Received: from [209.75.187.203] (HELO ) by MDCCLXXVI.com (Stalker SMTP Server 1.8b6) with SMTP id S.0000270535 for <6Tarchive@CyberSpaces.net>; Wed, 28 Jul 1999 23:04:28 -0700 Date: Wed, 28 Jul 1999 23:10:01 -0700 Subject: 6Traits Digest #39 - 07/28/99 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 #39 - Wednesday, July 28, 1999 Sentence Fluency by "D. Weissman" ***Sentence Fluency*** Example #1 - 7/28/99 by "Fran Regos" 2nd try***Sentence Fluency*** Example #1 - 7/28/99 by "Fran Regos" ****Sentence Fluency**** Example #2 by "Fran Regos" ****Sentence Fluency**** Examples #3 and 4 by "Fran Regos" ****Sentence Fluency**** Examples #5 - 6 by "Fran Regos" Example of Sentence Fluency by "Valerie Dehombreux" Sentence Fluency Example by "Herbert Kissell" sentence fluency by "Herbert Kissell" sentence fluency by "D. Weissman" Re: 6Traits- sentence fluency by Re: 6Traits- 6Traits ***Sentence Fluency #3 - 7/27/99*** Assignment*** by Re: 6Traits- Question about sentence fluency..... by "Mary and Greg Gervais" Re: 6Traits- Sentence Fluency Rubric by "Gray" ---------------------------------------------------------------------- Subject: Sentence Fluency From: "D. Weissman" Date: Wed, 28 Jul 1999 08:39:24 -0400 From A Break with Charity by Ann Rinaldi This announcement discomforted me. It was the first I had heard her say anything uncharitable against Betty and Abigail. Just yesterday she had told me how she gave little Betty the love her mother withheld from her. I sipped my cider. It came to me that all this was leading up to something. What, I did not know. But I would wait and see. As brother William always advised, I would listen more than speak, for in such a manner even a fool can learn. Deb Weissman Gr 6 Jaffrey, NH ---------------------------------------------------------------------- Subject: ***Sentence Fluency*** Example #1 - 7/28/99 From: Fran Regos Date: Wed, 28 Jul 1999 09:56:33 -0700 Long-time Lake City Senior loves children and gardening Spreading her long, flowing dress around her, Celesta Milton sat down on = a low bench to read her kindergarten children a nap-time story. These children had never seen their teacher in a dress before, and one little b= oy reached up in amazement. Milton felt a tiny hand, rubbing softly against her leg. =93Why, Ms. Milton, you have legs!=94 he said. Milton had a habit of wear= ing pants to work, but this morning she had an rganizational meeting to atten= d.=20 She looked down at her legs in wonder and said, =93Why yes, I guess I do.= =94 Milton, 73, often has a funny little story to tell about her 16 years as teacher at The Kindergarten Center in Lake City. Every day something hilarious happened, she said. Her desire to become a teacher was born fro= m her love of children and teaching at a very young age. Milton taught school for a year on a =93special certificate=94 after grad= uating high school. The school, located in a little Georgia town called Moniac, was just north of the Florida border. During World War II, there was a shortage of teachers in this country, Milton said, because many of them had gone off to work in the war plants. As a result, she was offered a year-long teaching certificate, and when i= t=20 ended, school authorities wanted her to stay. They asked her to get her=20 college degree so she could continue teaching, but she returned home to h= er=20 parents instead. After working a few years, marrying Leo Milton, and having children, she=20 knew there was more to life, and she wanted it. When her youngest child w= as=20 in the fourth grade, Celesta Milton had a realization. =93Leo played golf, he played softball, he fished. He did all these=20 interesting things, and I did nothing but stay home and take care of the=20 children. I thought one day, =91There=92s something wrong with this.=92=94 She told her husband that he was the one having all the fun. He told her = to=20 join a club, but she didn=92t want to. That=92s when Leo asked her, =93What do you want to do?=94 Celesta Milto= n decided=20 to go back to school. =93I liked school,=94 she said, adding that she finished college in 1972.