups but each approach allows for all of the boxes to be checked to ensure that we are using text sets in the most productive fashion to ensure success of our students.