Re: [MOSAIC] Close Reading Strategies
Thank YOU! On 29/09/2013, at 10:48 AM, Amy McGovern wrote: Close like I'm sitting close to you. The other one: Cloze is a reading passage with words missing. A type of reading comprehension/ vocabulary/ inferring test. From: celianicho...@gmail.com Date: Sun, 29 Sep 2013 09:05:33 +0800 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Close Reading Strategies Cloze or Close reading? On 28/09/2013, at 9:08 PM, Krista Sadlers wrote: Good morning, I'm preparing to give a professional development workshop for teachers on Close Reading Strategies. I'd love to hear from those who may have done this before with some ideas for applying it to the K-2 levels. Thanks!! ~Krista ___ Mosaic mailing list Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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
Re: [MOSAIC] Close Reading Strategies
In my district, close reading in K-1 looks like an interactive read aloud, it will usually last 3/4 days. Our first reading we will stop to discuss any vocabulary (tier 2) that is critical to the meaning of the story and words that may confuse the students. However, the following readings have purposeful text dependent questions and as a class we may complete a graphic organizer/notes that will help students on the performance task which is at the end. Each day of the lesson we refer to the performance task and through our questioning each day students uncover evidence that will help them with the performance task. Each day prior to the performance task students also have some kind of response to reading as well. Close reading was not created for such young readers and since what they read is not complex our district decided to use this format. It is up to the teacher to make sure the text he or she selects is complex using a text complexity worksheet prior to planning a lesson. Hope that helps! Sent from my iPhone On Sep 28, 2013, at 9:13 AM, Krista Sadlers ksadl...@comcast.net wrote: Good morning, I'm preparing to give a professional development workshop for teachers on Close Reading Strategies. I'd love to hear from those who may have done this before with some ideas for applying it to the K-2 levels. Thanks!! ~Krista ___ Mosaic mailing list Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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
Re: [MOSAIC] CCSS Writing
Argument writing is NOT persuasive. It is writing to build a case. Suppose you ask your students to read Shakespeare...say ...Hamlet. Argument writing would be a response to a prompt like Was Hamlet justified in his feelings against the new king? Why or why not? Argument writing is about taking a position and using evidence from the text (or in some cases of argument writing) their own research... and building a case for their thesis. My understanding is that claims support a thesis. A thesis is an overall statement. There may be several claims that support the thesis... and of course, under the CCSS in argument writing you must support all of your claims. Example... Hamlet was justified in his plot against his king and mother. (thesis) Claim 1... They murdered his father. (then text evidence to support) Claim 2... They murdered the rightful king. (then text evidence to support) Claim 3...self defense...they might murder Hamlet next because he is an heir to the throne... (then text evidence to support) It has been a while since I read Hamlet, but even if I don't remember the plot line accurately, I hope this example helps. And in the 20+ years I have been in education, the jargon has continually changed...so I would expect that to continue...CCSS though, I think, will be around for quite a while. On Sep 28, 2013, at 10:35 AM, wr...@centurytel.net wr...@centurytel.net wrote: I'm wondering about the new vocabulary associated with the Common Core State Standards. I'm only getting little snippets for my colleagues, but nothing official at school, and nothing that helps me understand the difference. I think that the word claim has replaced the word thesis. What's the difference? If there is no difference, why is there now a different word? Persuasive writing is now called argumentative writing. Why? All my students think they know what an argument is, and I would not call that persuasive. Also, do you think these new words will be replaced (again) in the next few years? I'm interested in any information you all can share before I start my students on their first big writing assignment. Thanks! Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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
Re: [MOSAIC] CCSS Writing
Jennifer, I went to a one day training and your explanation was exactly the way it was explained. While the jargon changes the major concepts keep coming back. I would love to see lesson plans that people who use Mosaic strategies are producing. Are any new books or workshops coming from Ellin's group. Pat On Sep 29, 2013, at 5:36 AM, Palmer, Jennifer jennifer.pal...