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6 + 1 Traits of Writing: Focus trait: Word Choice

6 + 1 Traits of Writing: Focus trait: Word Choice. Michelle Heuft. Writing Trait of Word Choice. What specific words could you use to describe a weak structure vs. a strong structure?. Core Common Standards.

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6 + 1 Traits of Writing: Focus trait: Word Choice

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  1. 6 + 1 Traits of Writing: Focus trait: Word Choice Michelle Heuft

  2. Writing Trait of Word Choice • What specific words could you use to describe a weak structure vs. a strong structure?

  3. Core Common Standards • CCSS.ELA-Literacy.W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. • CCSS.ELA-Literacy.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) (Day two) • CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. • CCSS.ELA-Literacy.W.5.3c Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

  4. Trait of Word Choice • WORD CHOICE—like the sun in the sky—can accomplish many things: comfort or sunburn, thirst or relaxation. The words you choose to include in your writing have profound impact on your reader. http://writingfix.com/6_Traits/Word_Choice.htm#poster • The specific vocabulary the writer uses to convey meaning and enlighten the reader.

  5. Key Qualities of Good Word Choice Applying Strong Verbs Selecting Striking Words and Phrases Using Specific and Accurate Words Choosing Words That Deepen Meaning

  6. Mentor Text Listen and read along with the book Cloudy With a Chance of Meatballs by Judi Barrett http://www.youtube.com/watch?v=olO73t4kf9E

  7. What would you do? • If you lived in the town of Chewandswallow what would you want it to rain? • You have two minutes to picture your ideal appetizers, entrée and dessert. • Describe this to the person sitting next to you in the best detail that you can in the next two minutes. (one minute of description per partner) • Did your partner’s meal leave your mouth watering? • Now, in pairs, think of words that make your mouth water. These are words that appeal to your sense of taste and smell.

  8. Yummy Word ChoiceThink of words that will appeal to your senses! Taste Smell

  9. Activities • Use the graphic organizer provided to create three exciting menu options (using tasty word choice) • Use the interactive menu planner in collaboration with the other groups to give your customer three choices for an appetizer, entrée and dessert • http://www.musthavemenus.com/category/fine-dining-menus.html

  10. Samples of Formative Assessment

  11. Lesson 2: Your own Cloudy With a Chance of Meatballs story • You will use the graphic organizer and interactive menu to begin to create your own organized narrative. • You will use an outline graphic organizer to place your ideas in a logical order and begin brainstorming specific sentences. Remember, for an exciting story you will need: • an interesting hook in your introduction (bold beginning) • three body paragraphs (appetizer, entrée, dessert) • an excellent ending

  12. Formative Assessment Scoring Guide for Menu http://traitspace.scholastic.com/folderPage/node-33473/node-33530/ Interactive Formative Assessment for Lesson http://quizstar.4teachers.org/index.jsp

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