I always want text in hand for kids...but you could also put on the document camera. You might also consider Text mapping it---make some scrolls of the book and let small groups of students navigate it with you. Jennifer
-----Original Message----- From: Mosaic [mailto:[email protected]] On Behalf Of [email protected] Sent: Saturday, June 29, 2013 12:38 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Common Core Yes, Jennifer, that's the standard. I think I'll start with the book Smoky Night. Do you think I should make photocopies and give each student a copy? Should I put it on the document camera? I want the students to be able to refer back to the text very specifically (saying, "On page 6... " for example). Does anyone have suggestions for other books I can use? Jan Quoting "Palmer, Jennifer" <[email protected]>: > > Is this the standard you are asking about? > > "Determine a theme or central idea of a text and analyze its > development over the course of the text, including its relationship to > the characters, setting, and plot; provide an objective summary of the > text." > > Here's what I'd do with it. > Take a meaty children's book by someone like Eve Bunting or Patricia Polacco. > I'd ask students to determine what the lesson in it is. Then, look at > how characters change and grow throughout the text and figure out how > that change is related to author's message. What does the setting have > to do with the theme? > Would the theme or lesson be the same if the setting were different? > Think about > how the author introduced a problem to the story---and then solved > it--how did these relate to the lesson or theme? > An objective summary would be the theme or lesson with major plot > events that lead to that theme. > I'd want kids to have some deep discussions, spend time close reading > short sections of important parts of the text as part of the lesson. > Anyone else? I started with the theme and then analyzed what the > author did to develop that theme. You could just as easily analyze > characters, setting plot--- and then use those to identify the theme. > I personally prefer starting global and then looking at details. Other > folks prefer to do the analysis first and find the global after > studying the details. > Jennifer > > > On Jun 28, 2013, at 4:09 PM, > "[email protected]<mailto:[email protected]>" > <[email protected]<mailto:[email protected]>> wrote: > > > I live in Washington state. I feel confused that if the CCSS is > national (well... 45 states), why there would be different tests in > the West from in the East. I understand that to be true, but I don't > know why. > For 8th grade one of the reading literature standards is about theme > and setting and plot. I'd like a lesson using a children's book that > I can use to show my students what this standard means. We can then > use that information with a more challenging book, but I always want > to teach a new skill with an easy text. Jan > > > _______________________________________________ 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
