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List-Subscribe: List-Digest: List-Unsubscribe: Message-Id: 6Traits Digest #31 - Tuesday, July 20, 1999 Word Choice-First Assignment by "Debbie SoS" Re: 6Traits- Ideas - a strategy to teach by "dennis.ada.swanson" VOICE in an expositiry piece by "Kathy Renfrew" Re: 6Traits- VOICE in an expositiry piece by "Kathy Renfrew" Re: 6Traits- Ideas - a strategy to teach by "dennis.ada.swanson" Re: 6Traits- VOICE in an expositiry piece by "Robin" Re: 6Traits- VOICE in an expositiry piece by "Mark & Dot Drobney" Word Choice...Assignment # 2 by "Robin" Re: 6Traits- Pet Peeves by "Susan & John Osvald" Word Choice Example by "Shirley Holloway" Re: 6Traits- ***Word Choice *** 7/19/99 ***Assignment*** by "Anna Liu" Word Choice by "Laura Eble" Word Choice Assignment #1 by "The Sauer Family" 6Traits- *Word Choice #2*Assg.* by Re: 6Traits- Ideas #4 - 7/17/99 by 6Traits- ***Word Choice #2 *** 7/19/99 ***Assignment*** by Letter writing activities by "Susan Nixon" <susan@desertskyone.com> Writing info by "Susan Nixon" <susan@desertskyone.com> The word said - proposal by "Susan Nixon" <susan@desertskyone.com> Re: 6Traits- VOICE in an expositiry piece by "Susan Nixon" <susan@desertskyone.com> Re: 6Traits- ***Word Choice *** 7/19/99 ***Assignment*** by "Susan Nixon" <susan@desertskyone.com> A moment's pause for reflection by "Susan Nixon" <susan@desertskyone.com> Six traits: Word Choice passage by Word Choice Rubric by "Susan Nixon" <susan@desertskyone.com> ***Word Choice #3*** Assignment - 11/20/99 by "Susan Nixon" <susan@desertskyone.com> Re: JOST reading inventory by Re: 6Traits- ***Word Choice #2 ***Question and Assignment*** by "dennis.ada.swanson" Re: 6Traits-Word Choice by Re: 6Traits- Re: JOST reading inventory by "Susan Nixon" <susan@desertskyone.com> Re: 6Traits-Word Choice #2 - questions? by "Susan Nixon" <susan@desertskyone.com> RE: Word choice by Ada's choices by Re: 6Traits- *Word Choice #2*Assg.* by "Caryn Gostlin" word choice assignment by "Dorothy McCorkle" Voice vs. Word Choice by "Susan Nixon" <susan@desertskyone.com> Re: 6Traits- The word said - proposal by "Dorothy McCorkle" Re: 6Traits- The word said - proposal by "Caryn Gostlin" ---------------------------------------------------------------------- Subject: Word Choice-First Assignment From: "Debbie šoš" Date: Tue, 20 Jul 1999 10:06:37 GMT From Phoebe Gilman's "The Gypsy Princess" ...She went down to the palace gates, opened them wide, and followed the wind. At the edge of the forest, she stopped and looked back at the palace gleaming in the distance. The wind brushed against her cheek and = whispered, "Cinnamon, Cinnamon." And Cinnamon entered the darkness. Brambles and thorns tore at her dress, but Cinnamon did not turn back. = She walked deeper and deeper into the forest. She walked all day and, = just as the first stars appeared in the darkening sky, she reached a small = lake. There she rested, ate wild raspberries and slept more soundly, on her bed of leaves, than she had ever slept in her soft princess bed. And a poem from one of my kidlets last year... What to do if you are the sun. Make people sweat. Shine on parts of the world at a time. Burn really, really bad. Tell people to visit the ocean. Beat down all day. Make people eat cold food. Give a good day for swimming. Wake up the Earth. Word choice is one thing that we talk about. "He is nice." I always ask the kids "What does that mean? What does it tell me? What other ways can = you say that?" I have even gone so far as to put "nice" in the circle = with the red line slashing it...ie. NO "nice". Anyone else have pet peeve words? I LOVE the Magic Treehouse books for the kids. BUT, I do get tired of = the word "said" in them-especially when the word should be "asked"! Debbie =BAo=BA Grade 2 Ontario, Canada ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com ---------------------------------------------------------------------- Subject: Re: 6Traits- Ideas - a strategy to teach From: "dennis.ada.swanson" Date: Tue, 20 Jul 1999 06:59:33 -0400 A strategy many of you might have heard of that has been used for writing is to help children sort out ideas and supporting details. The most obvious one that comes to mind is using an organizer like a web. If you start out with some sentences, pass them out to students, then have grocery bags up front (you could have the beginning of a web ready on the board or chart paper instead). Each student reads their sentences (or you help, as is needed) and the sentences get sorted into the bags.... You could start with the bag(s) labeled. All of the sentences about a particular topic goes in that bag...and the ones that do not apply go into the other bag. You could have two bags labeled and all of the sentences are about one or the other. Then the sentences are read and put into the appropriate bag. You could have all of the sentences read and then decide what most of the sentences seem to be about and label the bags as a group, then go back through and have the sentences read again and put into the appropriate bag... THEN comes the sequencing.... But at least some will get the idea of keeping to the topic. Ada "We are all works in progress!" "Where there's will, there's a way!" first grade North Syracuse, New York -----Original Message----- From: Amy Schrader To: SixTraitsMailring <6Traits@> Date: Monday, July 19, 1999 11:24 PM Subject: Re: 6Traits- Ideas ideas >One thing that I use to help my students is to teach them the >importance of narrowing the scope. Sometimes it is difficult to find >the main idea or purpose in a piece (like the vegetarian piece we >looked at) because the author hasn't narrowed down the scope of the >piece and has tried to write about more than one idea in a short essay. > When we write imaginary narratives I tell my students that they can >only have three main characters in their story, unless they are willing >to write a hundred pages or more. We discuss how you can't fully >develop main characters and their problems in a piece unless you limit >how many there are. We discuss how multiple main characters makes a >piece difficult for the reader to follow and may cause them to lose >interest in the piece entirely. > >Amy >8th >Sumter, SC >_________________________________________________________ >Do You Yahoo!? >Get