Received: from [209.75.187.203] (HELO ) by MDCCLXXVI.com (Stalker SMTP Server 1.8b6) with SMTP id S.0000266622 for <6Tarchive@CyberSpaces.net>; Fri, 23 Jul 1999 23:23:05 -0700 Date: Fri, 23 Jul 1999 23:10:01 -0700 Subject: 6Traits Digest #34 - 07/23/99 From: "SixTraitsMailring" <6Traits@> To: "SixTraitsMailring" <6Traits@> MIME-Version: 1.0 Content-Type: text/plain; charset=iso-8859-1 Content-transfer-encoding: quoted-printable Sender: <6Traits@> Precedence: Bulk List-Software: LetterRip Pro 3.0.5 by Fog City Software, Inc. List-Subscribe: List-Digest: List-Unsubscribe: Message-Id: 6Traits Digest #34 - Friday, July 23, 1999 Re: 6Traits- Idea Stratgies pages up by "The Sauer Family" Have you saved??? by "Barbara D. Martin" Re: 6Traits- Have you saved??? by "Robin" Re: 6Traits- Word Choice by Re: Rubric - Word Choice by "Julia Poor" Word Choice Rubric Assignment by "Valerie Dehombreux" Re: 6Traits- Have you saved??? by Re: 6Traits- Ideas #1 - backtracking a bit by "Susan Nixon" <susan@desertskyone.com> Question for web site by "Susan Nixon" <susan@desertskyone.com> Re: 6Traits- Ideas Question - still backtracking by "Susan Nixon" <susan@desertskyone.com> Possible Posters for Word choice by "Susan Nixon" <susan@desertskyone.com> Re: Re: 6Traits- Idea Stratgies pages up by ---------------------------------------------------------------------- Subject: Re: 6Traits- Idea Stratgies pages up From: datsauer@computerpro.com (The Sauer Family) Date: Fri, 23 Jul 1999 08:02:06 -0500 Susan - Please don't think you are doing any of this for no reason! I have finally caught up and did the Word Choice assignments myself, although I only posted my example because of wanting to compare my work with others privately before posting. But the web pages, rubrics and strategies are enormously helpful to me! I've been talking about this class to = colleagues, and we all agree that these rubrics will be great when we have to evaluate the writing portions of the Scholastic reading tests. Your work is very much appreciated!! You were kind enough to send those wonderful words of validation and apprecitation to us - we should be as kind and validate = you. You are making an enormous difference - can't you feel all the heads nodding as people all over the country gain new understanding? Keep up the good work! Debbie Sauer gr.1 Duluth, MN ---------------------------------------------------------------------- Subject: Have you saved??? From: "Barbara D. Martin" Date: Fri, 23 Jul 1999 07:23:58 -0700 I finally came to the realization (DUH!!!) that it would be a great ideas to have all the examples of the traits sent in by all of you to share with my class. So . . . I have begun to save the Word Choice examples. But does anyone have the examples of Voice and Ideas that they would be willing to send me? Thank you!!! Barbara ---------------------------------------------------------------------- Subject: Re: 6Traits- Have you saved??? From: Robin Date: Fri, 23 Jul 1999 10:55:59 -0400 Barbara... I have saved some of the examples but not all...give me a couple of days and I will email them to you... Robin/6th/NC ---------------------------------------------------------------------- Subject: Re: 6Traits- Word Choice From: Shellygarc@aol.com Date: Fri, 23 Jul 1999 12:36:46 EDT Level 1: Beginning vague, extremely limited, imprecise, inadequate or just plain wrong. Level 2: Emerging monotous/misused, detracts from meaning, colorless, flat, overreliance on worn expressions, images fuzzy or absent. Level 3: Developing ordinary, lacking interest and variety, may be inappropriate to audience = and purpose, rarely capture reader's interest, mundane, ineffective slang, overdone or forced, technical language overused. Level 4: Competent effectively convery the message, uses a variety of functional and = appropriate words, may not effectively energize writing, occational overuse of tech. language, rare experiments with language, has some fine moments and = generally avoids cliches. Level 5: Experienced words convey message in an interesting, precise and natural way, employs a = broad range of words, carefully chosen and thoughtfully placed, accurate, specific words, fewer vivid expressions, effective slang, vocab. striking = and varied, ordinary words used in an unusual way. Level 6: WOW words and intended message exceptionally interesting and natural, = appropriate to audience and purpose. Uses a rich broad range of words, carefully = chosen, strong, powerful words, words evode strong images, figurative language may = be used. Shelley/1st/CA Laura/1st/IL ---------------------------------------------------------------------- Subject: Re: Rubric - Word Choice From: "Julia Poor" Date: Fri, 23 Jul 1999 12:08:52 -0500 Word Choice Rubric Level 1 - A limited vocabulary with words that are misused or do not fit the text. Message vague or very general. Level 2 - Writing shows no imagination. Repetition of common expressions. Message difficult to find. Level 3 - Words used are quite ordinary and lacking in variety. Message makes sense, but is boring and predictable. Level 4 - Words used convey the message, but the piece is not particularly descriptive. There are flashes of imagination. Level 5 - Imaginative words are used to convey meaning and descriptions. Content is meaningful and appropriate for the audience. Level 6 - Words are strong, descriptive, and unusual. The story "hooks" the reader. Joan Matuga Julie Poor Grade 3 ---------------------------------------------------------------------- Subject: Word Choice Rubric Assignment From: Valerie Dehombreux Date: Fri, 23 Jul 1999 13:51:34 -0400 (EDT) Level 1: extremely limited vocabulary; misused, imprecise, or inadequate words; failure to communicate Level 2: monotonous, misused, colorless, flat, or imprecise words; repetition and reliance on worn expressions; fuzzy or absent images Level 3: ordinary, generic, and mundane; overdone or forced colorful language; accurate words but occasionally misused Level 