= It=20 wasn=92t easy, but she did it. She interned at Summers Elementary School where she had an experience tha= t=20 almost made her change her mind about teaching. =93I had never been around children except children like mine and the=20 neighborhood kids,=94 she said, explaining that when she told a child to = stop,=20 the child would stop. =93They almost put me in the hole. I came home ever= y=20 night and cried and took aspirin. And when I finished interning, I didn=92= t=20 want a job,=94 she said. Milton finally did take a job as a kindergarten teacher, and today she wi= ll=20 tell you that all 5-year-old children are human beings at their best. =93The high point of everyone=92s life is when they are in kindergarten,=94= she=20 said. =93They are precious, beautiful children. They have no prejudices a= nd=20 very few pre-conceived notions, but they are set in their patterns from=20 their families that you don=92t do a whole lot to change, unfortunately. =93I love children and I loved to be around them, and I very soon learned= that=20 when a kid is really bad, you can just take him in a rocking chair and ro= ck=20 him, and the problem is solved.=94 Aside from visiting and playing with her grandchildren who come to visit = her=20 often, Celesta Milton is a member of the local gardening club where she h= as=20 been a member for the past 12 years. Milton is part of a special group of gardeners in what is known as the=20 Hydrangea Circle. And it=92s a good thing too because she loves hydrangea= s. She belongs to the Lake City Garden Club which meets monthly. She collects ginger and has =93a good many varieties=94 in her garden. Sh= e also=20 has a bed of irises and amaryllis to name a few. Milton=92s back yard is = alive=20 in colors of every hue, ranging from annuals like zinnias, marigolds, and= =20 sunflowers to perennials and herbs such as roses and red oak trees. =93I have a gold fish plant and the little blooms are about the size of t= he=20 first joint of your little finger,=94 she said. =93They look amazingly li= ke a=20 goldfish, and the hummingbirds love it.=94 Celesta has three children and eight grandchildren. She retired in 1989, = and=20 has traveled to many parts of the world, including Alaska and Hawaii with= =20 her husband of 51 years. She didn=92t have a huge 50th anniversary bash like most people. She said= she=20 just wanted a quiet dinner out with some friends. When asked how she kept her children from throwing a big party, she said,= =93I=20 threatened to pinch their noses. That=92s my threat.=94 ---------------------------------------------------------------------- Subject: 2nd try***Sentence Fluency*** Example #1 - 7/28/99 From: Fran Regos Date: Wed, 28 Jul 1999 10:02:41 -0700 Sorry, Fran's computer does automatic send and that wasn't ready yet, but= I couldn't stop it! Throw away the first one. Long-time Lake City Senior loves children and gardening Spreading her long, flowing dress around her, Celesta Milton sat down on = a low bench to read her kindergarten children a nap-time story. These children had never seen their teacher in a dress before, and one little b= oy reached up in amazement. Milton felt a tiny hand, rubbing softly against her leg. =93Why, Ms. Milton, you have legs!=94 he said. Milton had a habit of wear= ing pants to work, but this morning she had an rganizational meeting to atten= d.=20 She looked down at her legs in wonder and said, =93Why yes, I guess I do.= =94 Milton, 73, often has a funny little story to tell about her 16 years as teacher at The Kindergarten Center in Lake City. Every day something hilarious happened, she said. Her desire to become a teacher was born fro= m her love of children and teaching at a very young age. Milton taught school for a year on a =93special certificate=94 after graduating high sc= hool. The school, located in a little Georgia town called Moniac, was just nort= h of the Florida border. =20 During World War II, there was a shortage of teachers in this country, Milton said, because many of them had gone off to work in the war plants. As a result, she was offered a year-long teaching certificate, and when i= t ended, school authorities wanted her to stay. They asked her to get her college degree so she could continue teaching, but she returned home to h= er parents instead. After working a few years, marrying Leo Milton, and having children, she knew there was more to life, and she wanted it. When her youngest child w= as in the fourth grade, Celesta Milton had a realization. =93Leo played golf, he played softball, he fished. He did all these=20 interesting things, and I did nothing but stay home and take care of the children. I thought one day, =91There=92s something wrong with this.=92=94= She told her husband that he was the one having all the fun. He told her to join a club, but she didn=92t want to. That=92s when Leo asked her, =93What do you want to do?=94 Celesta Milto= n decided to go back to school. =93I liked school,=94 she said, adding that she finished college in 1972.