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Lindsey's example today of this was a good one. Arguments via a data collection. That's a text!

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Text - "anything which contains meaning" - Foster 2009

With a definition such as this, 'broadened' become an understatement. This etic perspective creates an anthropological tone to the rest of the article. Considering other viewpoints (and the circumstances that have created such viewpoints) is beyond uncommon now. This unique perspective truly opens the idea of "text".

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"When we expand our view of text in this manner, we celebrate and support a greater number of of our student population on a regular basis." This to me is soooooo true. Communication of meaning can happen via the composition of many text types--students come with composing skill sets already--how do we tap into those?

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Rochelle Ramay : "the gym floor is a text." :-)

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I tell students that the stories we read are fun, interesting, great ways to explore, or get away. However, the "real" reading comes when you get the information you want or need by reading. I cite being able to order from the fast food menu as "real reading" rather than relying on someone to read it for you.

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In my critical thinking about literature courses, students create websites. They have to keep their written text short (750 words) but build arguments via images, graphics, video, hyperlinking, etc. It's mutli-modal; all these texts contribute to the analyses the students create.

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We create stories, literature responses and math explanantions.

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We started using the "which one doesn't belong." We also use science discussions to make predictions about expreriments.

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This is life changing and so true. I can''t believe how much we have in our daily lives that is considered "text". Rochelle really changed that thinking for many of us. I even use rallies for text .

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The reading helps us to understand that anything that contains some kind of message, information, or communication can be considered "text." As long as we are able to "read it" or interpret it, no matter its shape or form, it can be thought of as  text. - Shawni

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The reading helps us to understand that anything that contains some kind of message, information, or communication can be considered "text." As long as we are able to "read it" or interpret it, no matter its shape or form, it can be thought of as  text. - Shawni

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Communication through broadened texts have expanded to include technology.  Social Media posts, emails, text messages, digital arts and even logos.

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Communication through broadened texts have expanded to include technology.  Social Media posts, emails, text messages, digital arts and even logos.

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Anything that attracts their attention as well as deconstruct can be considered as "text"

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Anything that attracts their attention as well as deconstruct can be considered as "text"

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Josh

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From Fosters broad definition, any form of linguistic expression could be brought into a social studies classroom as a text. This would include songs, advertisements, cartoons, recipes, and graphic novels. In social studies classrooms, we typically focus on secondary sources , such as the student textbooks, as well as historically significant primary sources such as speeches, laws and first-hand accounts of major events.

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Anything you can analyze and interpret is considered a text. 

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Anything you can analyze and interpret is considered a text. 

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Source-based academic essays, short story analyses in narrative presentations (using voicethread), info-graphics, padlet repositories, discussions, attribution of sources, annotated bibliographies, outlines, source evaluation, posters, etc.

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Videos, Life events, Stories, events in our small town, sports events, even cups and the writing on  them and bags. Current events, pandemics, songs, the list can go on and on

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I think I might  have answered this in the previous one. Am I kind of cheating because I do use all of that in my classroom? We definitely read books, magazines, movies, etc also

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I have students analyze and break down videos and/or stories

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I have students analyze and break down videos and/or stories

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Josh

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We read short stories, novels, and I do have my older students give speeches in front of the class

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We read short stories, novels, and I do have my older students give speeches in front of the class

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Josh

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Science focuses on the 'traditional' view of text, peer reviewed and data driven.

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Texts traditionally used in my social studies include histories, articles and editorials. Using Foster's definition this could be expanded to include just about anything ranging from song lyrics to social media posts or even graffiti.

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"I made the decision to toss a traditional idea of writing and reading out of the window. I told my students they were writers. I told my students they were readers. And when they used whining and complaining techniques to mask the same uneasiness that I have masked my whole life,
I asked them to trust me. I promised them I wouldn’t take them anywhere I didn’t think they could go."
This is what I want to remember on a daily basis. Always stay engaged to keep them engaged. Especially during these crazy times where things are really out of control and changing constantly. This needs to be a staple in my classroom.

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Novel studies, textbooks, math problems are what are used most frequently. 

