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Six Trait Writing: Cozad 3-5

Six Trait Writing: Cozad 3-5. Denise O’Brien ESU 10 February 8, 2012. Today’s Outcomes. NDE update Modes of writing Review the six traits Share resources and activities Share technology tips and sites. Self-assessment of Writing in My Classroom . Do you like to read and write?

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Six Trait Writing: Cozad 3-5

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  1. Six Trait Writing:Cozad 3-5 Denise O’Brien ESU 10 February 8, 2012

  2. Today’s Outcomes • NDE update • Modes of writing • Review the six traits • Share resources and activities • Share technology tips and sites

  3. Self-assessment of Writing in My Classroom • Do you like to read and write? • Are you proficient as a writer? • What experiences do you have with the 6 Traits? • When do your students write? • Does Cozad have expectations for using the 6 Traits?

  4. NeSA-W • 2011 Testing Window: January 23- February 10 • May 2012- NeSA-W scores released • Analytic rubric available • Domains weighted (2013) • Content /ideas- 35% • Organization- 25% • Word choice/Voice- 20% • Conventions – 20% • 4th Grade will continue to be paper pencil

  5. 6 Traits of Writing provides… • Common language • Basis for mini-lessons • Consistency for assessment and growth review • The how-to for revision 6 Traits are all about revision. They are not your curriculum.

  6. Characteristics of Personal Narrative • Fabulous 4 • Use I or We • About incident that really happened • Beginning, Middle and End • Reflection

  7. Narrative Imaginative/Expressive Persuasive Expository/Informational Descriptive The 5 Modes

  8. The Reading-Writing Connection “Nobody but a reader ever became a writer” ~ Richard Peck “Long before writers can create their own text, they can learn what good writing is all about by hearing and loving the work of others.” ~Spandel & Stiggins, 1997

  9. Where do you begin? • Provide opportunities for your students to write often and for many purposes • Write with students • Model writing • Use the language of writing • Share books you love • Use think-alouds • Introduce the writing process to your students

  10. Emergent and Developing Writers Need . . . • Explicit instruction on writing skills and strategies • Opportunities to respond in lessons • Positive, corrective feedback on performance

  11. “…the keys to writing well:” • Have a strong, clear idea. • Use details and pictures to paint a picture in your reader’s mind. • Write with authority and voice. • Organize your information so that a reader can follow it. • Use words that make sense—and that are lively as well. • Write with fluency and variety—the way good dancers dance. • Make your conventions as strong as you can so that readers can figure out your message. Spandel, 2008, Creating Young Writers

  12. Teaching Skills and Strategies • Model I do it. • Prompt We do it. • Check You do it.

  13. 6 Traits Ideas – Organization – Voice - Word Choice - Sentence Fluency – Conventions • Discuss with partner what traits are focused on at your grade level • Share

  14. Cozad Elementary Writing Wiki http://tinyurl.com/cozadwrites

  15. IDEAS Ideas are the heart of the story.

  16. Ideas • The paper is focused, clear, and specific • It all makes sense • The topic is small enough to handle • There are important telling details that go beyond common knowledge • Clear • Interesting

  17. Teaching the trait of Ideas • Talk about where ideas come from. • Model differences between generalities and good details. • Read aloud from books with striking detail or strong imagery. • Use questions to expand and clarify a main idea.

  18. UNDER THE RUG Two weeks passed and it happened again.

  19. Ideas Lesson The Heart of the Message Using Literature to Enhance Writing Instruction ~ Rebecca Olness

  20. Technology Tips & Sites for Ideas • Use picture prompts • http://www.flickr.com • The Story Starter Jr. • http://www.thestorystarter.com/jr.htm • Pic Lits • http://www.piclits.com

  21. Organization Organization tells the beginning, middle, and end.

  22. Organization • There is a snappy lead that gets the reader’s attention. • The paper is easy to follow. • Everything fits in the right place. • Provides connections. • Like a road map, easy to follow. • There is a graceful ending. It doesn’t just stop.

  23. ORGANIZATION Activity • On each table is an envelope • Remove the sentence strips and organize them into a coherent paragraph • Be prepared to share your paragraph with the whole group • Note the mental processes used when deciding how to organize the paragraph

  24. Four Square for Organization

  25. Demonstration pg 7

  26. Technology Tips & Sites for Organization • Graphic Organizers • http://www.eduplace.com/graphicorganizer • Types and Examples of Transitions • http://bit.ly/pU1cKK • Use a picture prompt and have students write beginnings or endings for the picture. Capture their ideas on a Google Doc.

  27. Voice It sounds like me!

  28. Voice • It sounds like the particular writer. • The writer seems engaged, involved with the topic. • It brings the topic to life. • The paper is full of feelings. • It makes me respond – laugh, smile, cry, wince . . . • I want to read it aloud. • It has pizzazz!

  29. Voice Lesson • Read Fly Away Home and Smoky Night by Eve Bunting. • Have students work in pairs or groups to find the words used to convey the feelings in the book. • Chart the feeling words. Using Literature to Enhance Writing Instruction ~ Rebecca Olness

  30. Voice Lesson • Read Guess How Much I love You by Sam McBratney. Using Literature to Enhance Writing Instruction ~ Rebecca Olness

  31. Technology Tips & Sites for Voice • Idiom Site • http://www.idiomsite.com/ • The Writing Fix • http://writingfix.com/6_traits/voice.htm • The Writing Fix – Feeling Game • http://writingfix.com/forkids/feelinggame.htm • Skype: www.skype.com • Skype an Author Network • http://skypeanauthor.wetpaint.com/

  32. Word Choice Word choice paints a picture.

  33. Word Choice • There are moments that stick with you. • There are strong verbs and precise nouns. • The words are colorful, snappy, vital, brisk and fresh. • The words create word pictures. • The words are just right. I do not choose the right word. I get rid of the wrong one. ~A.E. Housman

  34. Word Choice Lesson • Read Bear Snores On by Karma Wilson and Jane Chapman • Chart and discuss all of the “wow” words the students hear

  35. Word Choice • Rock or Pebble Game – Creating Writers, Spandel • Some words have muscle. They carry a lot weight. They have substance, meaning and impact. • Have an assortment of words and have children determine if the word is a “pebble” a vague word or a “rock” an impact word. • Make Word Posters

  36. Technology Tips & Sites for Word Choice • Wordle • http://www.wordle.net/ • Snappy Words • http://www.snappywords.com/ • Instant Poetry Forms • http://ettcweb.lr.k12.nj.us/forms/newpoem.htm • Synonyms for said • http://www.cyberspaces.net/6traits/

  37. Sentence Fluency Sentences can be short or long.

  38. Sentence Fluency • The paper is easy to read aloud. • There are some short and some long sentences. • Sentence beginnings vary; they show how ideas connect. • There are carefully crafted sentences. • There is consistency in tense. • The paper flows.

  39. Lesson Ideas for Sentence Fluency • Have students list or circle the first word in each sentence they have written. • Have students count the words in each sentence and make a list. • Phone Yourself • Have students read their work into phonics phone.

  40. Demonstration: Sentence Length It was a January morning. Grandma looked out the window. She saw snow on the porch. It was white and fluffy. It formed a big cloud on the porch.

  41. Demonstration: Sentence Length One January morning, Grandma looked out the picture window and saw snow on the porch. It was white and fluffy. The snow looked like cotton balls and formed a big cloud on the porch. I was ready to play.

  42. Sample Sentence FluencyLessons • I Caught It by Sarah Barchas • http://writingfix.com/6_Traits/Primary/I_caught_it.htm • Owl Moon by Jane Yolen • http://writingfix.com/Process/Revision/Owl_Moon.htm

  43. “Alone Time with an Adult I Care about” I went out with my Uncle Steve. He has a quad and a motorcycle. He wouldn’t let me ride the motorcycle. But I got to ride the quad. I was only allowed to ride with him on it with me. But then he let me ride it a little by myself. I really like my Uncle Steve. http://writingfix.com/Process/Revision/Owl_Moon.htm

  44. Conventions Add capital letters and punctuation marks.

  45. Conventions • The paper looks clean, edited and proofread. • Capital letters are used correctly. • Punctuation was used correctly. • Spelling is accurate. • Paragraphs are indented. • The writer used good grammar. • The reader does not need to do any mental editing.

  46. CONVENTIONS: Look for the following… Spelling Punctuation Capitalization, Grammar and Usage Paragraphing, Creative Use to Express Voice or Style

  47. How would you read this? That That Is Is That That Is Not Is Not That Is It Isn’t It

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