= It wasn=92t easy, but she did it. She interned at Summers Elementary School where she had an experience that almost made her change her mind about teaching. =93I had never been around children except children like mine and the neighborhood kids,=94 she said, explaining that when she told a child to stop, the child would stop. =93They almost put me in the hole. I came hom= e every night and cried and took aspirin. And when I finished interning, I didn=92t want a job,=94 she said. Milton finally did take a job as a kindergarten teacher, and today she wi= ll tell you that all 5-year-old children are human beings at their best. =20 "The high point of everyone=92s life is when they are in kindergarten,=94= she said. =93They are precious, beautiful children. They have no prejudices a= nd very few pre-conceived notions, but they are set in their patterns from their families that you don=92t do a whole lot to change, unfortunately. =93I love children and I loved to be around them, and I very soon learned that when a kid is really bad, you can just take him in a rocking chair a= nd rock him, and the problem is solved.=94 Aside from visiting and playing with her grandchildren who come to visit her often, Celesta Milton is a member of the local gardening club where s= he has been a member for the past 12 years. Milton is part of a special group of gardeners in what is known as the Hydrangea Circle. And it=92s a good thing too because she loves hydrangea= s. She belongs to the Lake City Garden Club which meets monthly. She collects ginger and has =93a good many varieties=94 in her garden. Sh= e also has a bed of irises and amaryllis to name a few. Milton=92s back yard is alive in colors of every hue, ranging from annuals like zinnias, marigold= s, and sunflowers to perennials and herbs such as roses and red oak trees. =93I have a gold fish plant and the little blooms are about the size of t= he first joint of your little finger,=94 she said. =93They look amazingly li= ke a goldfish, and the hummingbirds love it.=94 Celesta has three children and eight grandchildren. She retired in 1989, and has traveled to many parts of the world, including Alaska and Hawaii with her husband of 51 years. She didn=92t have a huge 50th anniversary = bash like most people. She said she just wanted a quiet dinner out with some friends. When asked how she kept her children from throwing a big party, she said, =93I threatened to pinch their noses. That=92s my threat.=94 ---------------------------------------------------------------------- Subject: ****Sentence Fluency**** Example #2 From: Fran Regos Date: Wed, 28 Jul 1999 10:08:27 -0700 Example #2 - this is an exerpt: Slowly I drove into the parking lot, breathing deeply for the salty air. Then after the car parked, I took a quick look into my mirror. It was futile trying to arrange my mess of brown curls. A couple minutes later, = I was ready. It was January, an unusual time of the year to see the ocean. That was = why I always came in the winter. The beach was so bare and empty. It was a quiet, peaceful place to think. Bundling up against the unexpected gusts of wind, I made my way down through a trail. It was littered with pebbles, rocks, and dead grass. As the path narrowed, I felt as though the shoulder-length grass was = welcoming me in. Its whispering and rustling made me walk faster. Soon I reached the hazel-cream colored sand. It was very fine and = reminded me of the time when I put my fingers in the sugar bowl, wriggling them = this way and that. My fee sunk in the soft, gentle sand as I lightly jogged to the water. A wind came and the sands shifted. I leaned against the current and suddenly, it was gone. There I was, sprawled on the slightly damp sand. My purse was about five feet away. I looked up and saw the sky darkening. the hazy, orange sun didn't help = it any by disappearing behind the ash-colored clouds. High tide was coming = so I walked up towards the trail. I took one more last look. To my right on a rocky cliff was a light, flashing on and off, on and off. It's red brick reminded me of my father's onw lighthouse. Maybe that's = why I came to the ocean so often in the winter -- to remember my father who died at sea on January 15, 1980. ---------------------------------------------------------------------- Subject: ****Sentence Fluency**** Examples #3 and 4 From: Fran Regos Date: Wed, 28 Jul 1999 10:10:57 -0700 Example #3 - My Cats I have five cats. their names are Patches, Pooky, Popcorn, Oreo and Shaton. All of them are girls except for Pooky. Patches is the oldest, she's eight years old. Oreo and Shaton are almost two years old. Popcorn and Pooky are almost one year old. I got Patches from a friend after my other cat was killed. Patches just lived with us for about five