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Novel studies, textbooks, math problems are what are used most frequently. 

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Novels, articles, visual arguments, short stories, poems, essays, song lyrics, plays, posters, videos

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Novels, articles, visual arguments, short stories, poems, essays, song lyrics, plays, posters, videos

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- Shawni

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Academic, research-based argument essays (non-fiction) on social topics (these take lots of forms); analyses of literature (these take lots of forms); source evaluation; reading responses; etc.

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"Anything which contains meaning counts as texts"

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"Anything which contains meaning counts as texts"

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Josh

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Research papers, scientific articles published in journals.

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to have meaning to a specific writer, that writer must attempt to understand its value

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to have meaning to a specific writer, that writer must attempt to understand its value

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I can see the importance of dialogue so light can be shed on the meaning of various topics because not everyone is quick to comprehend or understand certain topics

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Arguments relevant to natural history/order are most prevalent and only those supported by evidence matter.

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Essays, arguments, projects, videos, poems - Shawni

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Essays, arguments, projects, videos, poems - Shawni

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Informal, routine arguments in response to a variety of prompts, arguments generated from a series of texts on a single issue, arguments about theme or character, found poems on issues that matter to students, debates - Shawni

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Informal, routine arguments in response to a variety of prompts, arguments generated from a series of texts on a single issue, arguments about theme or character, found poems on issues that matter to students, debates - Shawni

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Schooling has traditionally had a top-down approach. Students have been expected to absorb and understand the thoughts of established experts. A reasonable case can be made that this should be expanded with a more inclusive curriculum. Foster advocates bringing a more diverse range texts into the classroom. These texts should represent a broader range of human expression and experience  than what is typically taught. She advocates allowing students to express themselves as "experts" in order to boost their self-esteem. My personal feeling is that there should be a balance. Student expression should be encouraged. A wide variety of materials should be brought to the classroom. But, authoritative sources, expert analysis and traditional content should not be abandoned in favor of a bottom-up approach.

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Would you rather activities help students form and generate opinions with details to support their opinion. 

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Would you rather activities help students form and generate opinions with details to support their opinion. 

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mathematical concepts, definitions, interpreting story problems, properties, theorems, derivations are introduced and discussed with both words and symbolic and numerical representations

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mathematical concepts, definitions, interpreting story problems, properties, theorems, derivations are introduced and discussed with both words and symbolic and numerical representations

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I really like the idea of having students blog a lot of their assignments, it gives them the artist creativity that sometimes we forget to encourage. I would like to give them some choice in how things work for them and try them in the classroom as well

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Students could act out certain events from a story and become those characters to gain a better understanding as to what those characters had gone through

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Students could act out certain events from a story and become those characters to gain a better understanding as to what those characters had gone through

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Josh

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 When  students  made  reference  to  a  painting,  song  or defensive  football  tactic  as  a  legitimate  argument  in  a  research  paper,  I knew we been successful.

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 When  students  made  reference  to  a  painting,  song  or defensive  football  tactic  as  a  legitimate  argument  in  a  research  paper,  I knew we been successful.

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Students can express understanding of a text in ways without using essays or paragraphs.  Students can express knowledge using a variety of texts. 

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Students can express understanding of a text in ways without using essays or paragraphs.  Students can express knowledge using a variety of texts. 

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mostly numeric and symbolic paths are shown from the problem given to the answer, with the option to check and verify the answers.  Student discussion to explain why they did what they did in their mathematical process is constantly employed

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mostly numeric and symbolic paths are shown from the problem given to the answer, with the option to check and verify the answers.  Student discussion to explain why they did what they did in their mathematical process is constantly employed

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Students can create different texts to demonstrate understanding of content.  Providing other options for students will allow them to show mastery of a content in a way they can be success. 

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Students can create different texts to demonstrate understanding of content.  Providing other options for students will allow them to show mastery of a content in a way they can be success. 

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"We more regularly allow our multitude of struggling students to take on the role of expert." 

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"We more regularly allow our multitude of struggling students to take on the role of expert." 