@hcps.org wrote: Argument writing is NOT persuasive. It is writing to build a case. Suppose you ask your students to read Shakespeare...say ...Hamlet. Argument writing would be a response to a prompt like Was Hamlet justified in his feelings against the new king? Why or why not? Argument writing is about taking a position and using evidence from the text (or in some cases of argument writing) their own research... and building a case for their thesis. My understanding is that claims support a thesis. A thesis is an overall statement. There may be several claims that support the thesis... and of course, under the CCSS in argument writing you must support all of your claims. Example... Hamlet was justified in his plot against his king and mother. (thesis) Claim 1... They murdered his father. (then text evidence to support) Claim 2... They murdered the rightful king. (then text evidence to support) Claim 3...self defense...they might murder Hamlet next because he is an heir to the throne... (then text evidence to support) It has been a while since I read Hamlet, but even if I don't remember the plot line accurately, I hope this example helps. And in the 20+ years I have been in education, the jargon has continually changed...so I would expect that to continue...CCSS though, I think, will be around for quite a while. On Sep 28, 2013, at 10:35 AM, wr...@centurytel.net wr...@centurytel.net wrote: I'm wondering about the new vocabulary associated with the Common Core State Standards. I'm only getting little snippets for my colleagues, but nothing official at school, and nothing that helps me understand the difference. I think that the word claim has replaced the word thesis. What's the difference? If there is no difference, why is there now a different word? Persuasive writing is now called argumentative writing. Why? All my students think they know what an argument is, and I would not call that persuasive. Also, do you think these new words will be replaced (again) in the next few years? I'm interested in any information you all can share before I start my students on their first big writing assignment. Thanks! Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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 PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org 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
Re: [MOSAIC] CCSS Writing
This is interesting and I'm wondering how you would categorize a letter. In an effort to prepare for the Smarter Balanced Assessment we asked our 5th grade to write a letter to their principal persuading him or her to either move forward with digital textbooks or not. Evidence must be presented and synthesized to support their recommendation. To prepare the students, they watched 2 videos and were given an informational text of pros and cons. We wrote the prompt with persuasive in mind. Again, the students have to write a letter and supply their recommendation with evidence. Is this more argument? They are asked to persuade... But is this just semantics? I'm Interested in your thoughts. This is the first year we tried something like this. All our 5th graders across the district are writing to this prompt. Thanks for the feedback. Amy From: pkima...@earthlink.net Date: Sun, 29 Sep 2013 06:02:46 -0700 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] CCSS Writing Jennifer, I went to a one day training and your explanation was exactly the way it was explained. While the jargon changes the major concepts keep coming back. I would love to see lesson plans that people who use Mosaic strategies are producing. Are any new books or workshops coming from Ellin's group. Pat On Sep 29, 2013, at 5:36 AM, Palmer, Jennifer jennifer.pal...@hcps.org wrote: Argument writing is NOT persuasive. It is writing to build a case. Suppose you ask your students to read Shakespeare...say ...Hamlet. Argument writing would be a response to a prompt like Was Hamlet justified in his feelings against the new king? Why or why not? Argument writing is about taking a position and using evidence from the text (or in some cases of argument writing) their own research... and building a case for their thesis. My understanding is that claims support a thesis. A thesis is an overall statement. There may be several claims that support the thesis... and of course, under the CCSS in argument writing you must support all of your claims. Example... Hamlet was justified in his plot against his king and mother. (thesis) Claim 1... They murdered his father. (then text evidence to support) Claim 2... They murdered the rightful king. (then text evidence to support) Claim 3...self defense...they might murder Hamlet next because he is an heir to the throne... (then text evidence to support) It has been a while since I read Hamlet, but even if I don't remember the plot line accurately, I hope this example helps. And in the 20+ years I have been in education, the jargon has continually changed...so I would expect that to continue...CCSS though, I think, will be around for quite a while. On Sep 28, 2013, at 10:35 AM, wr...@centurytel.net wr...@centurytel.net wrote: I'm wondering about the new vocabulary associated with the Common Core State Standards. I'm only getting little snippets for my colleagues, but nothing official at school, and nothing that helps me understand the difference. I think that the word claim has replaced the word thesis. What's the difference? If there is no difference, why is there now a different word? Persuasive writing is now called argumentative writing. Why? All my students think they know what an argument is, and I would not call that persuasive. Also, do you think these new words will be replaced (again) in the next few years? I'm interested in any information you all can share before I start my students on their first big writing assignment. Thanks! Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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 PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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
Re: [MOSAIC] CCSS Writing
Jennifer's explanation I believe is right on the money. A letter can be an example of persuasive writing. Maureen Robins On Sun, Sep 29, 2013 at 8:36 AM, Palmer, Jennifer jennifer.pal...@hcps.orgwrote: Argument writing is NOT persuasive. It is writing to build a case. Suppose you ask your students to read Shakespeare...say ...Hamlet. Argument writing would be a response to a prompt like Was Hamlet justified in his feelings against the new king? Why or why not? Argument writing is about taking a position and using evidence from the text (or in some cases of argument writing) their own research... and building a case for their thesis. My understanding is that claims support a thesis. A thesis is an overall statement. There may be several claims that support the thesis... and of course, under the CCSS in argument writing you must support all of your claims. Example... Hamlet was justified in his plot against his king and mother. (thesis) Claim 1... They murdered his father. (then text evidence to support) Claim 2... They murdered the rightful king. (then text evidence to support) Claim 3...self defense...they might murder Hamlet next because he is an heir to the throne... (then text evidence to support) It has been a while since I read Hamlet, but even if I don't remember the plot line accurately, I hope this example helps. And in the 20+ years I have been in education, the jargon has continually changed...so I would expect that to continue...CCSS though, I think, will be around for quite a while. On Sep 28, 2013, at 10:35 AM, wr...@centurytel.net wr...@centurytel.net wrote: I'm wondering about the new vocabulary associated with the Common Core State Standards. I'm only getting little snippets for my colleagues, but nothing official at school, and nothing that helps me understand the difference. I think that the word claim has replaced the word thesis. What's the difference? If there is no difference, why is there now a different word? Persuasive writing is now called argumentative writing. Why? All my students think they know what an argument is, and I would not call that persuasive. Also, do you think these new words will be replaced (again) in the next few years? I'm interested in any information you all can share before I start my students on their first big writing assignment. Thanks! Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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 -- Maureen Picard Robins The Pressures of Teaching (Kaplan, 2010) The Transmigration of Souls (Finishing Line Press) The Good Teacher Mentor (Teachers College Press,2003) ___ Mosaic mailing list Mosaic@literacyworkshop.org 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] Strategies self check chart
After spending hours looking at the reading lady website I decided I need to ask the whole list. While I enjoyed myself looking at all of the support available to teachers using Mosaic of Thought, I still did not find what I was looking for. I have always used a chart where the students self check to see if they are using all of the reading strategies. It is a very simple chart and I know I got it from one of you, but I can't find mine. It is a checklist with all of the strategies listed and space for the students to check off what they have used so far. It is wonderful because then they can see for themselves which strategies they need to use more often. Help! PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org 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
Re: [MOSAIC] Strategies self check chart
I would like to see this chart also. Troy Fredde On Sep 29, 2013, at 9:13 AM, Patricia Kimathi pkima...@earthlink.net wrote: After spending hours looking at the reading lady website I decided I need to ask the whole list. While I enjoyed myself looking at all of the support available to teachers using Mosaic of Thought, I still did not find what I was looking for. I have always used a chart where the students self check to see if they are using all of the reading strategies. It is a very simple chart and I know I got it from one of you, but I can't find mine. It is a checklist with all of the strategies listed and space for the students to check off what they have used so far. It is wonderful because then they can see for themselves which strategies they need to use more often. Help! PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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
Re: [MOSAIC] Strategies self check chart
Yes, please send to the whole group. I'D love to see this list as well. Judy Judy Shenker Learning Enrichment And Development Coordinator Coordinatrice en enrichissement et développement de l'apprentissage Lower Canada College 4090, avenue Royal Montréal (Québec) H4A 2M5 Téléphone (514) 482-9797 ext. 333 Fax (514) 482-0195 Site web www.lcc.ca Students first L'élève avant tout Celebrating 15 years of coeducation LCC célèbre 15 ans d'éducation mixte On 2013-09-29 10:47 AM, Troy F jayhawkrt...@gmail.com wrote: I would like to see this chart also. Troy Fredde On Sep 29, 2013, at 9:13 AM, Patricia Kimathi pkima...@earthlink.net wrote: After spending hours looking at the reading lady website I decided I need to ask the whole list. While I enjoyed myself looking at all of the support available to teachers using Mosaic of Thought, I still did not find what I was looking for. I have always used a chart where the students self check to see if they are using all of the reading strategies. It is a very simple chart and I know I got it from one of you, but I can't find mine. It is a checklist with all of the strategies listed and space for the students to check off what they have used so far. It is wonderful because then they can see for themselves which strategies they need to use more often. Help! PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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
Re: [MOSAIC] Close Reading Strategies
I read the book twice. It is excellent. Maxine Sent from my iPad On Sep 29, 2013, at 4:25 PM, Patricia Kimathi pkima...@earthlink.net wrote: I am not sure how useful this will be but I just found a book called Notice and Note: Strategies for Close Reading by Kylen Beers and Robert Probst. Has anyone read this book and do you reccomend it. Pat Kimathi On Sep 28, 2013, at 6:05 PM, Celia Nichols celianicho...@gmail.com wrote: Cloze or Close reading? On 28/09/2013, at 9:08 PM, Krista Sadlers wrote: Good morning, I'm preparing to give a professional development workshop for teachers on Close Reading Strategies. I'd love to hear from those who may have done this before with some ideas for applying it to the K-2 levels. Thanks!! ~Krista ___ Mosaic mailing list Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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 PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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
Re: [MOSAIC] Close Reading Strategies
With young children we examine a sentence at a time. Maxine Sent from my iPad On Sep 28, 2013, at 3:08 PM, Krista Sadlers ksadl...@comcast.net wrote: Good morning, I'm preparing to give a professional development workshop for teachers on Close Reading Strategies. I'd love to hear from those who may have done this before with some ideas for applying it to the K-2 levels. Thanks!! ~Krista ___ Mosaic mailing list Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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] list reminders
It's good to see interest picking up on the Mosaic List. I'm seeing a lot of messages that are being rejected so here's some reminders. 1. Send only to mosaic@literacyworkshop.org Our list will only accept messages that are ONLY to the list. NOBODY else can be listed. If you include any other person or organization as a recipient (Cc or BCc), the message will be rejected. The reason for this is that spammers and hijackers almost always send messages to multiple people. I've already seen 8-10 messages rejected today for this reason. 2. Trim Your Messages We also reject messages that are too long. This is 99% due to a person not deleting quoted text from previous messages. Please trim quoted text before you send to list as it helps everyone. 3. Mosaic List is Public Anything posted on our list can be accessed by anyone. This includes people at your school as well as employers and prospective employers. We cannot delete anything after it is posted. 4. Attachments Not Allowed We do not allow attachments to be sent to this list. If you want to share a personal document that you created you can send to me (kmack@literacyworkshop) and I will post on the website. 5. Forced Moderation When a situation needs to be cooled off, the list will be put on forced moderation. That means that every message has to be approve by me. Frequently this happens when people start the me too requests. If you want a member to send you something, PLEASE contact the member not the 3,000+ members of the list that can't send you the resource. We also moderate the list when there are perceived personal attacks on a topic. This doesn't happen very often, but can come with strong beliefs and commitments to certain topics and practices. Posting to Mosaic is a privilege and not a right so please focus your posts on improving reading and literacy instruction. If you ever need help with anything on this list, please contact Keith Mack (km...@literacyworkshop.org). Thanks, Keith Mack Web Administrator for Mosaic List km...@literacyworkshop.org ___ Mosaic mailing list Mosaic@literacyworkshop.org 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
Re: [MOSAIC] Close Reading Strategies
Can you share the text complexity worksheet you mentioned? Sent from my iPhone. Pam Williams On Sep 29, 2013, at 7:43 AM, Rosa Roper rosaro...@hotmail.com wrote: In my district, close reading in K-1 looks like an interactive read aloud, it will usually last 3/4 days. Our first reading we will stop to discuss any vocabulary (tier 2) that is critical to the meaning of the story and words that may confuse the students. However, the following readings have purposeful text dependent questions and as a class we may complete a graphic organizer/notes that will help students on the performance task which is at the end. Each day of the lesson we refer to the performance task and through our questioning each day students uncover evidence that will help them with the performance task. Each day prior to the performance task students also have some kind of response to reading as well. Close reading was not created for such young readers and since what they read is not complex our district decided to use this format. It is up to the teacher to make sure the text he or she selects is complex using a text complexity worksheet prior to planning a lesson. Hope that helps! Sent from my iPhone On Sep 28, 2013, at 9:13 AM, Krista Sadlers ksadl...@comcast.net wrote: Good morning, I'm preparing to give a professional development workshop for teachers on Close Reading Strategies. I'd love to hear from those who may have done this before with some ideas for applying it to the K-2 levels. Thanks!! ~Krista ___ Mosaic mailing list Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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] Books on CCSS
At home and at school I have been receiving lots of catalogs and flyers selling books that say they help with the CCSS. I wonder if we could generate a list of books that we think are worth buying. I'll start with Pathways to the Common Core. That book was a help to me. Jan Quoting Patricia Kimathi pkima...@earthlink.net: I am not sure how useful this will be but I just found a book called Notice and Note: Strategies for Close Reading by Kylen Beers and Robert Probst. Has anyone read this book and do you reccomend it. Pat Kimathi ___ Mosaic mailing list Mosaic@literacyworkshop.org 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
Re: [MOSAIC] Close Reading Strategies CCSS
In reading an excerpt from the new book Notice and Note I found this passage see below it indicates that people who study Mosaic of Thought still see things differently, which I assumed they would. I have to have this book. The sample is at: http://www.heinemann.com/shared/onlineresources/E04693/NoticeNote_sample.pdf Well, worth your time. The research they did says it works as well with struggling readers as it does with seasoned readers. Many PD companies are now training teachers to use the technique . Thank you Krista for starting this thread. I am really excited. Pat Kimathi Learning Tree Enrichment Center 8465 S. Van Ness Los Angeles, CA 90305 Characteristics of Close Reading Close reading, then, should not imply that we ignore the reader’s experience and attend closely to the text and nothing else. It should imply that we bring the text and the reader close together. To ignore either element in the transaction, to deny the presence of the reader or neglect the contri bution of the text, is to make reading impossible. If we understand close reading this way, when the reader is brought into the text we have the opportunity for relevance, engagement, and rigor. Close reading should suggest close attention to the text; close attention to the relevant experience, thought, and memory of the reader; close attention to the responses and interpretations of other readers; Because we know that the resources students bring to a text affect their understanding of the text, we’re dismayed that some now dismiss the value of background knowledge. We leave it to you to know when the text offers adequate information so that additional background knowledge is not needed and when it does not. And when it is needed, do not set aside your professional knowledge of how best to help a reader in deference to a document that suggests you ignore this critical practice. Close reading occurs when the reader is deeply engaged with the text. and close attention to the interactions among those elements. To focus exclusively on any one of them to the neglect of the others is simply foolish. Likewise, to suggest this is how we read every passage of every text is unreasonable. What we want is to notice those elements of the text that are, for example, surprising or confusing or contradictory, so that then we pause and take note, think carefully, reread, analyze— read closely. The practice of close reading has the following characteristics: It works with a short passage. We might do a close reading. They go on to say the student must look for the signpost. NoticeNote_Parts1-2-3_Layout 1 10/12/12 1:17 PM Page 36 I have to have this book. This book like the books by Ellin, and Chris. I know Ellin often reads our post I hope she comments. 37 What Is Close Reading? and close attention to the interactions among those elements. To focus exclusively on any one of them to the neglect of the others is simply foolish. Likewise, to suggest this is how we read every passage of every text is unreasonable. What we want is to notice those elements of the text that are, for example, surprising or confusing or contradictory, so that then we pause and take note , think carefully, reread, analyze— read closely. The practice of close reading has the following characteristics: It works with a short passage. We might do a close reading of a short poem but probably not of The Odyssey ; of a paragraph or page from War and Peace but not the entire novel. Ideally, this passage is identified by the students themselves (the purpose of the signpost lessons we present in Part II is to teach them some of the characteristics of passages worth reading closely), but at times the teacher will want to call attention to passages the class may have missed or read too casually. The focus is intense. It may begin with responses, including feelings, memories, and thoughts evoked by the passage, but it will return to the passage itself, exploring the significance of individual important words, the sequence of events or ideas, the connections among elements inside the passage (perhaps the relationship between two characters, for example). It will extend from the passage itself to other parts of the text. This may allow students to make connections across passages and then to draw inferences from those connections. For example, a closely read climax in the story may lead readers to look back at passages that foreshadowed that scene. It should involve a great deal of exploratory discussion. Much of that talk will be among students, but the teacher will lead the class at times through some analysis. It should not, however, become a question-and- answer session in which the teacher drags the class through her interpre- tative steps only, preventing them from seeing the text in any way other than the way in which she has construed it. Close reading should suggest close attention to the text; close attention to the
Re: [MOSAIC] Close Reading Strategies CCSS
Pat I so agree with the quote and agree that I need this book!! It would be well worth discussing the book or at least the issue on the list!! See too many lesson plans and programs etc. that are teaching close reading very narrowly and in isolation. so narrowly construed I don't agree with it at all. Not sure what part is misinterpretation and what part is mandate. (One of the problems of common core is this ambiguity.) Also saw some great great examples on Choice Literacy last week. I was so impressed with those discussions and recommend that everyone go that site and read them. They were on the free part of the list. Sally On Sep 29, 2013, at 11:40 AM, Patricia Kimathi wrote: In reading an excerpt from the new book Notice and Note I found this passage see below it indicates that people who study Mosaic of Thought still see things differently, which I assumed they would. I have to have this book. The sample is at: http://www.heinemann.com/shared/onlineresources/E04693/NoticeNote_sample.pdf Well, worth your time. The research they did says it works as well with struggling readers as it does with seasoned readers. Many PD companies are now training teachers to use the technique . Thank you Krista for starting this thread. I am really excited. Pat Kimathi Learning Tree Enrichment Center 8465 S. Van Ness Los Angeles, CA 90305 Characteristics of Close Reading Close reading, then, should not imply that we ignore the reader’s experience and attend closely to the text and nothing else. It should imply that we bring the text and the reader close together. To ignore either element ___ Mosaic mailing list Mosaic@literacyworkshop.org 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
Re: [MOSAIC] Close Reading Strategies
Would you be willing to share a lesson with us? Pat Kimathi On Sep 29, 2013, at 4:32 AM, Rosa Roper rosaro...@hotmail.com wrote: In my district, close reading in K-1 looks like an interactive read aloud, it will usually last 3/4 days. Our first reading we will stop to discuss any vocabulary (tier 2) that is critical to the meaning of the story and words that may confuse the students. However, the following readings have purposeful text dependent questions and as a class we may complete a graphic organizer/notes that will help students on the performance task which is at the end. Each day of the lesson we refer to the performance task and through our questioning each day students uncover evidence that will help them with the performance task. Each day prior to the performance task students also have some kind of response to reading as well. Close reading was not created for such young readers and since what they read is not complex our district decided to use this format. It is up to the teacher to make sure the text he or she selects is complex using a text complexity worksheet prior to planning a lesson. Hope that helps! Sent from my iPhone On Sep 28, 2013, at 9:13 AM, Krista Sadlers ksadl...@comcast.net wrote: Good morning, I'm preparing to give a professional development workshop for teachers on Close Reading Strategies. I'd love to hear from those who may have done this before with some ideas for applying it to the K-2 levels. Thanks!! ~Krista ___ Mosaic mailing list Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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 PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org 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
Re: [MOSAIC] Books on CCSS
Great idea. Pat On Sep 29, 2013, at 11:36 AM, wr...@centurytel.net wrote: At home and at school I have been receiving lots of catalogs and flyers selling books that say they help with the CCSS. I wonder if we could generate a list of books that we think are worth buying. I'll start with Pathways to the Common Core. That book was a help to me. Jan Quoting Patricia Kimathi pkima...@earthlink.net: I am not sure how useful this will be but I just found a book called Notice and Note: Strategies for Close Reading by Kylen Beers and Robert Probst. Has anyone read this book and do you reccomend it. Pat Kimathi ___ Mosaic mailing list Mosaic@literacyworkshop.org 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 PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org 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
Re: [MOSAIC] Close Reading Strategies
I'm very interested in that text complexity sheet, too! Thank you! Heidi Laffay Zarzeczny Third Grade Teacher American School of Warsaw On Sun, Sep 29, 2013 at 8:22 PM, Williams, Pam - CCS Elementary Instructional Supervisor pam.willi...@carroll.kyschools.us wrote: Can you share the text complexity worksheet you mentioned? Sent from my iPhone. Pam Williams On Sep 29, 2013, at 7:43 AM, Rosa Roper rosaro...@hotmail.com wrote: In my district, close reading in K-1 looks like an interactive read aloud, it will usually last 3/4 days. Our first reading we will stop to discuss any vocabulary (tier 2) that is critical to the meaning of the story and words that may confuse the students. However, the following readings have purposeful text dependent questions and as a class we may complete a graphic organizer/notes that will help students on the performance task which is at the end. Each day of the lesson we refer to the performance task and through our questioning each day students uncover evidence that will help them with the performance task. Each day prior to the performance task students also have some kind of response to reading as well. Close reading was not created for such young readers and since what they read is not complex our district decided to use this format. It is up to the teacher to make sure the text he or she selects is complex using a text complexity worksheet prior to planning a lesson. Hope that helps! Sent from my iPhone On Sep 28, 2013, at 9:13 AM, Krista Sadlers ksadl...@comcast.net wrote: Good morning, I'm preparing to give a professional development workshop for teachers on Close Reading Strategies. I'd love to hear from those who may have done this before with some ideas for applying it to the K-2 levels. Thanks!! ~Krista ___ Mosaic mailing list Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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
Re: [MOSAIC] CCSS Writing
When reading the 5th grade standards (Kentucky): Write opinion pieces on topics or texts, supporting a point of view with reasons and information. In my mind I see opinion writing and persuasive writing to be two different things. Years ago in 5th we taught the kids to write persuasive pieces, but now it is my understanding they are only writing their opinion. This supports argumentative writing-you are introducing a topic, stating your opinion, and creating an organizational structure in which ideas are logically grouped to support your purpose. Kari From: Mosaic [mosaic-boun...@literacyworkshop.org] on behalf of Amy McGovern [mcgovern_amy64042...@hotmail.com] Sent: Sunday, September 29, 2013 9:37 AM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] CCSS Writing This is interesting and I'm wondering how you would categorize a letter. In an effort to prepare for the Smarter Balanced Assessment we asked our 5th grade to write a letter to their principal persuading him or her to either move forward with digital textbooks or not. Evidence must be presented and synthesized to support their recommendation. To prepare the students, they watched 2 videos and were given an informational text of pros and cons. We wrote the prompt with persuasive in mind. Again, the students have to write a letter and supply their recommendation with evidence. Is this more argument? They are asked to persuade... But is this just semantics? I'm Interested in your thoughts. This is the first year we tried something like this. All our 5th graders across the district are writing to this prompt. Thanks for the feedback. Amy From: pkima...@earthlink.net Date: Sun, 29 Sep 2013 06:02:46 -0700 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] CCSS Writing Jennifer, I went to a one day training and your explanation was exactly the way it was explained. While the jargon changes the major concepts keep coming back. I would love to see lesson plans that people who use Mosaic strategies are producing. Are any new books or workshops coming from Ellin's group. Pat On Sep 29, 2013, at 5:36 AM, Palmer, Jennifer jennifer.pal...@hcps.org wrote: Argument writing is NOT persuasive. It is writing to build a case. Suppose you ask your students to read Shakespeare...say ...Hamlet. Argument writing would be a response to a prompt like Was Hamlet justified in his feelings against the new king? Why or why not? Argument writing is about taking a position and using evidence from the text (or in some cases of argument writing) their own research... and building a case for their thesis. My understanding is that claims support a thesis. A thesis is an overall statement. There may be several claims that support the thesis... and of course, under the CCSS in argument writing you must support all of your claims. Example... Hamlet was justified in his plot against his king and mother. (thesis) Claim 1... They murdered his father. (then text evidence to support) Claim 2... They murdered the rightful king. (then text evidence to support) Claim 3...self defense...they might murder Hamlet next because he is an heir to the throne... (then text evidence to support) It has been a while since I read Hamlet, but even if I don't remember the plot line accurately, I hope this example helps. And in the 20+ years I have been in education, the jargon has continually changed...so I would expect that to continue...CCSS though, I think, will be around for quite a while. On Sep 28, 2013, at 10:35 AM, wr...@centurytel.net wr...@centurytel.net wrote: I'm wondering about the new vocabulary associated with the Common Core State Standards. I'm only getting little snippets for my colleagues, but nothing official at school, and nothing that helps me understand the difference. I think that the word claim has replaced the word thesis. What's the difference? If there is no difference, why is there now a different word? Persuasive writing is now called argumentative writing. Why? All my students think they know what an argument is, and I would not call that persuasive. Also, do you think these new words will be replaced (again) in the next few years? I'm interested in any information you all can share before I start my students on their first big writing assignment. Thanks! Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to
Re: [MOSAIC] Books on CCSS
