Received: from [209.75.187.203] (HELO ) by MDCCLXXVI.com (Stalker SMTP Server 1.8b6) with SMTP id S.0000286041 for <6Tarchive@CyberSpaces.net>; Sat, 14 Aug 1999 23:10:04 -0700 Date: Sat, 14 Aug 1999 23:10:01 -0700 Subject: 6Traits Digest #55 - 08/14/99 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 #55 - Saturday, August 14, 1999 Re: 6Traits- ****Conventions - 7/9/99 - #1**** by "Gray" Re: 6Traits- Conventions examples #1, #2, #3 by "Gray" Re: 6Traits- ****Conventions - 7/9/99 - #1**** by "Gray" conventions rubric by "D. Weissman" convention strategies by "D. Weissman" Re: 6Traits- ***Word Choice #3*** Assignment - 11/20/99 by "Janet Franklin" Re: 6Traits- Word Choice - Example #1-33 by "Janet Franklin" Example of Conventions by "Valerie Dehombreux" ---------------------------------------------------------------------- Subject: Re: 6Traits- ****Conventions - 7/9/99 - #1**** From: "Gray" Date: Sat, 14 Aug 1999 07:51:28 -0400 This is a multi-part message in MIME format. ------=3D_NextPart_000_014B_01BEE629.D0B7B2E0 Content-Type: text/plain; charset=3D"iso-8859-1" Content-Transfer-Encoding: quoted-printable RUBRIC Level 1 - Not Yet Numerous errors Makes text difficult to read Reader unable to focus on message Very limited control of standard writing conventions Frequent spelling errors Irregular paragraph breaks Need for extensive editing Level 2 - Emerging Little control of standard writing conventions Frequent, significant errors impede readability Spelling errors frequently distract reader Ineffective paragraphs Capitalization often incorrect Substantial need for editing Level 3 - Developing Limited control of standard writing conventions Errors being to impede readability Some control over conventions End-of-sentence punctuation usually correct Spelling errors that distract the reader Capitalization errors Errors do not block meaning but do distract Significant need for editing Level 4 - Competent Writing demonstrates control of standard writing conventions Minor errors do not impede readability Correct end-of-sentence punctuation Spelling that is usually correct Correct capitalization Problems are not severe enough to distort meaning or confuse reader Moderate need for editing Level 5 - Experienced Strong control of standard writing conventions Uses conventions to enhance communication Errors do not impede readability Effective use of punctuation Correct spelling Correct capitalization Paragraph breaks reinforce organizational structure Correct grammar and usage Skill in wide range of conventions Little need for editing Level 6 - Wow Writing demonstrates exceptionally strong control of standard writing =3D conventions Errors do not impede readability Punctuation guides reader Paragraph breaks reinforce organizational structure Correct spelling Correct capitalization Correct grammar and usage Skill in wide range of conventions=3D20 Little need for editing Roberta Gray Grade 2, Geneva, Ohio rgray7@alltel.net gray_ro@mail.neomin.ohio.gov Sherri Hurst Gr.2 Geneva, Ohio Jackie Meehan Gr. 2 Geneva, Ohio =3D20 ------=3D_NextPart_000_014B_01BEE629.D0B7B2E0 Content-Type: text/html; charset=3D"iso-8859-1" Content-Transfer-Encoding: quoted-printable

RUBRIC
Level 1 - Not Yet
Numerous =3D errors
Makes text=3D20 difficult to read
Reader unable to focus on message
Very =3D limited=3D20 control of standard writing conventions
Frequent spelling=3D20 errors
Irregular paragraph breaks
Need for extensive =3D editing
Level 2 -=3D20 Emerging
Little control of standard writing =3D conventions
Frequent,=3D20 significant errors impede readability
Spelling errors frequently =3D distract=3D20 reader
Ineffective paragraphs
Capitalization often=3D20 incorrect
Substantial need for editing
Level 3 - =3D Developing
Limited=3D20 control of standard writing conventions
Errors being to impede=3D20 readability
Some control over conventions
End-of-sentence =3D punctuation=3D20 usually correct
Spelling errors that distract the =3D reader
Capitalization=3D20 errors
Errors do not block meaning but do distract
Significant =3D need for=3D20 editing
Level 4 - Competent
Writing demonstrates control of =3D standard=3D20 writing conventions
Minor errors do not impede =3D readability
Correct=3D20 end-of-sentence punctuation
Spelling that is usually =3D correct
Correct=3D20 capitalization
Problems are not severe enough to distort meaning or =3D confuse=3D20 reader
Moderate need for editing
Level 5 - =3D Experienced
Strong=3D20 control of standard writing conventions
Uses conventions to =3D enhance=3D20 communication
Errors do not impede readability
Effective use of=3D20 punctuation
Correct spelling
Correct capitalization
Paragraph =3D breaks=3D20 reinforce organizational structure
Correct grammar and usage
Skill = =3D in wide=3D20 range of conventions
Little need for editing
Level 6 - =3D Wow
Writing=3D20 demonstrates exceptionally strong control of standard writing=3D20 conventions
Errors do not impede readability
Punctuation =3D guides=3D20 reader
Paragraph breaks reinforce organizational structure
Correct = =3D spelling
Correct capitalization
Correct grammar and usage
Skill = =3D in wide=3D20 range of conventions
Little need for editing

