Just like mini lessons:) YAY.... Reader/Writer's Workshop.
Philomena Marinaccio, Ph.D. Florida Atlantic University Dept. of Teaching and Learning College of Education 2912 College Ave. ES 214 Davie, FL 33314 Phone: 954-236-1070 Fax: 954-236-1050 -----Original Message----- From: Heather_Waymouth <[email protected]> To: mosaic <[email protected]> Sent: Mon, May 20, 2013 8:05 am Subject: Re: [MOSAIC] Common Core I can see how one would get the impression that CCSS wants us to focus on excerpts. I think, though, you may be looking at the "close reading" that the standards are supporting which does use excerpts. This does not mean, however, that you don't read the rest of the novel. For example, if a group of students is reading To Kill a Mockingbird, you might plan a day where you do a close reading of the section where Scout disarms Mr. Cunningham and the others at the courthouse with her innocent conversation. You might explore the use of language on those few pages to see how the author created a sense of tension as well as a sense of revelation through the innocent words of a child. There's a fantastic book out there - Notice and Note - that talks about how to teach kids to read closely and how to incorporate these activities into our curricula rather than using them as stand-alone activities. In my own classroom, I use picture books to teach kids to think critically about authors' (and illustrators') choices. The visual aspect is a lot easier for them to discuss at first. After a while, they start to make the connections that authors make stylistic decisions for the same reasons illustrators do. Throughout the year, I raise the difficulty of the texts used in these activities until we are discussing small sections of the novels they read in their English classes. My focus during these discussions is on the theme of the book and the author's purpose in writing it - 2 things my students struggle with year after year. The close reading techniques simply offer me another way to teach them. I'm sure other states are putting together similar databases, but a good reference for how to weave the CCSS into actual unit plans is http://www.engageny.org/english-language-arts. You can pick a grade and see a few examples. Some are put together by teachers, others by outside agencies. Take each with a grain of salt - I haven't used any of these unit s; I've merely read over them to get a better understanding of what direction in which the state would like us to head. Heather Waymouth High School Literacy Specialist Honeoye Falls - Lima High School [email protected] (585)-624-7050 "Always show the you in you that makes you who you are." - Chidinma Obietikponah STATEMENT OF CONFIDENTIALITY This email message and any attachments may contain confidential or privileged information. If you are not the intended recipient, you are prohibited from using the information in any way, including but not limited to disclosure of, copying, forwarding or acting in reliance on the contents. If you have received this email by error, please immediately notify me by return email and delete it from your email system. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
