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List-Subscribe: List-Digest: List-Unsubscribe: Message-Id: 6Traits Digest #38 - Tuesday, July 27, 1999 6Traits ***Sentence Fluency #3 - 7/27/99*** Assignment*** by "Fran Regos" Everyone doing alright? by "Fran Regos" Re: 6Traits- by "Fran Regos" fluency by "Laura Eble" Re: Sentency Fluency example by "Cara" Re: 6Traits- Re: Sentency Fluency example by "Anna Liu" Fwd: Re: 6Traits- 6Traits-***Voice Assignment*** by "Debbie SoS" ---------------------------------------------------------------------- Subject: 6Traits ***Sentence Fluency #3 - 7/27/99*** Assignment*** From: Fran Regos Date: Tue, 27 Jul 1999 09:38:48 -0700 Good morning, all, Here's the Sentence Fluency Rubric. Assignment: Please go through this copy, (it isn't on the web site yet, though the K-2 one is) 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 3 - "mechanical" "good control over simple sentence structures" etc. 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 Sentency Fluency* The Weak Side: Level - 1 - Beginning (Not Yet) Writing Looks Like: The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by: * text that does not invite, and may not even permit, smooth oral = reading. * confusing word order that is often jarring and irregular. * sentence structure that frequently obscures meaning. * sentences that are disjointed, confusing, or rambling. Level 2 - Emerging Writing Looks Like: The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by: * significant portions of the text that are difficult to follow or read aloud. * sentence patterns that are monotonous (e.g. subject-verb or subject-verb-object). * a significant number of awkward, choppy or rambling constructions. Level 3 - Developing Writing Looks Like: The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by: * some passages that invite fluid oral reading; however, others do not. * some variety in sentence structure, length, and beginnings, although = the writer falls into repetitive sentence patterns. * good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. * sentences which, although functional, lack energy. * lapses in stylistic control; dialogue, if used, may sound stilted or unnatural. Level 4 - Competent Writing Looks Like: The writing flows; however, connections between phrases or sentences may = be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by: * a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. * some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from the overall impact. * strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. * occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural. Level 5 - Experienced Writing Looks Like: The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by: * a natural, fluent sound; it glides along with one sentence flowing into the next. * variation in sentence structure, length and beginnings that add = interest to the text. * sentence structure that enhances meaning. * control over sentence structure; fragments, if used at all, work well. * stylistic control; dialogue, if used, sounds natural. Level 6 - WOW! Writing Looks Like: The writing has an effective flow and rhythm. Sentences show a high = degree of craftmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by: * a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. * extensive variation in sentence structure, length and beginnings that add interest to the text. * sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. * varied sentence patterns that create an effective combination of power and grace. * strong control over sentence structure; fragments, if used at all, work well. * stylistic control; dialogue, if used, sounds natural. Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: Everyone doing alright? From: Fran Regos Date: Tue, 27 Jul 1999 09:40:34 -0700 I hope everyone is aware that my messages are coming from Fran Regos' address this week. The course should carry on, just as if I were at home, except that if you need to reach me personally, your message must come to mailto:frantic@instanet.com Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: Re: 6Traits- From: Fran Regos Date: Tue, 27 Jul 1999 09:43:41 -0700 At 03:01 PM 7/26/99 -0500, you wrote: >For some easy, relaxing summer reading, I picked up "Drums of Autumn" by Diana Gabaldon, mostly because I'm a sucker for time-travel fiction. Oh, you have to go back and read the others first! This is one of my favorite authors and this series is all she's written, but I sit on pins and needles waiting for the next one. Her newest one is just out and mine is waiting at the bookstore for me to pick it up. It's Outlandish = Companion. The Outlander was number one, I think. It's a good series for observing the growth of a writer. The first one = was good. Drums of Autumn was outstanding. I can hardly wait to read the new one. Susan Nixon 2nd grade Phoenix, AZ ---------------------------------------------------------------------- Subject: fluency From: Laura Eble Date: Wed, 28 Jul 1999 17:15:37 -0500 from a poem by Mary Ann Hoberman, "A House is a House for Me" A hill is a house for an ant, an ant. A hive is a house for a bee. A hole is a house for a mole or a mouse And a house is a house for me! A web is a house for a spider. A bird builds its nest in a tree. There is nothing so snug as a bug in a rug And a house is a house for me! This is the watered down version from a basal series but it still has that flow, I feel. Please let me know if I'm way off here. Laura Gr 1 IL ---------------------------------------------------------------------- Subject: Re: Sentency Fluency example From: Cara Date: Tue, 27 Jul 1999 17:38:48 -0500 This is from _The Van Gogh Cafe_ by Cynthia Rylant--a wonderful, magical = book by one of my favorite authors. I chose this as an example of sentence = fluency because Rylant does an excellent job of varying sentence length for = emphasis. Her excellent use of fragments and clauses also adds to the sentence = fluency. This book is one that just *begs* to be read aloud. ******* Kansas is not what one would call picturesque. It is flat. So flat it = could make some people a little crazy, people who need a hill now and then to = keep their balance. But in Kansas at least things get noticed. The flatness = makes everything count and not one thing slips by. That's why, if a possum was going to choose to hang upside down somewhere, Kansas would be a good = choice. People would notice. And if the possum chose to hang outside the window = of the Van Gogh Cafe in Flowers...well then, everyone would start talking = about magic. And that would be good for the possum, too. -- Cara 2nd Grade Kansas City, Missouri mailto:nature1@swbell.net ---------------------------------------------------------------------- Subject: Re: 6Traits- Re: Sentency Fluency example From: "Anna Liu" Date: Tue, 27 Jul 1999 17:32:10 PDT This is from the Joyluck Club by Amy Tan "...I watched as she took out a sharp, thin knifeand began to slice open = the fish bellies, pulling out the red slippery insides and throwing them over her shoulder into the lake. I saw her scrape off the fish scales, which flew into the air like shards of glass. And then there were two chickens that no longer gurgled after their heads were chopped off. And a big snapping turtle that stretched out its neck to bite a stick, and -- = whuck!-- off fell its head..." Anna Toronto, Ontario ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com ---------------------------------------------------------------------- Subject: Fwd: Re: 6Traits- 6Traits-***Voice Assignment*** From: "Debbie šoš" Date: Wed, 28 Jul 1999 00:46:56 GMT Here's an bit from "Amanda's Dinosaur" by Wendy Orr. It is a book I = bought for my (then) 3 year old daughter-10 years ago- and I still love the story = for the way the words flow together. Round and round the garden the fox chased the chickens and the rabbits. Round and round the garden Amanda's dinosaur chased the fox. Cows mooed, dogs barked, cats meowed, rabbits hopped, kangaroos bounced, wombats waddled, chickens clucked, parrots screeched, lizards scurried, snakes hissed. Amanda shouted and her dinosaur ROARED. Amanda and her dinosaur chased the fox down the path and out the gate down the drive and out to the road. Amanda's mother came runnning back. She looked at the garden. Flowers were trampled, branches were broken. White feathers were scattered with bits of red fur. "What on earth happened?" she asked. I don't think dinosaurs like foxes," said Amanda. Debbie =BAo=BA Grade 2 Ontario, Canada ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com ---------------------------------------------------------------------- End of 6Traits Digest -- To unsubscribe, send any message at all to: 6Traits-off@.