Roberta Gray
Grade 2, Geneva, Ohio
rgray7@alltel.net
gray_ro@mail.neomin.ohio.gov= =3D

Sherri Hurst
Gr.2
Geneva, =3D Ohio

Jackie Meehan
Gr. 2
Geneva,=3D20 Ohio

------=3D_NextPart_000_014B_01BEE629.D0B7B2E0-- ---------------------------------------------------------------------- Subject: Re: 6Traits- Conventions examples #1, #2, #3 From: "Gray" Date: Sat, 14 Aug 1999 07:56:31 -0400 EXAMPLES Example 1 - Level 3 -limited control of conventions, errors in grammar and usage do not block meaning but do distract reader, misspelling of common words, capitalization errors, significant need for editing Example2 - Level 5 - strong control of standard writing conventions, = errors are so few and so minor that they do not impede readability, correct capitalization, wide range of conventions, little need for editing Example 3 - Level 2 -little control over basic conventions, many end-of-sentence errors, misspelling of common words, capitalization is = often incorrect, errors in grammar and usage interfere with readability and meaning, substantial need for editing. Roberta Gray Grade 2, Geneva, Ohio rgray7@alltel.net gray_ro@mail.neomin.ohio.gov Sherri Hurst Gr.2 Geneva, Ohio Jackie Meehan Gr. 2 Geneva, Ohio ---------------------------------------------------------------------- Subject: Re: 6Traits- ****Conventions - 7/9/99 - #1**** From: "Gray" Date: Sat, 14 Aug 1999 07:58:57 -0400 I am not sure about this one as I feel most published books are examples = of good conventions. from "TACKY the Penguin" They came with maps and traps and rocks and locks, and they were rough and tough. As the thump...thump...thump drew closer; the penguins could hear the growly voices chanting, "We're gonna catch some pretty penguins, And we'll march'em with a switch, And we'll sell'em for a dollar, And get rich, rich, RICH!" Roberta Gray Grade 2, Geneva, Ohio rgray7@alltel.net gray_ro@mail.neomin.ohio.gov ---------------------------------------------------------------------- Subject: conventions rubric From: "D. Weissman" Date: Sat, 14 Aug 1999 08:04:09 -0400 Level 1 - frequency of errors on all fronts interfers with meaning basic punctuation missing or incorrect frequent misspellings random capitalization or lack of caps. Extensive editing required Level 2 little control over conventions many end of sentence punctuation errors distracting spelling errors random paragraphing grammar and usage errors Separator: substantial editing required,little control Level 3 limited control of conventions End of sentence punctuation usually correct common misspellings errors in usage or grammar don't interfere with meaning significant editing required Separator: limited control, correct end of sentence punctuation, usage and grammar errors don't interfere with meaning significant editing Level 4 control over basic conventions correct end of sentence punctuation, capitalization, paragraphs most words spelled correctly usage and grammar errors are minor moderate editing Separator: control over basic conventions, correct end of sent. punctuation, capitalization, paragraphing Level 5 strong control of conventions correct spelling of even difficult words, correct capitalization, punctuation, strong paragraph breaks few grammar and usage errors little need for editing Separators: strong control, few spelling, grammar or usage errors, little need for editing Level 6 Exceptionally strong control of conventions may manipulate conventions for style strong and effective use of punctuation few spelling grammar or usage errors little need for editing Separators: exceptionally strong control, manipulation of conventions for style, strong and effective punctuation, little need for editing Deb Weissman Gr 6 Jaffrey, NH ---------------------------------------------------------------------- Subject: convention strategies From: "D. Weissman" Date: Sat, 14 Aug 1999 08:18:32 -0400 To check for spelling errors: Read your piece of writing backwards. Start with the last word and work towards the beginning. To check for capitals and end punctuation: Using a colored pencil or highlighter, go through your piece of writing and highlight the beginning and end of every sentence. Some spelling strategies: Homophones really mess up spelling