your free @yahoo.com address at http://mail.yahoo.com > > > ---------------------------------------------------------------------- Subject: VOICE in an expositiry piece From: renfpea@pop.k12.vt.us (Kathy Renfrew) Date: Tue, 20 Jul 1999 07:29:14 -0400 I wanted to share this essay wiht all of you. It struck me first thing = this morning. Here is a fine example of VOICE in an expository piece. Sorry for any double postings. > > > It was foggy this morning in London proportions. It was eerie. >Nothing had definition. I couldn't see more than a block ahead of me. >Each lamp post was a protecting lighthouse. I suppose it was appropriate >weather for this morning since most of the country and many throughout = the >world have been covered in a hazy shroud by the tragic events in the >waters off Martha's Vineyard. > > Yet, as I took each step my own inner haze began to dissipate >until I could see very clearly. I wasn't expecting to share any thoughts >this morning, but I have been sent into the depths of my spirit as JKF, >Jr's plane plunged into the depths of the ocean. > > You see, I am a courtier of Camelot. I didn't enter "into service" >until mid-1963 at the age of 22, but when I did it was like I was = suddenly >breathing freshly oxygenated air and a refreshing wind was at my face. > > Now, I am not one of those who threw himself prostrate before the >feet of JFK as if he were some pharohic god-king; nor do I worship the >ground that a Kennedy walks on. JFK and many members of the family lived >a life that was uneven, a life that was flawed, a life that was human. >Don't we all. No, what swept me up and drew me--and still does--was an >ideal that was greater than the man, greater than me. It was a call that = I >could make a difference, that ordinary me could do extraordinaty things, >that I...WAS...IMPORTANT and do something of importance. > > That call took me into the backwoods of North Carolina to register >African-American voters. I only regret that it didn't last. I didn't >then have the courage not to retreat in fear into my books and hide in = the >iiner bowels of the graduate library after a klansman stuck his loaded >shotgun hard into my stomach as I protested a klan rally in Durham. An >unexpected blind date and marriage sidetracked my intentions of entering >the Peace Corps. > > But, it was because of that ideal that I took up the banner once >again, this time with a fearlessness, and was among those who struggled = to >integrate Valdsota State College beyond tokenism and struggle to combat >racism; it was because of that ideal that I was a campus protester of = the >Vietnam War; it was because of that ideal that I require the triads in my >classes be racially and gender mixed as I struggle in my small way to >combat any & all prejudice, and foster mutual respect; it is because of >that ideal that I believe in the unique potential of each and every >student, that each student is an important human being and can do >important things, that in each student is a "little story" in which = exists >a piercing truth, and that I refuse to be a callous academic weeder. > > When I hesitate, when I am tired and forelornly ask myself if it's >all worth it, when I am thrown out of the loop, when the system seems so >vast that it's beyond my control to change anything, when everything = seems >so tangled like a gordian knot, when I think that what I am doing is not >earthshaking, when I think that what I am doing will not have any results >I hear those encouraging words, "You can make a difference." I >remember that I am important because I believe I am important. And I go >on struggling to be a firm and loud voice rather than a hollow and >faint echo. > > Understand that this is not a eulogy to anyone. This is not a >eulogy, period. I am not talking about an age gone by. As I age, as I >approach my third score, that age, that calling, that belief, is a >seminal, ageless part of me. My body may not be what it was even if I do >power walk six pre-dawm miles every other day, but my spirit remains trim >and vibrant. The flame burns brighter, the energy is more driving, the >belief stronger, the comittment deeper than it had been in my youth. I = am >even be more youthful now than I was in my youth. My true testimony is my >life, my teaching, my continual unswerving belief and faith that I can >make a difference, my constant efforts to make a difference, and my >uncontested knowledge that I do. > > Idealistic you say? Well, maybe. But, remember reality is idealism >come true. > > My true testimony to the virtues of Camelot is my life, my >teaching, my continual unswerving belief and faith that I can make a >difference, my constant efforts to make a difference, and my uncontested >knowledge that I do. > > One last word. The lasting impact on me of Camelot is not the >life of a man, the utterance of a few noble words, the presence of a >family, the passing culture of a decade or two. > > No, the lasting impact is a view of myself. > > I think it was Camus who once said something to the effect that >there is a lot that is denigrationg in people, but there is a lot more >that is noble. I believe that and I believe I can prove that. > > Just a thought this fog-shrouded morning. > >Make it a good day. > > --Louis-- > > >Louis Schmier lschmier@valdosta.edu >Department of History = http://www.halcyon.com/arborhts/louis.html >Valdosta State University >Valdosta, GA 31698 /~\ /\ /\ >912-333-5947 /^\ / \ / /~\ \ = /~\__/\ > / \__/ \/ / /\ /~\/ = \ > /\/\-/ /^\_____\____________/__/_______/^\ > -_~ / "If you want to climb mountains, \ = /^\ > _ _ / don't practice on mole hills" - = \____ Kathy > ---------------------------------------------------------------------- Subject: Re: 6Traits- VOICE in an expositiry piece From: renfpea@pop.k12.vt.us (Kathy Renfrew) Date: Tue, 20 Jul 1999 07:41:28 -0400 Actually now that I have reread this piece, I also find it to be an excellent ezample of word choice, not to mention ideas. I am definitely caught in this piece this morning Kathy Renfrew Peacham Elementary School Grade 5/6 ---------------------------------------------------------------------- Subject: Re: 6Traits- Ideas - a strategy to teach From: "dennis.ada.swanson" Date: Tue, 20 Jul 1999 07:49:12 -0400 I'm sorry, I mixed my oranges and my apples! (and I did notice my grammar mistakes =3D( I need to edit before sending but usually don't... sirry, The use of the bags for sorting was the idea I was refering to...but you could use a web organizer or even one or two sentences charts (borrow one for the day if you need to) to sort sentences. Using the more visual ones, the sequencing, or whatever could be the next day's mini-lesson or whatever... and sentences or webs can be up for read around the room. Ada "We are all works in progress!" "Where there's will, there's a way!" first grade North Syracuse, New York -----Original Message----- From: dennis.ada.swanson To: SixTraitsMailring <6Traits@> Date: Tuesday, July 20, 1999 7:00 AM Subject: Re: 6Traits- Ideas - a strategy to teach >A strategy many of you might have heard of that >has been used for writing is to help children sort >out ideas and supporting details. The most >obvious one that comes to mind is using an >organizer like a web. If you start out with some >sentences, pass them out to students, then have >grocery bags up front (you could have the >beginning of a web ready on the board or >chart paper instead). Each student reads >their sentences (or you help, as is needed) >and the sentences get sorted into the bags.... > >You could start with the bag(s) labeled. >All of the sentences about a particular topic >goes in that bag...and the ones that do >not apply go into the other bag. > >You could have two bags labeled and >all of the sentences are about one or the >other. Then the sentences are read and >put into the appropriate bag. > >You could have all of the sentences read >and then decide what most of the sentences >seem to be about and label the bags >as a group, then go back through and have >the sentences read again and put into >the appropriate bag... > >THEN comes the sequencing.... > >But at least some will get the idea of >keeping to the topic. >Ada >"We are all works in progress!" >"Where there's will, there's a way!" >first grade >North Syracuse, New York >-----Original Message----- >From: Amy Schrader >To: SixTraitsMailring <6Traits@> >Date: Monday, July 19, 1999 11:24 PM >Subject: Re: 6Traits- Ideas ideas > > >>One thing that I use to help my students is to teach them the >>importance of narrowing the scope. Sometimes it is difficult to find >>the main idea or purpose in a piece (like the vegetarian piece we >>looked at) because the author hasn't narrowed down the scope of the >>piece and has tried to write about more than one idea in a short essay. >> When we write imaginary narratives I tell my students that they can >>only have three main characters in their story, unless they are willing >>to write a hundred pages or more. We discuss how you can't fully >>develop main characters and their problems in a piece unless you limit >>how many there are. We discuss how multiple main characters makes a >>piece difficult for the reader to follow and may cause them to lose >>interest in the piece entirely. >> >>Amy >>8th >>Sumter, SC >>_________________________________________________________ >>Do You Yahoo!? >>Get your free @yahoo.com address at http://mail.yahoo.com >> >> >> > > > ---------------------------------------------------------------------- Subject: Re: 6Traits- VOICE in an expositiry piece From: Robin Date: Tue, 20 Jul 1999 08:19:34 -0400 Kathy, Wow....I don't know what else to say....Just WOW Robin ---------------------------------------------------------------------- Subject: Re: 6Traits- VOICE in an expositiry piece From: Mark & Dot Drobney Date: Tue, 20 Jul 1999 09:36:43 -0400 Robin wrote: > > Kathy, > > Wow....I don't know what else to say....Just WOW > > Robin Robin and Kathy: Ditto from me...very powerful and thought-provoking. Makes me think, what have I done today to make a difference? WOW! Dot ---------------------------------------------------------------------- Subject: Word Choice...Assignment # 2 From: Robin Date: Tue, 20 Jul 1999 09:41:24 -0400 --------------BCE610973895F78C7B622B14 Content-Type: text/plain; charset=3Dus-ascii Content-Transfer-Encoding: 7bit From Nicholas Spark"s The Notebook "As she walked, she looked around and realized she had forgotten how fresh and beautiful everything seemed here. Over her shoulder, she saw the house in the distance. He had left a couple of lights on, and it seemed to be the only house around. At least the only one with electricity. Our here, outside the town limits, nothing was certain. Thousands of country homes still lacked the luxury of indoor lighting. She stepped on the dock and it creaked under her foot. The sound reminded her of a rusty squeeze-box, and Noah glanced up and winked, then went back to checking the crabs, making sure they were the right size. She walked to the rocker that sat on the dock and touched it, running her hand along the back. She could picture him sitting in it, fishing , thingking, reading. It was old and weather-beaten, rough feeling. She wondered how much time he spent here alone, and she wondered about his thoughts at times like those." I really like the simplicity of the language yet it portrays vivid pictures of the scene. Robin 6th Grade North Carolina --------------BCE610973895F78C7B622B14 Content-Type: text/html; charset=3Dus-ascii Content-Transfer-Encoding: 7bit From Nicholas Spark"s  The Notebook

"As she walked, she looked around and realized she had forgotten how fresh and beautiful everything seemed here.  Over her shoulder, she saw the house in the distance.  He had left a couple of lights on, and it seemed to be the only house around.  At least the only one with electricity.  Our here, outside the town limits, nothing was certain.  Thousands of country homes still lacked the luxury of = indoor lighting.

She stepped on the dock and it creaked under her foot.  The sound reminded her of a rusty squeeze-box, and Noah glanced up and winked, then went back to checking the crabs, making sure they were the right = size.  She walked to the rocker that sat on the dock and touched it, running her hand along the back.  She could picture him sitting in it, fishing , thingking, reading.  It was old and weather-beaten, rough = feeling.  She wondered how much time he spent here alone, and she wondered about his thoughts at times like those."

I really like the simplicity of the language yet it portrays vivid = pictures of the scene.

Robin
6th Grade
North Carolina --------------BCE610973895F78C7B622B14-- ---------------------------------------------------------------------- Subject: Re: 6Traits- Pet Peeves From: "Susan & John Osvald" Date: Mon, 19 Jul 1999 19:55:29 -0500 also "reflect back" Susan O. :-) ---------- > From: Susan Nixon <susan@desertskyone.com> > To: SixTraitsMailring <6Traits@> > Subject: 6Traits- Pet Peeves > Date: Monday, July 19, 1999 6:51 PM > > >And my PET PEEVE is the word "utilized". Who made up this word? What is > >wrong with just plain old "used"? > > Oh, I bet we could have a great pet peeve discussion here! =3D) I = agree > with that one completely. Mine are things like return back and > irregardless. How did those extra parts get in there??? =3D) > > Susan Nixon (who also teaches students to say "I wish I *were*" and "if I > *were*") > 2nd Grade > Phoenix, AZ ---------------------------------------------------------------------- Subject: Word Choice Example From: "Shirley Holloway" Date: Tue, 20 Jul 1999 09:40:46 -0500 This is KI-pat, who stood on one leg,like the big stork bird; Ki-pat, whose cows were so hungry and dry, They mooed for the rain to fall from the sky; To green-up the grass,all brown and dead, That needed the rain from the cloud overhead- The big, black cloud, all heavy with rain, That shadowed the ground on Kapiti Plain. From Bringing the Rain to Kapiti Plain by Verna Aardema Shirley Holloway/2nd/IN ---------------------------------------------------------------------- Subject: Re: 6Traits- ***Word Choice *** 7/19/99 ***Assignment*** From: "Anna Liu" Date: Tue, 20 Jul 1999 07:37:21 PDT From Anne of Green Gables By: L. M. Montgomery "Anne climbed the ladder amid breathless silence, gained the ridge-pole, balanced herself uprightly on that precarious footing, and started to walk = along it, dizzily conscious that she was uncomfortably high up in the = world and that walking ridge-poles was not a thing in which your imagination helped you out much...She swayed, lost her balance, stumbled, staggered = and fell, sliding, down over the sun-baked roof and crashing off it through = the tangle of Virginia creeper beneath..." Anna Toronto, Ontario ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com ---------------------------------------------------------------------- Subject: Word Choice From: Laura Eble Date: Wed, 21 Jul 1999 10:19:37 -0500 Taken from "James and the Giant Peach" by Roald Dahl... The two women and the small boy stood absolutely still on the grass underneath the tree, gazing up at this extraordinary fruit. James's = little face was glowing with excitement, his eyes as big and bright as two stars. He could see the peach swelling larger and larger as clearly as if it were a balloon being blown up. In half a minute, it was the size of a melon! In another half-minute, it was twice as big again! "Just look at it growing!" Aunt Spiker cried. "Will it ever stop!" Aunt Sponge shouted, waving her fat arms and starting to dance around in circles. And now it looked like an enormous butter-colored pumpkin dangling = from the top of the tree. Laura Gr 1 IL ---------------------------------------------------------------------- Subject: Word Choice Assignment #1 From: datsauer@computerpro.com (The Sauer Family) Date: Tue, 20 Jul 1999 10:26:24 -0500 One of my favorite authors, Anne Rivers Siddons, is a natural for word choice. This comes from the opening pages of Outer Banks: We were sitting on the front veranda of the Fowlers' house on the dunes on Nag's Head beach, watching the twilight die over the Atlantic. On either side of us hulked the great, black-weathered two- and three-story cottages that made up what the Bankers call the Unpainted Aristocracy -- a long = line of huge, weather-stained wooden summer houses that had been built in the early days of the century by the very rich. When they were first built, = the houses reigned alone on that lordly line of dunes, owning by sheer force majueure the wild, empty beach. Now they are surrounded by flealike armies of bungalows and time-shares and fishing piers and umbrella and float rentals, like mastodons beset by pygmies.But even now, when you are on the front porches or verandas, you have no sense of the graceless, idiot = hordes nibbling at their skirts. Only of wind and sun and emptiness, and the endless sea. Debbie Sauer Duluth ---------------------------------------------------------------------- Subject: 6Traits- *Word Choice #2*Assg.* From: DWsoc@aol.com Date: Tue, 20 Jul 1999 12:18:27 EDT For word choice I chose this paragraph from Nathan McCall's "Makes Me = Wanna Holler": Scobe had an older brother, Arnold, a stocky knockout artist. The two of them double-banked guys when they got into fights. Arnold was as cool as Scobe was bad. He had a pair of black high-top All Stars, which he laced with two pair of shoestrings, one black, one white. He wore his All Stars = with thick sweat socks that pushed his pants leg up, giving him that disheveled look. He left the laces untied, and let the tongue of his = sneaker droop, just so. It was the coolest thing I had ever seen. Arnold had a unique pimp, too: He took the first short step, then paused longer than = the normal pause for a pimp, then took his hop real slow. It was a brazen = pimp that said, "I know I'm baad." I can really picture this character....as well as feel that I would avoid = him. David 2nd Denver ---------------------------------------------------------------------- Subject: Re: 6Traits- Ideas #4 - 7/17/99 From: MBShelow@aol.com Date: Tue, 20 Jul 1999 13:02:04 EDT To teach ideas, I'd read literature where the idea is clear and ask the children to tell me what the idea is. I'd also have them plan ideas for writing and talk about it in group to = see if they have come up with one, single idea or a group of ideas and how it could be narrowed down if that's the case. I might have them brainstorm a list of ideas that could be used in times = when they can't think of topics for journal writing. Mindi and Cathy Looping 1's ---------------------------------------------------------------------- Subject: 6Traits- ***Word Choice #2 *** 7/19/99 ***Assignment*** From: MBShelow@aol.com Date: Tue, 20 Jul 1999 12:53:36 EDT This evokes a picture of a summer's night to me. I love the choices of = words. Of course, in terms of punctuation, I'd never use it, but for word choice it's wonderful. "Half A Moon and One Whole Star" by Crescent Dragonwagon (isn't that a = great name?) "Outside her window, summer night And summer scents and summer's right For honeysuckle, green-cut lawns Susan breathes green smells and yawns Susan hears the crickets whir Susan hears the curtains stir Sees them stir through half-closed eyes Hears the Steinkamps call good-byes Half-closed eyes are drooping low She hears laughter down below On the porch her parents talk In the woods, the raccoons walk. In the lake, the wet dark deep, Do minnows flash though sound asleep? Yes, yes, yes, they do, sleep, Susan, sleep." Mindi Shelow 1st grade ---------------------------------------------------------------------- Subject: Letter writing activities From: Susan Nixon <susan@desertskyone.com> Date: Tue, 20 Jul 1999 10:35:27 -0700 If you teach your students letter writing, you might be interested in this site: http://209.79.64.150/webclass/student01/index.html This is the welcome page. Down the left side you will find Graphic Organizers, Writing Rubric, Lesson Plans, etc. Very useful "stuff" here. =3D) Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: Writing info From: Susan Nixon <susan@desertskyone.com> Date: Tue, 20 Jul 1999 10:37:54 -0700 From David Woessner comes this interesting reply to someone's question: This came from a teacher on AOL's teacher desk. I though you might want = to share it with the group. <> There is nothing wrong with you. All of us have the ability to write; = this is especially true when you write to learn and to explore your own = thoughts and feelings. Writing is nothing more than thinking on paper. Writing is learning new things. Writing is making contact with friends and family members. = Writing is dealing with bad days, and much more. Your favorite writers do a lot of planning, writing, and rewriting to = produce the books and stories you like to read. That is why writing is called a process. It's very important for you to understand this. One way to select a topic is to consider the four basic reasons for = writing. DESCRIBING: People: a relative, a teacher, classmate, neighbor, someone who bugs you, = someone you spend time with, someone you wish you were like (admire). Places: your room, a garage, a basement, an attic, a rooftop, the gym, = the media center, a historic place, a famous landmark, etc. Objects or Things: a poster, a video game, an animal, a book, a = photograph, a souvenir, a model, a dream. EXPLAINING: How to. . . make something, care for a pet, impress a teacher, earn extra money, get in shape, be a friend, stop hiccups, run a race, saddle a = horse. How to choose . . . How to build . . . How to fix . . . How to save . . . How to find . . . The causes of . . . rust, acid rain, friendship, hurricanes, happiness, Kinds of . . . music, commercials, clouds, heroes, cars, pain, groups, The definition of . . . love, learning, a good time, happiness, = friendship, a team, equality, a teacher, courage PERSUADING: Take a position for or against: school rules, homework, smoking in public places, shoplifting, carrying = guns, air bags, something that needs improving, something that's unfair, = something everyone should see or do, something worth supporting. NARRATING (SHARING) getting caught, getting lost, getting together, making a mistake, being surprised, making the news, being scared, winning. One children's author, Audrey Wood, said she keeps an idea box. When she sees something in a magazine, newspaper, or on television which she thinks = would be interesting to write about she puts it in her idea box. When she = wants to write, she takes the box out and it helps her choose her topic. Others keep a personal journal. There are many reasons to write in a personal journal. You can . . . make notes of interesting things you see and hear, collect ideas for stories, poems, and reports, practice writing on your own, deal with your bad days, and relive your good times. Often when it is time to write, you will have forgotten many of the things = that have happened to you. However, going through your journal can remind = you of them and set you on the road to a very good story or report. Good luck with your writing. Thank you for using the AAC Teacher Pager. AACMsBEngl Academic Assistance Center ---------------------------------------------------------------------- Subject: The word said - proposal From: Susan Nixon <susan@desertskyone.com> Date: Tue, 20 Jul 1999 11:13:03 -0700 >I LOVE the Magic Treehouse books for the kids. BUT, I do get tired of = the >word "said" in them-especially when the word should be "asked"! I feel the same way about Louis Sacher's Wayside School books. I *love* them, read them to my students every year. *They* love them. Sometimes, though, I think if I have to read the word said one more time, I'll = scream! I've been known to change it as I'm reading. =3D) Anyone who would like to send me synonyms for the word said? I will post them on the Strategies page when I do the word choice strategies. =3D) I was reading a Barbara Gruber book last night - one of her latest published by Practice and LearnRight, costing $7.95 and available from Apples 'N Acorns. The title is _Lists and Lessons_. I received it at the end of school, and I was thinking so much about word walls that I didn't get around to really looking at it until last night. What a resource! = It has lists of all kinds of words, including words for said. If we don't come up with all of them, and more, I'll be surprised, but I will also add words from that list. You can send your suggestions directly to me: They'll be up next week. If you want to include words for asked, throw them in. Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: Re: 6Traits- VOICE in an expositiry piece From: Susan Nixon <susan@desertskyone.com> Date: Tue, 20 Jul 1999 11:20:59 -0700 At 07:41 AM 7/20/99 -0400, you wrote: >Actually now that I have reread this piece, I also find it to be an >excellent ezample of word choice, not to mention ideas. I am definitely >caught in this piece this morning Exactly what I was going to point out, Kathy. Maybe because I am putting up the web pages on word choice rubric this morning (no, don't look yet - they aren't up, I'm making them right now), I was struck immediately by = the precise and meaningful word choices. =3D) Thanks for sharing this piece. Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: Re: 6Traits- ***Word Choice *** 7/19/99 ***Assignment*** From: Susan Nixon <susan@desertskyone.com> Date: Tue, 20 Jul 1999 11:25:47 -0700 At 07:37 AM 7/20/99 PDT, you wrote: >>From Anne of Green Gables >By: L. M. Montgomery >She swayed, lost her balance, stumbled, staggered and >fell, sliding, down over the sun-baked roof and crashing off it through = the >tangle of Virginia creeper beneath..." Now if those aren't energetic verbs, I don't know what might be! Good example to use with our students, not only for energetic verbs, but also for the *showing* what happened. I have a great mental picture of this one, and it would make a great contrast to the *telling* sentence, "She fell off the roof." Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: A moment's pause for reflection From: Susan Nixon <susan@desertskyone.com> Date: Tue, 20 Jul 1999 11:37:04 -0700 Dear Course Members, As I read the assignments which had accumulated since yesterday, I was = once again struck by what an outstanding group of teachers you are. It = occurred to me that you might appreciate some feedback on how you are doing. I've been thinking it, but I haven't shared my thoughts with you. Although I know that some of you have struggled with some of the ideas presented, you have persevered until you "got it," as our students would say. You have sent in wonderful examples of each trait, done a fine job = of analyzing the rubrics, and what tremendous strategies you have sent. This will be a fantastic resource once you are back in the classroom and trying to remember all that we did here this summer. I must compliment all of = you on your insights, questions, and answers. I also have to praise each of you for taking your free time to work = through these traits with me. I know there are a lot of other things you could be doing, and it shows your true dedication to your chosen profession, and to your students, that you are doing this instead. Harry Wong stated at a workshop in our district that only 2% of teachers voluntarily seek out inservice opportunities and further professional development. At the time, I thought that couldn't be possible. However, = I notice it is always the same teachers in my district taking advantage of optional opportunities, and many of the names on the class roster here are the same names I see on other lists, and involved in other projects. If Harry is correct, then this makes you part of the top 2% of educators. I am not surprised, therefore, that you would do so well here. But I am definitely very pleased. Sincerely, Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: Six traits: Word Choice passage From: DottieGray@aol.com Date: Tue, 20 Jul 1999 15:31:01 EDT Here is a passage from a picture book entitled Salty Sails North, by Gloria Rand As Zack rowed back to the sailboat, there was a low growl from Salty. He = was trembling with excitement as he looked toward land. On shore stood a big grizzly bear peering over low shoreline bushes. Cautiously she moved out onto the beach and pulled the fish scraps back = from the tide line just as a pair of cubs raced out for dinner. --I'm a very visual learner. When I read the images flood my head! My = first thought as I looked through this book was that this particular passage was = too "simple", not really descriptive enough, but like I said, the images = were all there, and they were not the same as the illustrations in the book! I = can just hear the "low growl" and see Salty dog "trembling with = excitement" as he spots the bear "peering over low shoreline bushes." Anne Harris 1st grade, Clermont, FL ---------------------------------------------------------------------- Subject: Word Choice Rubric From: Susan Nixon <susan@desertskyone.com> Date: Tue, 20 Jul 1999 13:21:05 -0700 http://6Traits.CyberSpaces.net/ The word choice rubrics are up on the site. All the links work, I think. Tell me what doesn't and what's mis-typed. Susan Nixon 2nd Grade Phoenix ---------------------------------------------------------------------- Subject: ***Word Choice #3*** Assignment - 11/20/99 From: Susan Nixon <susan@desertskyone.com> Date: Tue, 20 Jul 1999 13:53:29 -0700 Assignment: Please go through this copy, or one you printed from the web site, and underline the words which seem to you to be definitive of each level. Also, circle the words which separate a 2 from a 1 and a 3 from a 2. = Then discuss your observations *within your group*. Each group should post *one* message *to the list*, so choose a reporter, to avoid repetition. *Sign all group names involved in the discussion* to the group message, please. In the group report, please list the terms from the rubric which your group considered to be definitive of each level. Example: Level 4 - effectively conveys message; expression is functional For those who want a certificate of hours at the completion of the course, I am keeping track of all the postings. You will have to discuss with = your district whether or not they accept it for inservice clock hours. >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>= > >>>>>> *6 Traits Writing Assessment Rubric for Word Choice* The Weak Side: Level - 1 - Beginning (Not Yet) The writing shows an extremely limited vocabulary, or is so filled with misused words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by: *general, vague words that fail to communicate. *an extremely limited range of words. *words that simply do not fit the text; they seem imprecise, inadequate, = or just plain wrong. Level 2 - Emerging Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by: *words that are colorless, flat or imprecise. *monotonous repetition or overwhelming reliance on worn expressions that repeatedly detract from the message. *images that are fuzzy or absent altogether. Level 3 - Developing Language is quite ordinary, lacking interest, precision and variety, or = may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of "generic" paper filled with familiar words and phrases. The writing is characterized by: *words that work, but that rarely capture the reader's interest. *expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. *attempts at colorful language that seem overdone or forced. *words that are accurate for the most part, although misused words may occasionally appear; technical language or jargon may be overused or inappropriately used. *reliance on cliches and overused expressions; generic, basic. The Strong Side: Level 4 - Competent Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and = purpose. The writing is characterized by: *words that work but do not particularly energize the writing. *expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. *attempts at colorful language that may sometimes seem overdone. *occasional overuse of technical language or jargon. *rare experiments with language; however, the writing may have some fine moment and generally avoids cliches. Level 5 - Experienced Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for = impact. The writing is characterized by: *accurate, specific words; word choices energize the writing. *fresh, vivid expression; slang, if used, seems purposeful and is = effective. *vocabulary that may be striking and varied, but that is natural and not overdone. *ordinary words used in an unusual way. *words that evoke clear images; figurative language may be used. Level 6 - WOW! Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by: *accurate, strong, specific words; powerful words energize the writing. *fresh, original expression; slang, if used, seems purposeful and is effective. vocabulary that is striking and varied, but that is natural and not = overdone. *ordinary words used in an unusual way. *words that evoke strong images; figurative language may be used. Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: Re: JOST reading inventory From: AnnMath@aol.com Date: Tue, 20 Jul 1999 18:22:50 EDT Would you have a copy of the Slosson Oral Reading Test, or a website from which it could be downloaded? Thanks. Ann 5th Maryland ---------------------------------------------------------------------- Subject: Re: 6Traits- ***Word Choice #2 ***Question and Assignment*** From: "dennis.ada.swanson" Date: Tue, 20 Jul 1999 18:47:49 -0400 I really want feedback...even if you send it to me personally....but here are some frustrations I am feeling...and my examples for word choice are at the end...please tell me if you think this has anything to do with word choice.... I tried to find an example of word choice in the 1st grade books I had at home...some I KNOW would work are packed away at school. I was trying to see if amny of the books 1st graders see OFTEN could be used for this trait. Many of the example sent in help ME under- stand word choice better (and I did know from times I had to find JUST the RIGHT word...but how can I show examples for a first grader? If I look at a lot of books that first graders use and don't see much effort at what I think is meant by word choice...and those are the books they are reading a lot...will they feel they can be successful? I'm wondering if poetry, which depends a LOT on word choice, would be a good...short...way to help them understand how much of a difference word choice can make? I'm sure this group will come up with some great strategies that help, but I was frustrated when I looked at so many books and how hard it was to find something that would work for my kidlets (love that term someone used). How about this example, a poem called: WHEN I WAS LOST by Dorothy Aldis Underneath my belt My stomach was a stone. Sinking was the way I felt. And hollow. And alone. AND I'm sure this is not the best example, but I just had to go look after we got the assignment.. Junie B. Jones books certainly use choice words...oops word choice: Principal is boss of the school. He lives at the office. I have to go there when I am unruly. Unruly is the school word for not being ruly. There is a typing lady there. She isn't allowed to smile. "Sit down," she said. "Yeah, only I don't actually like to sit there, remember that? Cause that is where the bad kids sit. And I am not even bad," I explained. I have to explain that to her everytime I go there. AND how about from the book, THE FLYING SCHOOL BUS by Seymor Reit The school bus was old. Its fenders were bent. It rattled and rumbled Wherever it went. The paint was chipped. The seats were lumpy. And out on the road It went thump-ity-BUMPY. Ada "We are all works in progress!" "Where there's will, there's a way!" first grade North Syracuse, New York -----Original Message----- From: MBShelow@aol.com To: 6Traits@ <6Traits@> Date: Tuesday, July 20, 1999 1:07 PM Subject: 6Traits- ***Word Choice #2 *** 7/19/99 ***Assignment*** >This evokes a picture of a summer's night to me. I love the choices of words. >Of course, in terms of punctuation, I'd never use it, but for word choice >it's wonderful. > >"Half A Moon and One Whole Star" by Crescent Dragonwagon (isn't that a great >name?) > >"Outside her window, summer night >And summer scents and summer's right >For honeysuckle, green-cut lawns >Susan breathes green smells and yawns >Susan hears the crickets whir >Susan hears the curtains stir >Sees them stir through half-closed eyes >Hears the Steinkamps call good-byes >Half-closed eyes are drooping low >She hears laughter down below >On the porch her parents talk >In the woods, the raccoons walk. >In the lake, the wet dark deep, >Do minnows flash though sound asleep? >Yes, yes, yes, they do, sleep, Susan, sleep." > >Mindi Shelow 1st grade > > ---------------------------------------------------------------------- Subject: Re: 6Traits-Word Choice From: Klsikich@aol.com Date: Tue, 20 Jul 1999 19:11:28 EDT Here is an example of word choice, taken from a women's clothing catalog. A Brush with Greatness Squeeze generous dollops of deep, sage-hued oil paint onto your palette. Uncap a tube of white and artistry begins. For with each dab of white swirled into the green, glorious new tints are created: a moss, slightly heathered. And a sunny celery green. This trilogy of hues imparts subtle = sophisitication to the separates here. An unlined jacket, shell and pants = of ease and quiet refinement. Made in the USA from a luxe blend of rayon and = wool, light in weight and wrinkle shy, that spans seasons and oceans with equal elan. Artistic seaming at the waist and one pretent pocket = distinguish the jacket. The traits are everywhere! Kathi Gr. 5 Green Bay,WI ---------------------------------------------------------------------- Subject: Re: 6Traits- Re: JOST reading inventory From: Susan Nixon <susan@desertskyone.com> Date: Tue, 20 Jul 1999 17:35:28 -0700 At 06:22 PM 7/20/99 EDT, you wrote: >Would you have a copy of the Slosson Oral Reading Test, or a website from = >which it could be downloaded? Thanks. Here's the page for the vocabulary test description and information. At the bottom it says this: SORT-R4 Word Lists(Spiral-Bound) $12.00 SORT-R5 Large Print Word List $6.00 as well as some other things. http://www.slosson.com/IE4/catpages/sc16.htm#SORT-R Here's the index page to their catalog - I never knew they were involved = in so many areas! http://www.slosson.com/IE4/catpages/sc81.htm Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: Re: 6Traits-Word Choice #2 - questions? From: Susan Nixon <susan@desertskyone.com> Date: Tue, 20 Jul 1999 18:41:34 -0700 >I'm wondering if poetry, which depends a LOT >on word choice, would be a good...short...way >to help them understand how much of a >difference word choice can make? Yes! Poetry will work for word choice, as well as the other traits. Cats! Cats! Cats! Cats, Cats, Fat cats, Skinny cats, Teeny, tiny, little cats, Just good flat cats, Those are just a few. Nice cats, Good cats, Very furry scratchy cats, Orange striped playful cats, White cats, too. Pretty cats, Great cats, Don't forget gray cats. Last of all, best of all, I like fast cats. From 6 of Debbie Rastin's students 98-99 This is a poem from one of our poetry project formats. It encourages children to use lots of adjectives. I'll put the format up on the strategies page when I do it for word choice. >>>>>>>>>>> I've been collecting ABC books and Joan Matuga sent me a most marvelous one. It is called _A World of Words_ by Tobi Tobias. There are many things I like about this book. Let me share a couple with you. Quote in the front of the book: "The word is the making of the world." Wallace Stevens. Quote for the letter E: "My eyes make pictures, when they are shut." Samuel Taylor Coleridge Quote for the letter J: "Drum on your drums, batter on your banjoes, sob on the long cool winding saxophones. Got to it, O jazzmen." Carl = Sandburg And one of my favorite poets for the letter N: "That is my dream!... To fling my arms wide In the face of the sun, Dance! Whirl! Whirl! Till the quick day is done. Rest at pale evening ... A tall, slim tree ... Night coming tenderly Black like me." -Langston Hughes How about the imagery in the word choices for O: I peeled my orange That was so bright against The gray of December That, from some distance, Someone might have thought I was making a fire in my hands. -Gary Soto Oh, I'd love to share them all with you! And I can hardly wait to share them with my students this year. Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: RE: Word choice From: AnnMath@aol.com Date: Tue, 20 Jul 1999 21:46:48 EDT Sorry that this is so long. I have been thinking of this chapter since I read it two weeks ago. I'll try to restrain myself from typing it all. = With simple voice, and exquisite word choice, Toni Morrison, in The Bluest Eye, = writes: (underlines mine) "They came from Mobile. Aiken. From Newport News. From Marietta. From Meridian. And the sound of these places in their mouths make you think of = love. When you ask them where they are from, they tilt their heads and = say "Mobile" and you think you've been kissed. They say "Aiken" and you see a = white butterfly glance off a fence with a torn wing. They say = "Nagadoches" and you want to say "Yes, I will." You don't know what their towns are = like, but you love what happens to the air when they open their lips and let the = names ease out..... ...They are thin brown girls who have looked long at hollyhocks in the backyards of Meridian, Mobile, Aiken, and Baton Rouge. And like = hollyhocks, they are narrow, tall, and still....... These particular brown girls from Mobile and Aiken are not like some of = their sisters. They are not fretful, nervous, or shrill; they do not have = lovely black necks that stretch as though against an invisible collar; their eyes = do not bite. These sugar-brown Mobile girls move through the streets without = a stir. They are as sweet and plain as buttercake. Slim ankles; long, = narrow feet. They wash themselves with orange-colored Lifebuoy soap, dust themselves with Cashmere Bouquet talc.... They smell like wood, = newspapers, and vanilla..... They go to land grant colleges, normal schools, and learn how to do the = white man's work with refinement.... Here they learn the rest of the lesson = begun in those soft houses with porch swings and pots of bleeding heart: how to behave. The careful development of thrift, patience, high morals, and = good manners. In short, how to get rid of the funkiness. The dreadful = funkiness of passion, the funkiness of nature, the funkiness of the wide range of = human emotions. Wherever it erupts, this Funk, they wipe it away; where it crusts, they dissolve it; wherever it drips, flowers, or clings, they find it and fight = it until it dies. They fight this battle all the way to the grave...." This was Morrison's first book and has some uncomfortable rough edges ("wherever it drips..." "with a torn wing.,", etc.) , but so much of its effect is produced through very careful choice of words, alliteration, and = imagery. They aren't necessarily "fancy" words, although "Meridian" and "Nagadoches" are electric to pronounce. They sure are aurally and = visually effective, though. Ann 5th grade Maryland ---------------------------------------------------------------------- Subject: Ada's choices From: AnnMath@aol.com Date: Tue, 20 Jul 1999 22:15:46 EDT Ada, I loved your choices. they were totally appropriate. If I recall, The school bus description used words with b's and r's and several syllables which gave you a bumpy and rundown feeling. I think you correctly connect = poetry to word choice. It is a central element in poetry. Though not the only one, such elements as meter and imagery dictate word choice...choose = the wrong one and the poem's toast! I think of Shel Silverstein,( though he = is mostly idea,) Dr. Seuss and Emily Dickenson. Emily Dickenson describes a bee: Bees are Black with Gilt Surcingles-- Buccaneers of Buzz. Ride abroad in ostentation And subsist on Fuzz. (will you ever think of a bee otherwise?) Good choices you shared. Ann 5th grade Maryland ---------------------------------------------------------------------- Subject: Re: 6Traits- *Word Choice #2*Assg.* From: Caryn Gostlin Date: Tue, 20 Jul 1999 20:46:19 -0700 I'm afraid I have been out of the class a bit since I just moved and have = had trouble keeping up. But here, finally, is my example for voice. It is = from Ralph Fletcher's "Room Enough For Love," a book of poetry for adolescents. I = used it with my students and they LOVED it. One question, though, before the = example: it seems to me that voice and word choice are inherently connected. How can = I help my students--and me--always know the difference? It seems that both fit = the "Show, don't tell," though maybe word choice is a bit more on that. Also, = I think word choice has a lot to do with details. Any ideas? Thanks. "Phone Call" In kindergarten we played house got married and had 99 kids. In first grade you told me first when you peed in your pants. Remember that summer we glued apple seeds onto Popsicle sticks and tried selling them? Now you want to go out? To the movies? Like on a real date? Well, ah, um: sure. Caryn/8/Cedaredge, CO ---------------------------------------------------------------------- Subject: word choice assignment From: Dorothy McCorkle Date: Tue, 20 Jul 1999 22:32:21 -0500 --Boundary_(ID_Sz/oURkLpsT++Fs5/9Mbnw) Content-type: text/plain; charset=3Dus-ascii Content-transfer-encoding: 7bit Selection from Oliver and His Friends by Mary Hastings: "Already the streets were crowded with workers, hurrying to and fro in a frenzy of money-making activities. The doors of warehouses were flung open, allowing much business to be carried on in the streets and alleys. Butchers in bloody aprons chopped away at huge sides of beef. Newspaper boys waving the morning paper charged about in frantic competition with each other. Buttermaids churned, chimney sweepers swept, and bottle washers washed. To Oliver it all seemed like a wonderful dance. Everyone had somewhere to go and something to do." Dot McCorkle 1st grade MS --Boundary_(ID_Sz/oURkLpsT++Fs5/9Mbnw) Content-type: text/html; charset=3Dus-ascii Content-transfer-encoding: 7bit Selection from Oliver and His Friends by Mary Hastings:
"Already the streets were crowded with workers, hurrying to and fro in a frenzy of money-making activities. The doors of warehouses were flung open, allowing much business to be carried on in the streets and alleys. Butchers in bloody aprons chopped away at huge sides of beef. Newspaper boys waving the morning paper charged about in frantic competition with each other.  Buttermaids churned, chimney sweepers swept, and bottle washers washed.  To Oliver it all seemed like a wonderful = dance.  Everyone had somewhere to go and something to do."
Dot McCorkle
1st grade
MS --Boundary_(ID_Sz/oURkLpsT++Fs5/9Mbnw)-- ---------------------------------------------------------------------- Subject: Voice vs. Word Choice From: Susan Nixon <susan@desertskyone.com> Date: Tue, 20 Jul 1999 20:34:51 -0700 >seems to me that voice and word choice are inherently connected. How can I help >my students--and me--always know the difference? This was discussed in my training class. There are those who combine = them, but they really are stand alone traits. One person explained it by saying that the voice is the heart of a piece, and the word choice is what's in your mind. Voice evokes emotion. It may do that with wonderfully selected, precise, marvelous words. Or it may do that without those original, striking = words. You may find a piece rich in words which really doesn't touch you at all. Most likely, you will find that a writer who has wonderful word choices also has a voice which can bring you from tears to laughter in the blink = of an eye. Does that help? Welcome back, by the way. =3D) Susan Nixon 2nd Grade Phoenix. ---------------------------------------------------------------------- Subject: Re: 6Traits- The word said - proposal From: Dorothy McCorkle Date: Tue, 20 Jul 1999 22:48:47 -0500 Words for said: supposed, thought, whispered, yelled, screamed, replied, alleged, held, believed, answered, snapped, retorted, countered, echoed, responded. Dot 1st grade MS ---------------------------------------------------------------------- Subject: Re: 6Traits- The word said - proposal From: Caryn Gostlin Date: Tue, 20 Jul 1999 22:11:04 -0700 More words for said: pointed out, explained, outlined, reasoned, wheezed, proposed, suggested, gasped, drawled, added, muttered, admitted, agreed, told _____, went on, asked, inquired, protested... Dorothy McCorkle wrote: > Words for said: supposed, thought, whispered, yelled, screamed, replied, > alleged, held, believed, answered, snapped, retorted, countered, echoed, > responded. > Dot > 1st grade > MS ---------------------------------------------------------------------- End of 6Traits Digest