4: effective, functional and appropriate; sometimes overdone; variety of words Level 5: interesting, appropriate, vivid, purposeful, accurate choice of words; broad range; ordinary words used unusually; clear images; some figurative language Level 6: exceptionally interesting, natural, thoughtfully chosen and placed words; rich, powerful, original, and strong; energized writing; figurative language Transitions: Level 1 to 2: limited vocabulary to imprecise vocabulary Level 2 to 3: imprecise vocabulary to ordinary vocabulary Level 3 to 4: ordinary vocabulary to effective vocabulary Level 4 to 5: effective vocabulary to interesting and accurate vocabulary Level 5 to 6: interesting and accurate vocabulary to exceptionally interesting, accurate, natural, and powerful vocabulary Sherry Green Fourth Grade Gilbert, Arizona =3D=3D=3D Valerie Dehombreux Third Grade Whiteriver, Arizona tafille@yahoo.com _________________________________________________________ Do You Yahoo!? Get your free @yahoo.com address at http://mail.yahoo.com ---------------------------------------------------------------------- Subject: Re: 6Traits- Have you saved??? From: PRIPAY@aol.com Date: Fri, 23 Jul 1999 15:26:27 EDT Let me know what Robin sends you - I should have the rest saved but I = don't want to innundate you with repeats. Tracy ---------------------------------------------------------------------- Subject: Re: 6Traits- Ideas #1 - backtracking a bit From: Susan Nixon <susan@desertskyone.com> Date: Fri, 23 Jul 1999 13:06:21 -0700 >and when we talk about a child's piece (the younger they are, the more limited the piece, probably) are we talking about their idea for the WHOLE piece... > Generally speaking, yes. With older children, there may be several paragraphs, or even several pages, and we need to help them focus on what the one big idea of the piece is, even though a different part of it may = be developed in each paragraph. Think of the vegetarian piece we had. There were several good ideas about vegetarians, but there were also some ideas that didn't match with the main purpose of the paper. >...in a BOOK, there must be many BIG ideas and a lot of little ideas, = even per chapter, that that the author develops. Does this need to be = discusses with the children at all... > It depends on how complicated the book is. In a fiction story, I usually help them find the main idea by focusing on what the problem is. Each solution is an idea, but each is tied to the main purpose of the piece, solving the problem. I often ask my students, "Why do you think the = author wrote this story?" You will notice that the word purpose is mentioned several times in the ideas rubric. In non-fiction, the purpose is usually more obvious - to explain, demonstrate or inform on some subject. To sum up, for the trait of ideas, I believe we are thinking about the = main idea or purpose of a piece. Details would include other ideas which help to explain or tell the story of that main reason for the story. I hope this helps to sort it out. If not, keep asking. In fact, if at = any time you ask something and don't get a response, or don't get one that helps, keep asking. =3D) Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: Question for web site From: Susan Nixon <susan@desertskyone.com> Date: Fri, 23 Jul 1999 13:17:17 -0700 Hi, Many of you are on the 4blocks mailring. Cheryl Sigmon wrote an article about Story Bits. Many of us then sent ideas to Susan about story bits to go with certain books. She complied a *huge* list of books and story bits. She has given me permission to post this on our 6Traits web page. I believe the list is aimed at younger readers, but the idea could carry = on to novels for older students, as well, and I'd be pleased to have those additional ideas. In order to post it, I have to do some figuring to change it from excel to html, and find a way to make it manageable. Before I do any of that, I thought I'd ask if you want it there. We can discuss, at the end of the course, along with writer's workshop, how this list and the story bit idea could be helpful in our writing lessons. It won't be posted in the next week or two, but I would like to know if = you think it is something we want on the web site. Susan ---------------------------------------------------------------------- Subject: Re: 6Traits- Ideas Question - still backtracking From: Susan Nixon <susan@desertskyone.com> Date: Fri, 23 Jul 1999 13:22:37 -0700 >So.... here is my question, is it fair to give both example #4 and #2 a >rubric score of 4 when clearly they have different writing abilities and >potentials? The grade should take into account the writing abilities, potential, assignment, effort, and so on. The rubric should *not*. Remember that the rubric is not a value judgment on the worth of a piece of writing. It is just an assessment of where the writer is along the continuum of progress for a particular trait on a particular assignment. Over time, you will see a trend to a writer's scores and know that you are evaluating the progress fairly. Hopefully, that trend will be going in an upward direction. =3D) Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: Possible Posters for Word choice From: Susan Nixon <susan@desertskyone.com> Date: Fri, 23 Jul 1999 16:14:58 -0700 Printed on 8-1/2 x 11 paper in large type - maybe with a nice border. WORD CHOICE I use clear and interesting words to describe my ideas. My words fit together. Student poster of questions to ask about word choice: WORD CHOICE * Did I use words I love? * Do my words make sense? * Did I try not to repeat words too many times? ---------------------------------------------------------------------- Subject: Re: Re: 6Traits- Idea Stratgies pages up From: TchnTeri@aol.com Date: Fri, 23 Jul 1999 20:15:37 EDT In a message dated 7/23/99 1:55:01 PM, you wrote: <> i wholeheartedly agree!! Teri 4/5 San Diego ---------------------------------------------------------------------- End of 6Traits Digest