years. Then I went to Maui with my mom and I left her with my dad. I missed her so much that my mom caught a wild cat for me and I tamed her. So my brother and I came home from school and there were four baby kittens there. And Shaton and Oreo were two of them. That's how I got Shaton and Oreo. How I got Pooky and Popcorn is Oreo had kittens May 24, 1986. Oreo had four kittens but one died, and Shaton had four kittens also. Oreo had Pooky and Shaton had Popcorn. We still have them and their doing just = fine. Note: The 2nd and 3rd examples were written by students in the same = grade. Example #4 - Where's My Grampa!! (an example from a business publication = - names have been changed) This question is frequently heard aroun dour office when one of us misplaces our Grampa - our Grampa George's Skin Care, that is. This is = the neatest stuff. It isn't creamy, or oily, but comes in a round tin can and is shaped like a cake. By rubbing the cake between your hands it gently moisturizes - this is great for dry feet or elbows, too. We quilters all have to deal with one annoying problem - dry skin. This plus the fact that we don't want to use any skin care cream that is going to rub off onto our fabrics. With only *two* all natural ingredients, Grampa George's is the answer. ---------------------------------------------------------------------- Subject: ****Sentence Fluency**** Examples #5 - 6 From: Fran Regos Date: Wed, 28 Jul 1999 10:13:08 -0700 Example #5 - Let's try another non-fiction piece. This is part of a = report from one class who did the apple experiment last year. We had permission to post this on the web page, so I think it's alright to post it here for this group. "Conclusion: The purpose of this experiment was to see the rate of evaporation of the juices of an apple. One apple would be chopped, another peeled and the last was left untouched. My group first picked our apple. The apple was called Royal Gala. After that, we peeled the skin off one apple, chopped the other apple into 8 pieces, and left the last apple alone. My group recorded the data by weighing the apples for 5 days, and writing their weight down on a chart. We observed that the chopped apple lost the most weight in 5 days. It lost 68-1/2 grams. On the 5th day, the chopped apple was squishy, brown, and soft. It was also starting to grow mold. The peeled apple lost a lot of weight, too, but not as much as the chapped apple. It lost 52-1/2 grams. On the 5th day, the peeled apple was soft, squishy, and brown. It was also letting out its juices, because, when we put the apple on the paper towel, the paper towel was wet. It was also growing mold. The untouched apple lost the least amount of weight. It only lost 2 grams. = On the 5th day, the untouched apple was in perfect condition. The apple was still firm. In my hypothesis, I wrote that the peeled apple would lose its juices quicker, but I was wrong, the chopped apple lost the most juices overall. I conclude that the chopped apple lost the most juice, and the untouched apple lost the least amount of juice." Example #6 - My bike I got a bike for my birthday. It is red. It is shiny. I can go rilly fast on it. My brother wants to ride it, but say no. Let him get his own bike. He will break mine. He breaks everything. My dad bought my bike. He brung it to my mom's house in the back of his truck. I am happy about my bike. ---------------------------------------------------------------------- Subject: Example of Sentence Fluency From: Valerie Dehombreux Date: Wed, 28 Jul 1999 11:39:27 -0700 (PDT) From "Mom Can't See Me" by Sally Hobart Alexander Mom takes me to the movies. I tell her what's going on in the silent parts. If they're exciting, she has to remind me to whisper. She takes me to musicals. "My Fair Lady" is the one we like best, and we know the words to all the songs. We sing them, very loudly, while Mom curls my hair. Mom and I take tap dancing lessons together. At my cousin's wedding we tapped to the tune of "Tea for Two." I also dance when Mom plays the piano. There's braille sheet music, but Mom plays by ear. Sometimes Mom and I play duets, the way she and her dad did years ago. I always open the front door so the people on my street can listen. =3D=3D=3D Valerie Dehombreux Third Grade Whiteriver, Arizona tafille@yahoo.com _____________________________________________________________ Do You Yahoo!? Free instant messaging and more at http://messenger.yahoo.com ---------------------------------------------------------------------- Subject: Sentence Fluency Example From: Herbert Kissell Date: Wed, 28 Jul 1999 14:24:38 -0500 --------------916F258BD0F6F67EA12BF911 