As far as curriculum goes... I would not buy anything this yearmany publishers are holding out in developing new stuff because they are waiting to see what the PARCC and Smarter Balanced assessments actually look like... Jennifer ___ Mosaic mailing list Mosaic@literacyworkshop.org 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
Re: [MOSAIC] Close Reading Strategies
Haven't read Notice and Note yet... but I can tell you everyone that I know that HAS read it loved it! Sent from my iPad On Sep 29, 2013, at 10:34 AM, Patricia Kimathi pkima...@earthlink.net wrote: I am not sure how useful this will be but I just found a book called Notice and Note: Strategies for Close Reading by Kylen Beers and Robert Probst. Has anyone read this book and do you reccomend it. Pat Kimathi Mosaic mailing list Mosaic@literacyworkshop.org 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 PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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
Re: [MOSAIC] Close Reading Strategies
I thought this looked intriguing too. I have seen the power of Close Reading at the middle school level. I think getting them started early on will reap great benefits. Kathy Bieger reva.bie...@carroll.kyschools.us Director of Special Education Carroll County Schools From: Mosaic [mosaic-boun...@literacyworkshop.org] on behalf of Williams, Pam - CCS Elementary Instructional Supervisor [pam.willi...@carroll.kyschools.us] Sent: Sunday, September 29, 2013 2:22 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Close Reading Strategies Can you share the text complexity worksheet you mentioned? Sent from my iPhone. Pam Williams On Sep 29, 2013, at 7:43 AM, Rosa Roper rosaro...@hotmail.com wrote: In my district, close reading in K-1 looks like an interactive read aloud, it will usually last 3/4 days. Our first reading we will stop to discuss any vocabulary (tier 2) that is critical to the meaning of the story and words that may confuse the students. However, the following readings have purposeful text dependent questions and as a class we may complete a graphic organizer/notes that will help students on the performance task which is at the end. Each day of the lesson we refer to the performance task and through our questioning each day students uncover evidence that will help them with the performance task. Each day prior to the performance task students also have some kind of response to reading as well. Close reading was not created for such young readers and since what they read is not complex our district decided to use this format. It is up to the teacher to make sure the text he or she selects is complex using a text complexity worksheet prior to planning a lesson. Hope that helps! Sent from my iPhone On Sep 28, 2013, at 9:13 AM, Krista Sadlers ksadl...@comcast.net wrote: Good morning, I'm preparing to give a professional development workshop for teachers on Close Reading Strategies. I'd love to hear from those who may have done this before with some ideas for applying it to the K-2 levels. Thanks!! ~Krista ___ Mosaic mailing list Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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
Re: [MOSAIC] CCSS Writing
So... if opinion is argumentative, does that mean that persuasive writing will not be assessed? To me opinion sounds like expository. I wish these words made intuitive sense to me. Jan Quoting Kittleson, Kari kari.kittle...@oldham.kyschools.us: When reading the 5th grade standards (Kentucky): Write opinion pieces on topics or texts, supporting a point of view with reasons and information. In my mind I see opinion writing and persuasive writing to be two different things. Years ago in 5th we taught the kids to write persuasive pieces, but now it is my understanding they are only writing their opinion. This supports argumentative writing-you are introducing a topic, stating your opinion, and creating an organizational structure in which ideas are logically grouped to support your purpose. Kari __ ___ Mosaic mailing list Mosaic@literacyworkshop.org 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
Re: [MOSAIC] Strategies self check chart
I would also like to see the chart Sent from my iPad On Sep 29, 2013, at 8:47 PM, Celia Nichols celianicho...@gmail.com wrote: Please include me, too! Thanks in advance! Celia On 29/09/2013, at 10:47 PM, Troy F wrote: I would like to see this chart also. Troy Fredde On Sep 29, 2013, at 9:13 AM, Patricia Kimathi pkima...@earthlink.net wrote: After spending hours looking at the reading lady website I decided I need to ask the whole list. While I enjoyed myself looking at all of the support available to teachers using Mosaic of Thought, I still did not find what I was looking for. I have always used a chart where the students self check to see if they are using all of the reading strategies. It is a very simple chart and I know I got it from one of you, but I can't find mine. It is a checklist with all of the strategies listed and space for the students to check off what they have used so far. It is wonderful because then they can see for themselves which strategies they need to use more often. Help! PatK ___ Mosaic mailing list Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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 Mosaic@literacyworkshop.org 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
Re: [MOSAIC] Strategies self check chart
Just post it for everyone! Thanks! Kathy Barringer Reading Interventionist North Laurinburg Elementary Laurinburg, NC. 28352 ___ Mosaic mailing list Mosaic@literacyworkshop.org 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