for many. Identify some of the more common homophones: they're/their/ there; you're/ your; it's/ its, our/are etc. Have kids work with a partner or partners. Assign each group a set of homophones. Each person needs to create a poster which shows the correct spelling and usage of the confusing homophone. The poster needs the word spelled correctly, a sentence using the word correctly, and an illustration. These posters need to be large enough to be visible from most areas of your room. They will be visual reminders for the kids all year. Ex: The monkey swung THROUGH the jungle. An illustration of a monkey swinging on a vine in the jungle among a lot of trees. The monkey THREW a banana to his friend. An illustration of a monkey throwing a banana. They can also include a definition if they wish. Deb Weissman Gr 6 Jaffrey, NH ---------------------------------------------------------------------- Subject: Re: 6Traits- ***Word Choice #3*** Assignment - 11/20/99 From: Janet Franklin Date: Sat, 14 Aug 1999 11:20:51 -0600 --------------C3EA63C52E764B3ED6D37E09 Content-Type: text/plain; charset=3Diso-8859-1; x-mac-type=3D"54455854"; = x-mac-creator=3D"4D4F5353" Content-Transfer-Encoding: quoted-printable X-MIME-Autoconverted: from 8bit to quoted-printable by mailer.cia-g.com id = LAA28443 Sorry...I am presently sifting through ab increasing amount of email trying to catch up! I know I am at least two week behind (maybe more) but I refuse to give up and erase everything. Susan, You were wondering about Success For All... we are now going through the staff training and the more I see, the more I like. It is an inordinate amount of work at this point but if kiddos learn to read, It will be worth it all. The proof of the pudding is in the tasting...will let you know who it is working in the classroom when we get into it. Dave, looks to me like getting started in Denver is becoming time consuming also...am sending this to the list with both names...let Susan and I know if you don't agree. Word Choice #3... Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 MESSAGE: general monotonous and ordinary effectively conveys conveys misused language inappropriate conveyed message in message in an detracts from meaning to audience an interesting, exceptionally & purpose precise, & interesting, natural way Precise, & natural way WORD general, colorless, flat, words that words that accurate, accurate, CHOICE: vague imprecise work, but work, but are specific words strong, don't capture not that energize specific and interest "energizing" writing powerful words striking vocab. that energize vivid expression striking and ordinary words varied vocab. used unusually original expression ordinary words used unusually WORD extremely monotonous mostly attempts at employs a employs a RANGE: limited repetitive accurate. colorful broad range broad range reliance on technical language carefully chosen carefully chosen worn language or technical and placed for and placed for expressions jargon over or language or impact impact that distract inappropriately jargon from meaning used occasionally overused IMAGES: do not fuzzy or general few experiments clear images words evoke fit text absent basic with language may use strong images avoids clich=3DE9s figurative may use some fine language figurative language moments hope this works, Dave Janet 2 SFA Facilitator Denver NM --------------C3EA63C52E764B3ED6D37E09 Content-Type: text/html; charset=3Dus-ascii Content-Transfer-Encoding: 7bit Sorry...I am presently sifting through ab increasing amount of email = trying to catch up! I know I am at least two week behind (maybe more) but I refuse to give up and erase everything.

Susan, You were wondering about Success For All... we are now going through the staff training and the more I see, the more I = like. It is an inordinate amount of work at this point but if kiddos learn to read, It will be worth it all. The proof of the pudding is in the tasting...will let you know who it is working in the classroom when we get into it.

Dave, looks to me like getting started in Denver is becoming time = consuming also...am sending this to the list with both names...let Susan and I know if you don't agree.

Word Choice #3...