Content-Type: text/plain; charset=3Dus-ascii Content-Transfer-Encoding: 7bit I have been in and out of town and done a lot of downloading and catching up on my own. I just love the ideas and examples and am putting my notebook together deciding how I want to use them in class. Anyway, I just decided to jump back in at this point. I have found it getting more difficult to separate the points, because if a passage has good word voice and speaks to me, then it will have good word choice and the sentences will flow. It is so tied together. Well, anyway, my choice for fluency is a passage from Sarah, Plain and Tall by Patricia MacLachlan: " I wiped my hands on my apron and went to the window. Outside, the prairie reached out and touched the places where the sky came down. Though winter was nearly over, there were patches of snow and ice everywhere. I looked at the long dirt road that crawled across the plains, remembering the morning that Mama had died, cruel and sunny. They had come for her in a wagon and taken her away to be buried. And then the cousins and aunts and uncles had come and tried to full up the house. But they couldn't." --------------916F258BD0F6F67EA12BF911 Content-Type: text/html; charset=3Dus-ascii Content-Transfer-Encoding: 7bit I have been in and out of town and done a lot of downloading and catching up on my own.  I just love the ideas and examples and am putting my notebook together deciding how I want to use them in class.  Anyway, I just decided to jump back in at this point.
I have found it getting more difficult to separate the points, because if a passage has good word voice and speaks to me, then it will have good word choice and the sentences will flow.  It is so tied = together.  Well, anyway, my choice for  fluency is a passage from Sarah, = Plain and Tall by Patricia MacLachlan:
" I wiped my hands on my apron and went to the window.  Outside, the prairie reached out and touched the places where the sky came = down.  Though winter was nearly over, there were patches of snow and ice = everywhere.  I looked at the long dirt road that crawled across the plains, remembering the morning that Mama had died, cruel and sunny.  They had come for her in a wagon and taken her away to be buried.  And then the cousins and aunts and uncles had come and tried to full up the house. But they couldn't." --------------916F258BD0F6F67EA12BF911-- ---------------------------------------------------------------------- Subject: sentence fluency From: Herbert Kissell Date: Wed, 28 Jul 1999 14:42:47 -0500 --------------6BED0E18956171B4909CE7F6 Content-Type: text/plain; charset=3Dus-ascii Content-Transfer-Encoding: 7bit Beginning - Difficult to follow; incomplete, rambling, awkward. Does not permit, smooth oral reading. Confusing Word Order. Structure obscures the meaning. Disjointed, confusing sentences. Emerging - Tends to be choppy or rambling. Awkward sentences slows down oral reading. Monontonous sentence patterns. Developing - Tends to be mechanical. Occasional awkward constructions slow down oral reading. Some fluidity, but mostly not. Some variety in sentence structure and length, before writer falls into repetitive patterns. Good Control over simple sentence structures, but little control over complex sentences. Lacks energy. stilted dialogue. Competent - Writing flows, but connections are less than fluid. Varied sentence patterns to help oral reading. easy to read but lacks rhythm and grace. some repeated patterns of sentence structure that detract from overall impact. strong control over simple sentence structure, but variable control over complex sentences. effective fragments. some dialogue sounds natural, some stilted. Experienced - easy flow and rhythm. strong and variedstructure that makes oral reading easy. natural, fluent. variation in sentence structure to add interest. sentence structure enhances meaning fragments work well dialogue is natural. WOW - effective flow and rhythm. high degree of craftmanship strong and varied structure - oral reading is easy and enjoyable fluent sound, extensive variation in sentence structure, sentence structure enhances meaning by drawing attention to key ideas strong control over sentence structure, fragments work well good dialogue --------------6BED0E18956171B4909CE7F6 Content-Type: text/html; charset=3Dus-ascii Content-Transfer-Encoding: 7bit Beginning - Difficult to follow; incomplete, rambling, awkward.
            = ;     Does not permit, smooth oral reading.
            = ;      Confusing Word Order.
            = ;    Structure obscures the meaning.
            = ;    Disjointed, confusing sentences.

Emerging - Tends to be choppy or rambling.
            = ;       Awkward sentences slows down oral reading.
            = ;        Monontonous sentence patterns.
 
Developing - Tends to be mechanical.  Occasional awkward constructions slow down
            = ;        oral reading.  Some  fluidity, but mostly not.
            = ;        Some variety in sentence structure and length, before writer falls into repetitive patterns.
            = ;        Good Control over simple sentence structures, but little control over complex sentences.
            = ;    Lacks energy.
              &nb= sp; stilted dialogue.

Competent - Writing flows, but connections are less than fluid. Varied sentence patterns to help oral reading.
            = ;    easy to read but lacks rhythm and grace.
            = ;    some repeated patterns of sentence structure that detract from overall impact.
            = ;     strong control over simple sentence structure, but variable control over complex sentences.  effective fragments.
            = ;    some dialogue sounds natural, some stilted.

Experienced - easy flow and rhythm.  strong and variedstructure that makes oral reading easy.
            = ;    natural, fluent.  variation in sentence structure to add interest.
            = ;    sentence structure enhances meaning
            = ;    fragments work well
            = ;    dialogue is natural.

WOW - effective flow and rhythm. high degree of craftmanship strong and varied structure  - oral reading is easy and enjoyable
            fluent sound, extensive variation in sentence structure,
            sentence structure enhances meaning by drawing attention to key ideas
            strong control over sentence structure, fragments work well
            good dialogue
  --------------6BED0E18956171B4909CE7F6-- ---------------------------------------------------------------------- Subject: sentence fluency From: "D. Weissman" Date: Wed, 28 Jul 1999 17:01:18 -0400 Level 1 -incomplete, rambling, awkward sentences, confusing word order, jarring and irregular disjointed sentences difficult to follow or read aloud Level 2 - choppy, rambling writing monotonoouse sentence patterns reader forced to slow down or reread Separators: monotonous sentence patterns, reader forced to slow down Level 3 mechanical writing, some awkward constructions some variety in sentence structure, length and beginnings good control over simple patterns SEparators: some variety in sentence structure, comtrol over simple sentence, functional sentences Level 4 - writing flows, natural sound, strong control over simple sentences, variable control over complex structures, stilted dialog Separators: natural sound, strong control over simple sentences, stilted dialog Level 5 - easy flow and rhythm, natural fluent sound, variation in sentence structure, control over sent. structure, few fragments stylistic control Separators: easy flow, natural fluent sound, sentence structure variety, stylistic control Level 6 - effective flow and rhythm, natural fluent sound, glides, extensive variation in sentence structure, varied sent. patterns, strong control, natural dialog Separators: effective flow, glides, extensive variation in structure and patterns Deb Weissman Gr 6 Jaffrey, NH ---------------------------------------------------------------------- Subject: Re: 6Traits- sentence fluency From: Aim246@aol.com Date: Wed, 28 Jul 1999 17:56:44 EDT Example 1- I'd give it a 4 because although it flows at times, it is also choppy and at times "lacks rhythm and grace." Example 2 - also 4 for mostly the same reasons. It improved as it went = along, but at times lacked real fluidity. Neither one show that sentences are consistantly "carefully crafted." = Parts of each are 3 but I gave them 4 because both improved as it went along. Example 3- level 2 The sentences are mechanical, repetitive sentence patterns. Some parts have to be reread to grasp idea. (Word choice and = ideas would also score low) Example 4 - level 4. It jumps around a bit, but the writing generally = flows Example 5- level 5. It flows well with a variety of sentences and ismakes oral reading easy. Example 6- level 2. Writing is totally choppy.Close to a 1, but not quite because sentences are generally understandable, not confusing. Mindi and Cathy looping 1st ---------------------------------------------------------------------- Subject: Re: 6Traits- 6Traits ***Sentence Fluency #3 - 7/27/99*** Assignment*** From: DWsoc@aol.com Date: Wed, 28 Jul 1999 18:10:43 EDT Here is my rubric thoughts--- Level - 1 - Beginning (Not Yet) *difficult to follow or to read aloud. Sentences incomplete, = rambling, or very awkward, obscure meaning * confusing word order Level 2 - Emerging * writing tends to be either choppy or rambling. Awkward = constructions * sentence patterns that are monotonous (e.g. subject-verb or subject-verb-object). Level 3 - Developing * mechanical writing; occasionally * some variety in sentence structure, length, and beginnings, although = the writer falls into repetitive sentence patterns. Level 4 - Competent * The writing flows,sometimes awkward connections * some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from the overall impact. Level 5 - Experienced * easy flow and rhythm; sentences are carefully crafted,enjoyable = reading * variation in sentence structure, length and beginnings that add = interest to the text. Level 6 - WOW! * sentences show a high degree of craftmanship, with consistently = strong and varied structure * one sentence flowing effortlessly into the next. * extensive variation in sentence structure, length and beginnings = that add interest to the text. David 2nd Denver ---------------------------------------------------------------------- Subject: Re: 6Traits- Question about sentence fluency..... From: Mary and Greg Gervais Date: Wed, 28 Jul 1999 16:42:40 -0700 Help!! I just found this excerpt in a book that I'm reading. I'm starting to get all the traits mixed up. Is this excerpt sentence fluency, word choice or something else? This is from a book that my husband just finished reading for a leadership development class. If you are looking for something to read try this. It's a fantastic book that helps you to reflect on your life and what is important to you. Here is the excerpt....your help would be appreciated!! Tuesdays with Morrie -by Mitch Albom "We see it coming, down the street to our left. We scream and try to steer away, but the runners do not move. The driver slams his horn and hits his brakes, and we do what all kids do: we jump off. In our hooded parkas, we rool like logs down the cold, wet snow, thinking the next thing to touch us will be the heard rubber of a car tire. We are yelling "AHHHHHH" and we are tingling with fear, turning over and over, the world upside down, right side up, upside down." Thanks- Mary G. Primary Everett, WA ---------------------------------------------------------------------- Subject: Re: 6Traits- Sentence Fluency Rubric From: "Gray" Date: Wed, 7 Jul 1999 21:37:56 -0400 This is a multi-part message in MIME format. ------=3D_NextPart_000_008F_01BEC8C0.F9CEACA0 Content-Type: text/plain; charset=3D"iso-8859-1" Content-Transfer-Encoding: quoted-printable Level 1 -Beginning (Not Yet) Writing is difficult to follow or read aloud. Sentences incomplete, rambling, or very awkward. Confusing word order Sentence structure frequently obscures meaning Level 2 - Emerging Writing tends to be either choppy or rambling. Awkward constructions Significant portions difficult to follow or read aloud. Sentence patterns are monotonous. Level 3 - Developing Writing tends to be mechanical rather than fluid. Some variety in sentencestructure, length, and beginnings. Good control over simple sentences structure, but little control over =3D more complex sentences. Lapses in stylistic control Level 4 - Competent Writing flows Connections between phrases or sentences may be less than fluid. =3D20 Sentence patterns are somewhat varied. Ease in oral reading. A natural sound Some repeated patterns of sentence structure, length, and beginnings Strong control over simple sentence structures, but variable control =3D over more complex sentences Occasional lapses in stylistic control Level 5 - Experienced Writing has an easy flow and rhythm.=3D20 Sentences are carefully crafted, with strong and varied structure=3D20 Expressive oral reading easy and enjoyable Structure that enhances meaning. Control over sentence structure Stylistic control Level 6 - WOW! Writing has an effective flow and rhythm. Sentences show a high degree of craftmanship Consistently strong and varied structure=3D20 Expressive oral reading easy and enjoyable. A natural, fluent sound Extensive variation in sentence structure, length and beginnings=3D20 Effective combination of power and grace. Stylistic control Roberta Gray Grade 2, Geneva, Ohio rgray7@alltel.net gray_ro@mail.neomin.ohio.gov http://www.neomin.ohio.gov/~geneva/spencer/clasroom/mrsgray/index.htm Sherri Hurst Gr.2 Geneva, Ohio Jackie Meehan Gr. 2 Geneva, Ohio ------=3D_NextPart_000_008F_01BEC8C0.F9CEACA0 Content-Type: text/html; charset=3D"iso-8859-1" Content-Transfer-Encoding: quoted-printable

Level 1 -Beginning (Not Yet)
Writing is difficult to follow = or =3D read=3D20 aloud.
Sentences incomplete, rambling, or very awkward.
Confusing word order
Sentence structure frequently obscures meaning
 
Level 2 - Emerging
Writing tends to be either choppy or rambling.
Awkward constructions
Significant portions difficult to follow or read aloud.
Sentence patterns are monotonous.
 
Level 3 - Developing
Writing tends to be mechanical rather than fluid.
Some variety in sentencestructure, length, and beginnings.
Good control over simple sentences structure, but little control =3D over more=3D20 complex sentences.
Lapses in stylistic control
 
Level 4 - Competent
Writing flows
Connections between phrases or sentences may be less than =3D fluid. =3D20
Sentence patterns are somewhat varied.
 Ease in oral reading.
A natural sound
Some repeated patterns of sentence structure, length, and=3D20 beginnings
Strong control over simple sentence structures, but =3D variable=3D20 control over more complex sentences
Occasional lapses in stylistic control
 
Level 5 - Experienced
Writing has an easy flow and=3D20 rhythm. 
Sentences are carefully crafted, with strong and varied structure =3D
Expressive oral reading easy and enjoyable
Structure that enhances meaning.
Control over sentence=3D20 structure
Stylistic control
 
Level 6 - WOW!
Writing has an effective flow and =3D rhythm.
Sentences show a high degree of craftmanship
Consistently strong and varied structure
Expressive oral reading easy and enjoyable.
A natural, fluent=3D20 sound
Extensive variation in sentence structure, length and beginnings =3D
Effective combination of power and grace.
Stylistic =3D control
 
Roberta Gray
Grade 2, Geneva, Ohio
rgray7@alltel.net
gray_ro@mail.neomin.ohio.gov= =3D
http://www.neomin.ohio.gov/~geneva/spencer/clasroom/mrsgray/index.h= =3D tm
 

Sherri Hurst
Gr.2
Geneva, Ohio

Jackie Meehan
Gr. 2
Geneva, Ohio
 
 
------=3D_NextPart_000_008F_01BEC8C0.F9CEACA0-- ---------------------------------------------------------------------- End of 6Traits Digest -- To unsubscribe, send any message at all to: 6Traits-off@.