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Shawni

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in math, arguments are shown as to how formulas came into existence.  Arguments are also given daily in the form of properties used to arrive at solutions.  These arguments are not always put into words but simply shown in their work

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in math, arguments are shown as to how formulas came into existence.  Arguments are also given daily in the form of properties used to arrive at solutions.  These arguments are not always put into words but simply shown in their work

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Yes, it's a matter of taking the arguments I listed in the fourth column and always remembering that each of those can be represented in different forms. 

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Yes, it's a matter of taking the arguments I listed in the fourth column and always remembering that each of those can be represented in different forms. 

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-Shawni

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Everything is text!

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This article reminded me that if, as a teacher, I continue to learn and grow and be vulnerable and willing to participate in the learning process alongside the students that students see themselves more positively and having value. The writer definitely experienced a lot of what students struggle with

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Anything that can be read can be evaluated and examined.

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Anything that can be read can be evaluated and examined.

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In math we read a lot of charts, graphs, diagrams, data. In English, we read a lot of articles and more traditional forms of writing, but we also watch videos and listen to podcasts.

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In math again, our commonly created texts are problems that center around mathematical calculations. In high school, it's the essay. However, I have worked really hard to break out of these more traditional forms and ask myself, "what's the best way to communicate the meaning here and an essay is not always it!

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Special Education was evaluated and a reminder to all.  Do not limit yourself (class or students) to the written word...use music or other genres.  Also, text to speech.  

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Special Education was evaluated and a reminder to all.  Do not limit yourself (class or students) to the written word...use music or other genres.  Also, text to speech.  

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yes, it just requires a commitment of time.  But I think this would be very supportive of both math and ELA outcomes

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yes, it just requires a commitment of time.  But I think this would be very supportive of both math and ELA outcomes

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Anthologies, excerpts, math problems, vocabulary interpretations, maps, timelines, novels, essays, posters....and our own writings.

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We respond to questions with sentences/paragraphs. Annotating information as much as possible. Note taking and creating posters for understanding. 

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We respond to questions with sentences/paragraphs. Annotating information as much as possible. Note taking and creating posters for understanding. 

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Eileen

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Would You Rather and Which One Doesn't Belong regularly for talking and writing. We find text evidence in opinion writing to practice essay writing.

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"I know that my students walked away from my classroom believing themselves to be readers and writers."  So important!!

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"I know that my students walked away from my classroom believing themselves to be readers and writers."  So important!!

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Eileen

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Discussions and narratives where a character from one story interacts with a character in another story or setting. Why do they fit, or feel out of place?

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Discussions and narratives where a character from one story interacts with a character in another story or setting. Why do they fit, or feel out of place?

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Eileen

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I like the quote, "anything which contains meaning counts as text." 

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I like the quote, "anything which contains meaning counts as text." 

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Eileen

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Text is considered anything which contains meaning. Text could be literally anything from the world around us, which enables students to view anything as a writing opportunity if they can find meaning in it.

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I think using the "Thinkbook" has created a way to create meaning out of simple ideas or things. Embedded videos, pictures, quotes all help students start to generate ideas about themselves or the world around them. We often read articles, novel excerpts, and full novel reads as well.

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Text's which are created by students in my class are short and long essays/responses. I use Google classroom to post a variety of different writing forms such as Email practices, Peer Editing, Graphic Organizers, and more

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The arguments which matter in my discipline are questions/dialogue/answers which involve "higher level thinking." Questions where students are not just reading and responding on a surface level, but where they are understanding the context and deeper meaning.

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" I know that my students walked away from my classroom believing themselves to be readers and writers. I know that at some point in the year they no longer relied on my belief in them and instead relied on the belief they had in themselves."

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I have been thinking quite a bit about the fish story we learned last month, and how it takes patience and allowing the students to think for themselves. This creates critical thinking, and gives them the confidence in themselves to think through a problem. With discipline specific arguments, I would like to figure out a way to give students that moment where they have to stop and think deeply in order to create their own opinion/arguments. Not exactly sure if this answers the question, but this is where my thought process is going at the moment