= ; &n= bsp; Level = 1 &n= bsp; Level = 2 &n= bsp; Level = 3 &n= bsp; Level = 4 &n= bsp; Level = 5 &n= bsp; Level 6

MESSAGE:    = general           &n= bsp;      monotonous and        = ordinary           &= nbsp;   effectively           conveys           &n= bsp; conveys
           = ;            &n= bsp;            = ;            &n= bsp;        misused language    inappropriate     conveyed            message in        message in an
           = ;            &n= bsp;            = ;             detracts from meaning    to = audience           &= nbsp;           &nbs= p;             an interesting,    exceptionally
           = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;         & = purpose           &n= bsp;            = ;            &n= bsp; precise, = &            interesting,
               &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;          natural = way            Precise, &
           = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ; ! ;            &= nbsp;         natural way

WORD          general,            colorless, = flat,            words = that            words = that            accurate,           =      accurate,
CHOICE:      = vague           &nbs= p;    imprecise           =           work, = but            work, but are        specific = words        strong,
           = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;   don't capture        = not            =             that energize         specific and
           = ;               =             &nb= sp;            =             &nb= sp;            =             interest           &= nbsp;      "energizing"        = writing           &n= bsp;    powerful words
           = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;   striking vocab.   that energize
           = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;   vivid expression   striking and
           = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;   ordinary words        varied = vocab.
           = ;            &n= bsp;            = ;            &n= bsp;            = ;              &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp; used unusually        = original
           = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ; ! ;            &= nbsp;           &nbs= p; expression
           = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ; ! ;            &= nbsp;          ordinary words
           = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ; ! ;            &= nbsp;          used unusually

WORD        = extremely        monotonous           = ; mostly           &nb= sp;         attempts = at            employs = a            employs a
RANGE:    = limited           &n= bsp;   repetitive           = ;     accurate.           =          colorful           &= nbsp;    broad range        broad range
           = ;            &n= bsp;            = ;            reliance = on            technical           =          language            carefully chosen    carefully chosen
           = ;            &n= bsp;            = ;            worn            = ;           language = or            &= nbsp;   technical           =    and placed for        and placed for
           = ;            &n= bsp;            = ;            expressions        jargon over = or            language = or            impact           &nb= sp;        impact
           = ;            &n= bsp;            = ;            that distract       = inappropriately          jargon
           = ;            &n= bsp;            = ;            from meaning    = used            = ;            &n= bsp;      occasionally
                  &nb= sp;            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;            =           overused

IMAGES:   do = not            fuzzy = or            &= nbsp;   general           &n= bsp;            few experiments        clear = images        words evoke
           = ;         fit text            absent           &nb= sp;      basic           &nbs= p;            &= nbsp;   with = language            may = use            =         strong images
           = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ; avoids = clichés          &= nbsp; figurative           = ;     may use
           = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;            = ; some = fine            = ;        language          figurative language
           = ;            &n= bsp;            = ;            &n= bsp;            = ;               =             &nb= sp;            =            moments

hope this works,

Dave           &n= bsp;        Janet
2           &nbs= p;            &= nbsp; SFA Facilitator
Denver           = ;      NM

--------------C3EA63C52E764B3ED6D37E09-- ---------------------------------------------------------------------- Subject: Re: 6Traits- Word Choice - Example #1-33 From: Janet Franklin Date: Sat, 14 Aug 1999 13:49:43 -0600 WORD CHOICE My Stereo LEVEL 2 MOVING INTO LEVEL 3? Night in the Forest LEVEL 4 ? Belview LEVEL 5 MOVING INTO A 6? ---------------------------------------------------------------------- Subject: Example of Conventions From: Valerie Dehombreux Date: Sat, 14 Aug 1999 14:33:10 -0700 (PDT) After a week of school preparation, I finally got around to sending this! This is from "Chrysanthemum" by Kevin Henkes. I like his use of italics. I just realized that I can't do italics with my email program, so I'll put each italicized word in CAPS: "MY name is long," said Mrs. Twinkle. "It IS?" said Jo. "MY name would scarcely fit on a name tag," said Mrs. Twinkle. It WOULD?" said Rita, pointing. "AND---" said Mrs. Twinkle, "I'M named after a flower, too!" "You ARE?" said Victoria. "Yes," said Mrs. Twinkle. "My name is Delphinium. Delphinium Twinkle. And if my baby is a girl, I'm considering Chrysanthenum as a name. I think it's absolutely perfect." =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 ---------------------------------------------------------------------- End of 6Traits Digest -- To unsubscribe, send any message at all to: 6Traits-off@. Archive of past digests is at: