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List-Subscribe: List-Digest: List-Unsubscribe: Message-Id: 6Traits Digest #58 - Tuesday, August 17, 1999 Conventions Rubric assignment by "Valerie Dehombreux" apologies by "Susan Nixon" <susan@desertskyone.com> Re: Writing process by "Susan Nixon" <susan@desertskyone.com> ***Writing Workshop #5 - Components - 8/17/99*** by "Susan Nixon" <susan@desertskyone.com> Mini-lessons for Writing Workshop by "Susan Nixon" <susan@desertskyone.com> writing lesson url by "Susan Nixon" <susan@desertskyone.com> ---------------------------------------------------------------------- Subject: Conventions Rubric assignment From: Valerie Dehombreux Date: Tue, 17 Aug 1999 07:05:03 -0700 (PDT) Sorry this is late! School just started for both of us! Level 1: numerous errors in usage, spelling, capitalization, and even basic punctuation; difficult to read; highly irregular or frequent paragraph breaks; extensive editing needed Level 2: little control; frequent, significant errors: end-of-sentence and internal punctuation; misspelling of common words; inconsistent capitalization; meaning-blocking grammar and usage; running together paragraphs; substantial editing needed Level 3: some control; too simple text; usually correct end-of-sentence punctuation; errors: internal punctuation; spelling, capitalization, distracting grammar and usage; sometimes running together paragraphs; significant editing needed Level 4: control but narrow range; minor errors: usually correct punctuation, spelling, capitalization, and grammar and usage; sound paragraph breaks; moderate editing needed Level 5: strong control; very few errors; effective punctuation; correct spelling of difficult words; grammar contributes to style; wide range; little editing needed Level 6: same as Level 5, only stylistic through manipulation of conventions Transitions of levels (how much editing is needed): 1 to 2: extensive to substantial 2 to 3: substantial to significant 3 to 4: significant to moderate 4 to 5: moderate to little 5 to 6: both little, though Level 6 is more advanced with its maniuplation of conventions for stylistic purposes Sherry Green Fourth Grade Gilbert, AZ =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 ---------------------------------------------------------------------- Subject: apologies From: Susan Nixon <susan@desertskyone.com> Date: Wed, 18 Aug 1999 17:20:24 -0700 Apologies for the misplaced message yesterday. Every once in a while when I hit reply, Eudora apparently decides to send my message to a previous address in the outbox. =3D( I had hoped with the upgrade and a new = download of Eudora, this wouldn't happen any longer. This one slipped by me = somehow. Susan ---------------------------------------------------------------------- Subject: Re: Writing process From: Susan Nixon <susan@desertskyone.com> Date: Wed, 18 Aug 1999 18:25:07 -0700 Re-posted with Rick's permission: http://www.newmanagement.com Cut the childrens' writing paper into strips. Pass out a business-sized envelope to everyone. Have them put their names on them. The children = write their first sentence and then trade with a partner to look for = corrections. Then they bring them up to you. While in line, they need to trade with others in line. You correct it = with editing marks that the children have learned. If it needs no corrections, put a plus on it. The child then puts it in his envelope and works on sentence two. The strips of paper allow them to move the sentences around when recopying at the end! Rick came to this idea after years of telling children to rewrite work and seeing the expressions on their faces with an entire page of = correction marks on it. It's less overwhelming one sentence at a time. ---------------------------------------------------------------------- Subject: ***Writing Workshop #5 - Components - 8/17/99*** From: Susan Nixon <susan@desertskyone.com> Date: Wed, 18 Aug 1999 19:32:51 -0700 1) Mini-lessons: Short 5-10 minute lessons which highlight a grammar, usage, or other convention. (See the message listing mini-lesson topics - forthcoming). These are based on needs you see in your particular class. 2) Status Check: Before beginning to write in each workshop time, call students' names for a quick check of what their work plan is for this session: Writing, Revising, Student Conference, Teacher Conference, Illustrating, Cover. (Some people include revising and student = conferences as the same thing. I consider revising to be what you do after listening to your peers in student conference.) 3) Writing: a) Pick your own topic. b) Write on one side of the page, skip lines, tape pages together. (Or whatever your own class writing habits are.) c) Remind students about editing - no erasing, cross out instead - = whatever editing ideas you use. d) Do not write on anyone else's paper. This includes the teacher. I was devastated, as an *adult* when a teacher took a pencil and wrote on *my* paper. I always ask students for permission to change anything before posting on a web page, and I have them do their own writing to edit and revise their papers. If you have peer editing groups, they may need special rules to know that this is a time when it is alright to write on someone else's paper - just for things they are supposed to note. e) Use invented spelling. f) The writing folder: 1. Teacher Responsibilities: Keep list of finished pieces; add consistently misspelled words to spelling list. 2. Student Responsibilities: Keep current story in writing folder; work on only one story at a time. This last means that a student may write 3-5 pieces, then choose one to complete. Until it is completed, they do not work on another piece. There are always students who start over . . . and start over . . . and start over, without finishing anything, if you let = them. 3. Turnover vs. Quality: Teacher and student need to set individual standards and/or goals during Teacher Conference. 4) Conferencing a) Student/Student Conferences - when a student needs help, apply to a peer first. Some teachers assign peers, some allow students to choose = from those available. b) Teacher/Student Conferences - Requirements: must have read to 2 = others first; must be able to read it to you (go back and practice until they can read it); have enough clues in words for readers to figure it out. It is perfectly alright to have a "No Teacher Conference" day. Sometimes it is good to just wander the classroom and check on what students are doing, or *how* they are doing it. 5)Typing/Illustrating/Publishing a) Typing - Student could read story in a cassette player for typing; go to a parent with teacher approved manuscript; put the whole writing folder in the typing box; until completed and returned, student can help others = or read silently. b) Illustrating - (After mini-lesson on illustrating) Illustrate and then put on publishing shelf. After bound with cover by teacher, work on = cover. c) Publishing - Options include turning into a book, making an anthology (class or individual), posting on a web page, reading over morniing announcements or school television or radio station, etc. If published as a book, include title, author, picture of author, publishing sticker, = date, dedication, etc. Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: Mini-lessons for Writing Workshop From: Susan Nixon <susan@desertskyone.com> Date: Wed, 18 Aug 1999 19:35:43 -0700 If you would like to develop specific mini-lessons to use with a = particular book or writing format or genre, I would be happy to post them on the web site. Here's the list of general topics I use: Accuracy in Reporting Adjectives for Interest Audience (For whom are you writing?) Authors (author studies, styles, etc. - could even be last year's prolific students) Author's Chair (classroom authors) Capitalization of Proper Nouns Capitalization of the First Word in a Sentence Choosing a writing topic Classroom procedures (how, what, why of WW) Commas Complete sentences Conjunctions and Transitions (and/or/but/since/then/so/because/ etc.) Copyright Dedication Dictionary Skills Dividing Words Between Syllables Editors Endings Epilogues Exclamation Points Figurative Language for Interest Focus of story Foreword Illustrators Lead-ins (hooks) Letter Sounds Listening Skills Main Idea Making Sense Margins Paragraphing Periods Plot Structure (definite beginning/middle/end) Point of View Possessives Plurals Poetry Publishers Question Marks Quotation Marks Reading Aloud Run-on Sentences Sensory Details Sentence Types Sequence Showing Emphasis by Italics, Underlining, or Capitalization Spacing Between Words Spelling Student Conferencing Supporting Details Title Page Thesaurus (how to use one, how to make your own) Verb-Subject Matching Verb Tenses Vocabulary Voice (1st person, 3rd person) Writing Genres (personal narrative, fiction, non-fiction, poetry, letters, plays, reports, newspaper articles, fantasy, mystery, advertisements, cartoons, current events, etc.) ---------------------------------------------------------------------- Subject: writing lesson url From: Susan Nixon <susan@desertskyone.com> Date: Wed, 18 Aug 1999 20:58:50 -0700 http://www.thursdaysclassroom.com/12aug99/dracula_lessonplan.htm If you like to connect writing across the curriculum, here's an = opportunity for a writing assignment connected to eclipses. An interesting site. =3D) http://www.thursdaysclassroom.com/index.html Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- End of 6Traits Digest -- To unsubscribe, send any message at all to: 6Traits-off@. Archive of past digests is at: