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List-Subscribe: List-Digest: List-Unsubscribe: Message-Id: 6Traits Digest #57 - Monday, August 16, 1999 ****Conventions #8 - 8/16/99**** by "Susan Nixon" <susan@desertskyone.com> ***Conventions - Student Rubric*** by "Susan Nixon" <susan@desertskyone.com> ****Conventions #9 - 8/16/99**** by "Susan Nixon" <susan@desertskyone.com> Some thoughts to ponder by "Susan Nixon" <susan@desertskyone.com> ***Writing Workshop #1 - 8/16/99*** by "Susan Nixon" <susan@desertskyone.com> ***Writing Workshop #2 - Day 1 - 8/16/99*** by "Susan Nixon" <susan@desertskyone.com> Wrapping it up by "Susan Nixon" <susan@desertskyone.com> ***Writing Workshop #3 - Day 2 - 8/16/99*** by "Susan Nixon" <susan@desertskyone.com> ***Writing Workshop #4 - Days 3-4 - 8/16/99*** by "Susan Nixon" <susan@desertskyone.com> ---------------------------------------------------------------------- Subject: ****Conventions #8 - 8/16/99**** From: Susan Nixon <susan@desertskyone.com> Date: Tue, 17 Aug 1999 10:51:08 -0700 Where's the link to instruction? *Defining the purposes for editing *Distinguishing between revision and editing *Placing editing appropriately within writing process *Learning/Using editing symbols *Learning to think like an editor *Developing a "proofreader's eye" *Allowing students control over their own editing *Providing resources, time, support ---------------------------------------------------------------------- Subject: ***Conventions - Student Rubric*** From: Susan Nixon <susan@desertskyone.com> Date: Tue, 17 Aug 1999 11:04:22 -0700 "Editing is easy. All you have to do is cross out the wrong words." ---Mark Twain Student Rubric - Conventions 5-6 Paper: Mostly Correct There are very few errors in my paper; it wouldn't take long to get this ready to publish. *I have used capitals correctly. *Periods, commas, exclamation marks, and quotation marks are in the right places. (Use grade appropriate expectations on this one.) *My spelling is accurate. *Every paragraph is indented to show where a new idea begins. *My grammar/usage is consistent and shows control. 3-4 Paper: About Halfway Home A number of bothersome mistakes in my paper need to be cleaned up before I am ready to publish. *Spelling is correct on simple words. It may not always be right on the harder words. *Most sentences and proper nouns begin with capitals, but a few have been overlooked. *Paragraphs are present, but not all begin in the right spots. *A few problems with grammar and punctuation might make a reader stumble or pause now and again. *My paper reads like a first draft; I was more concerned with getting my ideas down than making sure all the editing was done. 1-2 Paper: Editing Not Under Control Yet It would take a first reading to decode, and then a second reading to get the meaning of my paper. *Spelling errors are common, even on simple words. (Speling errer our commun, evin on simpl werdz.)# *My paper has errors in punctuation and grammar that send the reader back to the beginning of a sentence to sort out meaning. *I've got capital errors scattered all over the piece. *I haven''t got the hang of paragraphs yet. *The truth is, I haven't spent much time editing this paper. #The student rubric in the book has errors in every line this way. I feel that it makes it impossible for a student who is already having trouble to decide what the problems with the paper might be. I have not written them that way. If you would like it with the errors in it, mailto:susan@desertskyone.com and I will send it to you written with the errors. ---------------------------------------------------------------------- Subject: ****Conventions #9 - 8/16/99**** From: Susan Nixon <susan@desertskyone.com> Date: Tue, 17 Aug 1999 10:53:40 -0700 Posters to hang in class: CONVENTIONS I start each sentence with a capital letter. I use readable or correct spelling and ending punctuation marks. Other people can read my words. And/Or CONVENTIONS *Did I use paragraphs? *Is it easy to read my spelling? *Did I use periods and question marks? *Did I use capital letters in the right places? ---------------------------------------------------------------------- Subject: Some thoughts to ponder From: Susan Nixon <susan@desertskyone.com> Date: Tue, 17 Aug 1999 13:35:10 -0700 > "Children have never been very good at listening to their elders, but = they > have never failed to imitate them." James Baldwin > > "What its children become...the community will become." > Suzanne Lafollette > > "Children need models rather than critics." > Joseph Joubert ---------------------------------------------------------------------- Subject: ***Writing Workshop #1 - 8/16/99*** From: Susan Nixon <susan@desertskyone.com> Date: Tue, 17 Aug 1999 16:46:09 -0700 Recommended books on the writing process: _The Art of Teaching Writing_ by Lucy Calkins _The Reading-Writing Connection_ published by Milliken _Build a Literate Classroom_ by Donald Graves >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>= > >>>> Preparation needed: 1) Inventive spelling strategies - some need to be taught before = beginning workshops. If you use a word wall, word banks or individual student spelling dictionaries, these are very helpful also. Just start with basic strategies, and keep adding as the year progresses. 2) Editing marks - a standard list of editing marks, geared for your = grade level and writing expectations, need to be posted. These may be developed with students. 3) Typist - who will type the student stories? Options are students, parents, you, high school helpers, or other volunteers. NOTE: If you have those parents who love to help, but can't come into the classroom because of younger children or jobs, this is a perfect job for them. *Always* keep readable copies of anything you send home to a = parent. I put things in an envelope and put the envelope in the appropriate student's backpack personally. Be sure parents have a list of your expectations - how long they have to do the typing; what corrections you expect them to make. Make sure you know the parents' abilities, as well. 4) Material - What will be available to students for their writing projects? Where will it be in the room? Add something new from time to = time. 5) Conferencing - Where and when will student-teacher conferences take = place? 6) Author Sharing - What system will you have in place for sign-ups to share? Will students share with one other person, a small group, the entire class? What will your criteria be for a student being ready to = share? 7) Publishing methods - How will materials be published? In binders? In individual books? Laminated on construction paper? On the web? Or? 8) Finished folders - Where will students put papers they are ready to have typed? Is there a system for letting you know? A pre-requisite = check list? 9) Filing system - Where will students keep stories they are writing? What are your expectations for how many pieces need to be developed each marking period? (Students may work on 3-5 pieces, but fully develop only 1, then move on to other pieces or go back to the original group. Not every piece needs to reach publication point.) What pieces go home and = how often? Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: ***Writing Workshop #2 - Day 1 - 8/16/99*** From: Susan Nixon <susan@desertskyone.com> Date: Tue, 17 Aug 1999 16:55:51 -0700 Launching Writing Workshop Schedule: work toward these amounts of time (at the start, especially in lower grades, times will be less): 5-10 minute mini-lesson (not every single day - may continue to work on the same skill, or have a brief review) 20-30 minutes writing/conferencing time 5-10 minutes author share time Day 1: 1) Schedule - Tell students the days of the week and the minutes for WW. Be consistent, and do what you say. 2) Topic - Unless you have a special activity, a holiday, or a special lesson, the topic is normally chosen by the writer. 3) Editing/Erasing - These lessons were done about two weeks before beginning workshop. Remind students that there is to be no erasing and = no trashing of papers. They can cross out, make arrows, use other editing = marks. 4) Inventive spelling - Remind students to sound out, use the word wall/banks, individual spelling dictionaries, etc. 5) Conferencing - Have a "Do Not Disturb" card to put up when you are conferencing with students. Teach them to understand that when a child is conferencing, that time is theirs alone, as it will be when each student talks with you. Rules for signing up for conference might include: edit it yourself, read it to two other people and make revisions based on their comments, when they are completely stuck (and have consulted two other students first), etc. You might make a check sheet of things to be done before signing up for a conference. When no students need conferences, the teacher can wander the room, stopping to check on students who have not signed up in some time, or who might need extra help and motivation. 6) Start writing! ---------------------------------------------------------------------- Subject: Wrapping it up From: Susan Nixon <susan@desertskyone.com> Date: Tue, 17 Aug 1999 16:33:20 -0700 Well, that's it for the 6 Traits, folks! Did you think we'd ever finish? = =3D) If you are interested in the certificate of participation hours for your district, please e-mail your postal address. mailto:susan@desertskyone.com (This is for those who e-mailed their assignments - I will wait until this coming Friday to have all the assignments, so if you are a little behind, keep sending to me.) I am developing a one page class summary and instructor qualification = sheet for those of you who need it to show your district and help convince them to give you the clock hours, inservice hours, or whatever your district calls it. Tell me if you need that, or only the certificate. I'm going to send along a few things I have on Writer's Workshop. I hope those of you with experience in this area will jump in with advice, pointers, tips, whatever you think will help. The 6Traits rubric lessons can become the mini-lessons for the Writer's Workshop. Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: ***Writing Workshop #3 - Day 2 - 8/16/99*** From: Susan Nixon <susan@desertskyone.com> Date: Tue, 17 Aug 1999 17:02:21 -0700 Day 2: 1) Student folders: (may have a student generated list of topics on = which to write) for current work; students may decorate in free time - not writing time. 2) Taping pages together: Show students how to cut and re-tape pages = when revising. 3) Status Check: Explain status check list. (A class list down the left side - status across the top - writing, student conference, teacher conference, illustrating, cover - put M, T, W, Th, F in the appropriate box; or days of the week across the top and use w, sc, tc, i, and c for = the task each student is accomplishing.) 4) Teacher conference: Explain again the requirements for a teacher conference. They cannot put something in the typing box until you have initialed and dated it. 5) Write! ***If a student can't think of something to write, they may check with another student, or go to the student generated list of topics. ---------------------------------------------------------------------- Subject: ***Writing Workshop #4 - Days 3-4 - 8/16/99*** From: Susan Nixon <susan@desertskyone.com> Date: Tue, 17 Aug 1999 17:07:17 -0700 Day 3: 1) Review: prevvious things with which students had difficulty. 2) Illustrating procedure: (on typed copy only) Picture must go with words. Original written piece goes back in folder with typed copy. 3) Write! Day 4: 1) Review: again, anything causing a problem. 2) Explain Cover Procedure: Title, picture, author's name, author information, publishing sticker, etc. 3) Status check/write! ***Work in the author sharing part with your class when it seems appropriate for your group of students. Maybe not done the first couple = of weeks. ***If you are confused, stay with me - more in depth information is coming in the Components section. =3D) ---------------------------------------------------------------------- End of 6Traits Digest -- To unsubscribe, send any message at all to: 6Traits-off@. Archive of past digests is at: