Received: from [209.75.187.203] (HELO ) by MDCCLXXVI.com (Stalker SMTP Server 1.8b6) with SMTP id S.0000272218 for <6Tarchive@CyberSpaces.net>; Fri, 30 Jul 1999 23:04:00 -0700 Date: Fri, 30 Jul 1999 23:10:01 -0700 Subject: 6Traits Digest #41 - 07/30/99 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 #41 - Friday, July 30, 1999 Re: 6Traits- The word said - proposal by "Carol LeCrone" 6Traits Sentence Fluency rubric by Re: 6Traits- 6Traits Sentence Fluency examples by "Gray" teaching strategies by "D. Weissman" Re: 6Traits- The word said - proposal by word choice rubric by "D. Weissman" web site by "Clifford and Nicole Badgley" Re: 6Traits- Fluency Assignment by Re: 6Traits- The word said - proposal by "Fran Regos" Re: 6Traits- web site by "Fran Regos" Re: 6Traits- The word said - proposal by "Fran Regos" Re: 6Traits- The word said - proposal by "Fran Regos" 6Traits - ***Sentence Fluency #4 - 7/30/99***Assignment*** by "Fran Regos" 6 Traits - ***Sentence Fluency #5 - 7/30/99*** by "Fran Regos" Possible Posters for Sentency Fluency by "Fran Regos" A *student* rubric guide for Sentence Fluency by "Fran Regos" Sentence Fluency Rubric by 6Traits --6 examples by Sentence Fluency by "Kathy" Rubric by "Kathy" How I rate them by "Kathy" Re: 6Traits- 6Traits ***Sentence Fluency #3 - 7/27/99*** Assignment*** by "Anna Liu" Re: 6Traits- ****Sentence Fluency**** Examples #1-6 by "Anna Liu" ---------------------------------------------------------------------- Subject: Re: 6Traits- The word said - proposal From: Carol LeCrone Date: Fri, 30 Jul 1999 00:53:13 +0000 Susan, someone on another list I belong to recommended this site- I thought it might be useful to others as a resource for word choice: Body of Verbs http://members.aol.com/criscadian/verbs.html ---------------------------------------------------------------------- Subject: 6Traits Sentence Fluency rubric From: DottieGray@aol.com Date: Fri, 30 Jul 1999 09:24:02 EDT Capitalized words are the definitive terms of each level Level one: Writing is DIFFICULT TO FOLLOW, sentences INCOMPLETE, disjointed, = confusing Uninviting text that may not permit smooth oral reading, CONFUSING word = order Level two Writing isCHOPPY, rambling; MUCH of the text difficult to follow MONOTONOUS sentence patterns Level three Writing tends to be MECHANICAL SOME passages invite fluid reading; SOME VARIETY in sentence structure, = but repetitive patterns Good control with simple sentences but LITTLE CONTROL with complex = sentences; Functional sentences LACK ENERGY lapses in stylistic control Level four Writing FLOWS, has natural sound, may lack rhythm & grace; SOME repeated patterns of sentence structure STRONG control over simple sentences; VARIABLE control over complex OCCASIONAL lapses in stylistic control Level five Writing has EASY FLOW AND RHYTHM Natural fluent sound; VARIATION in sent. structure that ADDS INTEREST, enhances meaning CONTROL over ALL sentence structure Stylistic control Level six Writing has EFFECTIVE FLOW & RHYTHM Sentences flow effortlessly into the next EXTENSIVE VARIATION in sentence structure; sent. structure DRAWS ATTENTION = to key ideas VARIED patterns; STRONG control over structure; stylistic control Anne Harris 1st grade, Clermont FL ---------------------------------------------------------------------- Subject: Re: 6Traits- 6Traits Sentence Fluency examples From: "Gray" Date: Fri, 9 Jul 1999 09:26:39 -0400 Example 1 - Long-Time Lake City Senior Level - 4 Writing flows but lacks a certain rhythm or grace. Example 2 - This is an Exerpt Level 4 becoming a 5 Writing flows, connections between phrases or sentences at times less than fluid. Example 3 - My Cats Level 2 Writing is choppy and rambling with awkward construction. Example 4 - Where's My Grampa! Level 3 becoming a 4 Writing flows but occasional awkward constructions may force the reader to reread or slow down. Example 5 - Conclusion Level 3 Mechanical Example 6 - My Bike Level 1 becoming a 2 Difficult to read or follow and monotonous. 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 ---------------------------------------------------------------------- Subject: teaching strategies From: "D. Weissman" Date: Sat, 24 Jul 1999 09:08:57 -0400 Using a thesaurus: ONe activity I did that the kids loved: We looked up the word blue in a thesaurus and found a number of synonyms. I had the kids create a "Blue Color Chart" - they copied the synonym, colored a sample, and then found an item that was that particular color. ONe child brought in a whole bunch of paint sample strips from her father's paint store with about 30 different blues on it! Another thesaurus idea" Make a list of synonyms for movement and then have kids physically act out the movements: waddled, swaggered, inched, lumbered, etc. Deb Weissman Gr 6 Jaffrey, NH ---------------------------------------------------------------------- Subject: Re: 6Traits- The word said - proposal From: AnnMath@aol.com Date: Fri, 30 Jul 1999 10:28:50 EDT Couldn't reach the verb "place" at (?) http:/members.aol.com/criscadian/verbs.html do I have it right? ann/5/MD ---------------------------------------------------------------------- Subject: word choice rubric From: "D. Weissman" Date: Sat, 24 Jul 1999 09:03:11 -0400 Level 1 fails to communicate, extremely limited vocab, general, vague Level 2 meaning is obscured by misused, monotononous words, colorless, flat words fuzzy images Separator: words detract from meaning Level 3: ordinary language, meaning is understood words work - reader's interest not captured mundane expression accurate words Separators: accurate use of words, generic meaning Level 4: meaning conveyed effectively functional appropriate words, writing not energized rare experiments with language attempts at colorful languague unsuccessful Separators: meaning conveyed effectively attempt at colorful language appropriate use of words Level 5 meaning conveyed in an interesting, precise way accurate, specific words - writing energized vivid expression clear images evoked, use of figurative language Separators: energized writing, vivid expression, clear images Level 6 meaning conveyed in exceptionally interesting precise, natural way strong powerful words fresh, original expression striking vocab strong images Separators: strong, powerful workds, striking vocab, strong images Deb Weissman Gr 6 Jaffrey, NH ---------------------------------------------------------------------- Subject: web site From: Clifford and Nicole Badgley Date: Fri, 30 Jul 1999 09:56:28 -0500 Where can I go back and read previous postings? I jumped into this list = serv a little late and would love to do some catching up. You all should = be commended on your wonderful ideas. Nicole ---------------------------------------------------------------------- Subject: Re: 6Traits- Fluency Assignment From: Shellygarc@aol.com Date: Fri, 30 Jul 1999 12:25:55 EDT I am confusing the traits quite a bit. However, I can give you an example = of NON-fluency: I'm a little tea-pot, = short and stout. Tomorrow is Martin Luther King Day, let's all have fun, sing and dance and = shout! If I never hear that tune with cross-curricular lyrics again, it will be = TOO SOON!!!! Shelley/1st/CA ---------------------------------------------------------------------- Subject: Re: 6Traits- The word said - proposal From: Fran Regos Date: Fri, 30 Jul 1999 10:14:21 -0700 At 10:28 AM 7/30/99 EDT, you wrote: >Couldn't reach the verb "place" at (?) >http:/members.aol.com/criscadian/verbs.html >do I have it right? You have it right, but they aren't up yet. I am not working on the web site this week, because all that information was too much to bring with = me. I'll post a note when I get them up. Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: Re: 6Traits- web site From: Fran Regos Date: Fri, 30 Jul 1999 10:13:11 -0700 At 09:56 AM 7/30/99 -0500, you wrote: >Where can I go back and read previous postings? Hi, Nicole, I don't know if Mickey has the archives up on the site yet, you'll have to check. The site is: If they aren't up, I'll post them to you. I'll be home on Monday. Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: Re: 6Traits- The word said - proposal From: Fran Regos Date: Fri, 30 Jul 1999 12:30:38 -0700 >You have it right, but they aren't up yet. Ooops! Sorry, I didn't look at the web address. You weren't asking about the 6 Traits one. Apologies. Susan ---------------------------------------------------------------------- Subject: Re: 6Traits- The word said - proposal From: Fran Regos Date: Fri, 30 Jul 1999 12:33:22 -0700 http://members.aol.com/criscadian/verbs.html is the page address, but I couldn't get there directly. I backed up to the criscadian part, clicked, then clicked on the verb link that is first on the left. The page then came up. Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: 6Traits - ***Sentence Fluency #4 - 7/30/99***Assignment*** From: Fran Regos Date: Fri, 30 Jul 1999 15:38:30 -0700 Hello, writing facilitators! Last assignment for the week is to come up with some strategies for teaching the trait of sentence fluencey. Send these strategies to me personally. mailto:susan@desertskyone.com I will compile them and post them to the web site. To get you started, here are some things that my fellow trainers and I thought might help. 1. Listen to music, including rap, to see how phrases flow into one = another. 2. Read a great deal of poetry, all varieties, to hear the different rhythms of language. 3. Look at advertising, newspaper articles, greeting cards, even the back of boxes of cereal and potato chips for interesting sentences. 4. Choral reading, jazz chants, or Reader's Theater are all good opportunities for students to *hear* sentence fluency. 5. Have students read a piece with good transitions. Ask them to circle the transition words. Discuss how these words facilitate the sentence fluency. You might take another piece, removing the transition words and leaving blank spaces for the students to fill in. Another good list to post in the room! Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: 6 Traits - ***Sentence Fluency #5 - 7/30/99*** From: Fran Regos Date: Fri, 30 Jul 1999 15:38:50 -0700 >From the Northwest Regional Educational Laboratory, used with permission: Sentence Fluency - Where's the Link to Instruction? *Building fluency through freewriting *Listening to rhythmic language *Playing with poetry *Experimenting with new sentence patterns *Combining/detangling sentences *Revising problem sentences *Using the power of periodic sentences *Building sentence length *changing wording without changing meaning ---------------------------------------------------------------------- Subject: Possible Posters for Sentency Fluency From: Fran Regos Date: Fri, 30 Jul 1999 15:40:27 -0700 Printed on 8-1/2 x 11 paper in large type - maybe with a nice border. SENTENCE FLUENCY My story would sound good if it were read aloud. My sentences make sense. I don't use all the same words to begin my sentences. Student poster of questions to ask about Sentence Fluency: SENTENCE FLUENCY * Is my paper easy to read aloud? * Do my sentences begin in different ways? * Does it sound smooth as I listen to it? NOTE: Because so much of sentence fluency involves *hearing* the flow of language, we might want to have our students read their stories to each other, or have someone else read their story to them, so they can listen for fluency. Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: A *student* rubric guide for Sentence Fluency From: Fran Regos Date: Fri, 30 Jul 1999 15:41:54 -0700 You might use something like this for the students to judge their own = papers: 5-6 Paper: Varied and Natural The sentences in my paper are clear and elightful to read aloud. * Some sentences are long and stretchy, while some are short and snappy. * It's easy to read my paper aloud. I love the sound. * Sentence beginnings vary; they show how ideas connect. * You can tell that I have good 'sentence sense' because my paper just = flows. * All excess baggage has been cut. I've economized with words. 3-4 Paper: Routine and Functional Some sentences are choppy or awkward, but most are clear. * Sentence beginnings are more alike than different. * I need to add linking words (Therefore, Later, For this reason, when = this happened, etc.) to show how sentences connect. * Some sentences should merge; others need to be cut in two. * I have used more words than necessary -- I still need to trim some deadwood. 1-2 Paper: Needs Work Because there isn't enough 'sentence sense' yet, this paper is difficult to read aloud, even with practice. * As I read my paper, I have to go back, stop, and read over, just to figure out the sentences. * I'm having a hard time telling where one sentence stops and another = begins. * The sentence patterns in my paper are so repetitive they might put my reader to sleep! * I have to do quite a bit of oral editing (leaving some words out, putting some others in) just to help the listener get the meaning. >From _The Student Friendly Guide to Writing With Traits_ by Vicki Spandel and Ruth Culham, which may be reproduced without permission by classroom teachers and student writers. copyright 1993 Northwest Regional Educational Laboratory ---------------------------------------------------------------------- Subject: Sentence Fluency Rubric From: Sgreen70@aol.com Date: Fri, 30 Jul 1999 20:50:56 EDT Level 1: text is difficult to follow; incomplete, rambling sentences; confusing word order and sentence structure Level 2: significant text portions are difficult to follow; choppy, = rambling, and awkward sentence construction; monotonous sentence patterns Level 3: mechanical; occasional awkward constructions; limited fluidity = and repetitive sentence patterns; possibly unnatural; good control with simple = sentence structure but lacking control with complex sentences; ineffective = use of fragments Level 4: flowing, natural sound that may lack rhythm and grace at times; somewhat varied but sometimes repetitive sentence patterns; strong control = with simple sentence patterns but variable control with complex sentence patterns; fragment usage usually effective Level 5: Flowing sound with carefully crafted sentences; controlled, = varied sentence structure that enhances meaning; natural stylistic control; use = of fragments works well Level 6: Effective, effortless flow and rhythm; natural, fluent sound; extensive variation in sentence structure that enhances meaning; use of fragments works extremely well; greater stylistic control Transitions: Level 1 to 2: confusing to awkward Level 2 to 3: awkward to mechanical Level 3 to 4: mechanical to natural Level 4 to 5: natural to expressive Level 5 to 6: expressive to effective Valerie Dehombreux Third Grade Whiteriver, Arizona Sherry Green Grade 4 Gilbert, AZ ---------------------------------------------------------------------- Subject: 6Traits --6 examples From: DottieGray@aol.com Date: Fri, 30 Jul 1999 22:17:32 EDT Hi, all, It has taken me longer to judge sentence fluency than to judge the other traits--I found myself reading and rereading, and still unsure of myself! = Ex. 1--Lake city senior--level 5, strong but with a weak ending, less structure Ex. 2--the beach--level 5, a strong piece also, natural flow, variation in = structure Ex. 3--My Cats--level 3+, mechanical, some variety in sent. structure Ex. 4--Where's My Grampa!--level 4-connections between sent. less than = fluid Ex. 5--Apple experiment--level 4-some repeated patterns of sentence begininings, but a natural sound to the piece Ex. 6--My Bike--level 2-3, not much variation in structure, but it wasn't difficult to follow Anne Harris 1st/Clermont, FL ---------------------------------------------------------------------- Subject: Sentence Fluency From: Kathy Date: Sat, 31 Jul 1999 07:05:01 +1000 Again from Paul Jennings One night I watched this movie about prisoners of war digging an escape = tunnel. They had to hide the dirt that they dug out. What they did was put the soil in old socks and hide them in their = trouser legs. When they pulled on a string the soil would fall out while they were walking along. No one noticed it. Brain wave. I rubbed my hands together. Truth is stranger than friction. I filled up two socks with rabbit poo and walked into the street. As I = went along the footpath I let a little poo fall to the ground. It worked like a charm. No one noticed. Well not at first. "I can't believe it" said Dad. "The whole footpath is = covered in rabbit droppings. But you never see a rabbit. Where are they coming from? I'm going to call a meeting of the = other shop owners. Something has to be done." Two nights later dad and five of the other shopkeepers sat up watching for = the rabbits. Sky told me about it . "We waited and waited" she said. " In the freezing rain. But not so much as a single = rabbit showed up." I smiled and shuffled out into the street to spread a bit more joy around. = I was only a kid but I could make things happen. I liked pulling strings. >From Uncovered By Paul Jennings Kathy Ferguson 4/5 Queensland. Australia ---------------------------------------------------------------------- Subject: Rubric From: Kathy Date: Sat, 31 Jul 1999 07:17:16 +1000 Level 1 Does not flow Sentences disjointed or rambling Meaning is hard to distinguish Level 2 Choppy Monotonous Difficult to follow Level 3 Some variety in sentences May be fluid and complex in parts Level 4 Natural sound though may be lacking in rhythm Some repetition of structure, length or beginnings Some controlled complex sentences Level 5 Natural sound Has flow and rythm Good sentence variation Level 6 natural, fluent sound extensive variation in sentence structure, length and beginnings that add interest to the text. sentence structure that enhances meaning varied sentence patterns Kathy Ferguson 4/5 Queensland, Australia ---------------------------------------------------------------------- Subject: How I rate them From: Kathy Date: Sat, 31 Jul 1999 08:37:52 +1000 #1 .............4, some repeated patterns of sentence structure and length detract somewhat from the overall impact. #2..........6 * 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. #3............3 mechanical writing; some variety in sentence structure, length, and beginnings, #4...........4 The writing flows,sometimes awkward connections #5........5-6 easy flow and rhythm; sentences are carefully crafted,enjoyable reading * variation in sentence structure, length and beginnings that add interest to the text. sentences show a high degree of craftmanship, with consistently strong and varied structure * one sentence flowing effortlessly into the next. #6.............2 - 3 repetitive beginnings some variety in length attempting more complex structure Kathy Ferguson 4/5 Queensland, Australia ---------------------------------------------------------------------- Subject: Re: 6Traits- 6Traits ***Sentence Fluency #3 - 7/27/99*** Assignment*** From: "Anna Liu" Date: Fri, 30 Jul 1999 20:35:39 PDT Level 1 -difficult to follow or to read aloud -incomplete, rambling, or very awkward sentences Level 2 -choppy or rambling -awkward, force the reader to slow down or reread Level 3 -mechanical rather than fluid -occasionally awkward, may force the reader to slow down or reread Level 4 -writing flows, but connections between phrases or sentences may be less than fluid -varied sentence patterns, affects ease in oral reading Level 5 -easy flow and rhythm -carefully crafted sentences, strong, varied structures, makes reading = easy and enjoyable Level 6 -effective flow and rhythm -high degree of craftmanship, consistently strong and varied structure, reading is easy and enjoyable Anna Ontario ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com ---------------------------------------------------------------------- Subject: Re: 6Traits- ****Sentence Fluency**** Examples #1-6 From: "Anna Liu" Date: Fri, 30 Jul 1999 20:48:49 PDT Example 1 -- 4 flows but lacks energy Example 2 -- 5 easy to follow, flows, has rhythm, sentences well = constructed and words chosen to enhance meaning Example 3 -- 1 difficult to follow, awkward. Example 4 -- 3 some fluid sentences, lacks energy Example 5 -- 3 mechanical, repeated patterns Example 6 -- 1 difficult to follow, incomplete, rambling. Anna Ontario ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com ---------------------------------------------------------------------- End of 6Traits Digest -- To unsubscribe, send any message at all to: 6Traits-off@.