The arrival of Common Core State Standards is now five years in our collective rear view mirror. But how far have we come in our instructional practices? With PARCC and Smarter Balanced assessments (or next generation-MCAS in Massachusetts) looming, a new sense of urgency appears in our headlights: prose constructed response (PCR). These new performance tasks challenge our “hamburger” paragraph algorithms and our five paragraph essay formulas. PCR defies our notion of “writing about reading,” demanding a cognitive bridge between these literacies and asking our writers to stand in the shoes of an analyst, a storyteller, a petitioner, and a researcher. Most terrifying of all, these tasks assume our readers and writers can grow their own theories across multiple texts. These demands make close reading look like sandbox fodder. Are you teaching students to do this work? Before you answer, consider the PCR “gates.”
To effectively tackle PCR independently, students must recognize and hone their passage through three distinct gates of cognitive heavy-lifting. These gates are analysis, inference, and synthesis.
Are you teaching your students to move their thinking effectively through the Analysis Gate?
Analysis is akin to close reading. It is void of schema and insists students notice and note key textual details, main ideas, genre, and other fundamental aspects of the text. Our students are fairly adept at navigating through this gate. In fact, our challenge lies in moving them past analysis into the deeper levels of thinking. Analysis strategies include rereading with a purpose, identifying important text elements at the word and passage level, and capturing text observations through highlighting, notes in the margin, text talk (annotating for the purpose of asking and answering text-based questions), and use of DIY graphic organizers (e.g., T charts, Venn diagrams, sequence boxes), among others. It is critical to model analysis for students. Analysis is about helping students understand that “reading is thinking.” Model analysis effectively by using statements such as the following:
- I notice that…
- I see…
- This is important because…
- I need to hold onto this information because…
- This is a key detail about…
- This part might help me understand…
Are you teaching your students to move their thinking effectively through the Inference Gate?
Inference is an equation with two important components:
Evidence from the Text + Schema = Inference
Inference occurs at the intersection of our background knowledge (schema) and important evidence from the text. This gate should be traversed after the Analysis Gate because it helps students derive the textual evidence needed for the equation. Inferring is critically different from analysis in that our own experiences enter the realm of cognitive work. Inferring helps students ponder author’s message, theme, and purpose. These are implied elements within a text, not explicit statements. Our background knowledge drives implied “in between the lines” thinking as we tackle complex text.
It is important to model inferring explicitly for students. While movement through this gate is still about helping students understand that “reading is thinking,” it moves beyond thinking within the text to thinking beyond the text. Model inferring effectively by using statements such as the following:
- This makes me think…
- I’m wondering…
- I remember I read in another text…
- Is this the same as what I learned about…?
- My teacher modeled her thinking about…and so now I’m also thinking…
- Is this author trying to tell me…?
- I’m thinking the message is…
- I’m wondering if the theme is…
Are you teaching your students to move their thinking effectively through the Synthesis Gate?
The third gate brings us to the pinnacle of PCR: synthesis. Synthesis is the intellectual creation of something brand new, such as a theory, alternate ending, review, editorial, persuasive letter, or sequel, among others. The equation for synthesis becomes far more complex:
Analysis + Inference + A Decision Reflecting a New, Bigger Idea = Synthesis
Synthesis in PCR is about using multiple texts to generate this equation, making the work highly complex. Not only do readers have to hold on to their analysis across numerous texts, but also merge their schema across these texts to formulate inferences. Finally, they must use all of this thinking to generalize a broad-ranging theory about these texts. This gate marks a critical juncture in PCR. When students synthesize for PCR, they commit their thinking to paper through writing. Movement through this gate connotes the threshold between “reading is thinking” and “writing is decision-making.” Synthesis requires development of a brand new theory through the craft of writing. In some cases, synthesis plays out in the literary genre (e.g., creation of an alternate ending) while in other cases, this decision-making occurs in the informational genre (e.g., argumentative essay).
Of all the gates, it is most essential to model synthesis for students. To tackle this gate, think aloud and model all parts of the synthesis equation by first capturing your thinking within and beyond the text, and then translate that thinking into a brand new theory or creation. Model synthesis effectively by using statements such as the following:
- When I look across these texts, I wonder about a connecting thread about…
- I’m growing a theory about…
- I’m using my thinking about…and…to…
- I notice the author’s voice is clear so I will use that voice to develop a new…
- These two texts show differing views about…and I can use…to persuade my readers to…
Four Student PCR Takeaways
- Effective PCR work involves passage through the three gates in sequence. Don’t skip the analysis and inference gates on the way to synthesis!
- All proficient theory-construction involves movement through the three gates. Eventually, we won’t notice the early gates because they will happen intuitively!
- PCR values student thinking! PCR is not about retelling, summarizing, or regurgitating. It’s almost impossible to give a “wrong” answer on PCR, so long as the new theory or creation is grounded in evidence and inference.
- PCR demands the same kind of thinking as so many 21st century careers. Carpenters, computer engineers, CEOs, and so many others rely on designing, puzzling, innovating, creative problem-solving, independent thinking, and merging of many types of skills and strategies.
Four Teacher PCR Takeaways
- Teachers must slow down their thinking to effectively model passage through each of the three gates for students. If you skip gates in your modeling, students will skip gates in their thinking!
- As you model, explicitly announce when you transition to new gates for your students. You cannot be too explicit!
- Use academic vocabulary to model your thinking. Your language will help students name the analysis, inference, and synthesis moves and frame their talk with accountability to their thinking.
- Modeling suggests you use the first person when describing your thinking. It sounds like, “I am thinking…” or “I’m growing a theory about…” It does not sound like, “Who can tell me what theory we can grow about…?” or “Who found the important line in this passage?” Remember, the modeling is your chance for an effective “I DO!”
As you consider these takeaways, contemplate one final question: What will you need to shift in your teaching to guide students effectively through these gates?