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List-Subscribe: List-Digest: List-Unsubscribe: Message-Id: 6Traits Digest #59 - Wednesday, August 18, 1999 Re: 6Traits- ***Writing Workshop #5 - Status of the class by Re: 6Traits- ***Writing Workshop #5 - Components - 8/17/99*** by "Dale Fulton" Re: 6Traits- Mini-lessons for Writing Workshop by "Nancy Kampfe" Re: 6Traits- Mini-lessons for Writing Workshop by Editing Checklist by "Susan Nixon" <susan@desertskyone.com> Reader's Theater scripts by "Susan Nixon" <susan@desertskyone.com> Graphic Organizers by "Susan Nixon" <susan@desertskyone.com> Re: Writing Workshop - more details by "Susan Nixon" <susan@desertskyone.com> Re: 6Traits- Mini-lessons for Writing Workshop by "Susan Nixon" <susan@desertskyone.com> ---------------------------------------------------------------------- Subject: Re: 6Traits- ***Writing Workshop #5 - Status of the class From: Lang8Arts@aol.com Date: Wed, 18 Aug 1999 10:19:31 EDT This is addressed more to the teachers of older students- the status was=20 never an issue for me until I went to middle school, where the time element=20 is more pressing.=20 When I taught 3-5 grade and only dealt with two classes of children each=20 day, I made big status charts on chart paper, then double-laminated them. As=20 the kids came in each day, they would record their plan on the chart. I stil= l=20 kept a list and often went over the kids' sign-ups orally. However, I found=20 the chart provided an interesting resource for the kids- they'd consult it t= o=20 see who to conference with, who had written what genres, the topics that wer= e=20 being worked on=85 In middle school, this kind of plan impossible with 120+ kids and 50 minute=20 blocks of instructional time. So, I went back to doing the status orally.=20 However, it eats up valuable minutes I don't have, even when everybody is=20 ready (which is not too often with 8th graders!). So this year, I'm going to=20 try a strategy that I read about on another list. I'm going to make=20 three-sided signs with the options/work choices on them. After the=20 minilesson, the kids will indicate their plan by the sign and I'll note them=20 as I circulate around the room.=20 Diane Buchanan Eighth-grade Language arts/reading specialist Hampton, VA=20 ---------------------------------------------------------------------- Subject: Re: 6Traits- ***Writing Workshop #5 - Components - 8/17/99*** From: Dale Fulton Date: Wed, 18 Aug 1999 22:23:22 -0400 I knowa I am behind and I am doing these activities as I come to them O n my mail. I am kind of out of order, but here is a strategy I use for organization. I use my hand as a signal. Each finger stands for something and I can use it for paragraphs and stories. For paragraphs, The thumb is the main idea or topic sentence, then three fingers are for at least 3 supporting details., and the pinky is for the concluding sentence. For Stories, it is approximately the same. The first paragraph or thumb is for the Introductory paragraph or main idea paragraph. Then the next three fingers are for 3 supporting paragraphs, the beginning of the story, the middle of the story and the end or climax of the story, the pinky or the final paragraph is the concluding para graph where they tie up loose ends or give some kind of feeling or interpretation of the story. have also used this with basic sentence structure for my EC children where they begin with an article, adjective, noun,verb and adverb. This helps these children to become a ware of word usage in sentences and to encourage them to write longer sentences. Dale /nc/4 ---------------------------------------------------------------------- Subject: Re: 6Traits- Mini-lessons for Writing Workshop From: Nancy Kampfe Date: Wed, 18 Aug 1999 20:26:13 -0700 I would appreciate your posting a few samples of the mini-lessons so I = could get an idea of the general format. Thanks. Nancy Kampfe, teacher of = juniors and seniors at Martin, SD ---------------------------------------------------------------------- Subject: Re: 6Traits- Mini-lessons for Writing Workshop From: AnnMath@aol.com Date: Wed, 18 Aug 1999 23:23:38 EDT Susan, Pardon my thickness, but do you assign pieces/topics? How do you keep children from only writing "stories"? My district requires four portfolio = pieces: narrative, expository (report with two- sources), commuication (letter), Persuasive writing (editorial or debate topic). Do you ever = focus on one kind of work and expect something of finished quality within a specific time frame? Would you, for instance, work on a type of poetry connected, say, to a social science topic, and expect a finished product = from all children eventually? Thanks, Ann/Frederick MD/ 5 ---------------------------------------------------------------------- Subject: Editing Checklist From: Susan Nixon <susan@desertskyone.com> Date: Thu, 19 Aug 1999 21:19:52 -0700 http://www.geocities.com/Athens/Atrium/2613/editingchecklist.html Several editing checklists are on this page. They should give you some ideas for editing in your class, perhaps. This is the Reading Lady's = site, from the 4 Blocks list. Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: Reader's Theater scripts From: Susan Nixon <susan@desertskyone.com> Date: Thu, 19 Aug 1999 21:37:51 -0700 Reader's Theater was suggested by our trainers as a terrific sentence fluency activity. Here are three: http://www.geocities.com/Athens/Atrium/2613/TackythePenguin.html http://www.geocities.com/Athens/Atrium/2613/OwlMoon.html http://www.geocities.com/Athens/Atrium/2613/Whales.html Older students will enjoy reading these, as well as younger ones. If you have reading buddies, this is a great reading/writing activity. Older students can also adapt easy books and stories for Reader's Theater for younger students, or even write their own. Dr. Seuss makes great Reader's Theater. =3D) Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: Graphic Organizers From: Susan Nixon <susan@desertskyone.com> Date: Thu, 19 Aug 1999 21:50:31 -0700 My favorite SCORE site: http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm Shows 12 graphic organizers. Some of these are very helpful to students writing factual articles. ---------------------------------------------------------------------- Subject: Re: Writing Workshop - more details From: Susan Nixon <susan@desertskyone.com> Date: Thu, 19 Aug 1999 22:08:38 -0700 Anyone else with WW experience, feel free to jump in and contribute answers. =3D) >Pardon my thickness, but do you assign pieces/topics? What I personally do is have the students brainstorm a list of topics. Parameters are things about which all or most people know something. This would include things such as: siblings getting/giving presents my neighborhood pets when I was young toys sports etc. These are written on chart paper as students suggest them, and then I hang them on the wall. In writing workshop, if they can't think of a topic, I refer them to the list. I find they often have something they want to write already. Especially once they find out how often I expect them to write! =3D) >How do you keep children from only writing "stories"? My district requires four portfolio pieces: narrative, expository (report with two- sources), commuication >(letter), Persuasive writing (editorial or debate topic). Sometimes I do a writing project which *isn't* part of writing workshop. For example, reading logs, letter writing (for an authentic reason), reports for science or social studies, math logs, etc. If you have particular requirements, those need to be practiced and produced, perhaps using WW and perhaps not. Sometimes I give the students a prompt and all students write on the same general subject. For example: You are a student who has forgotten your homework. Write an informal note to me explaining why you should not lose recess. Or: You are a friend on the playground. You want your buddies = to play tetherball with you. Write a list of reasons why they should do so. Or: You are a scientist who has just discovered gravity. Write a short paper presenting your findings. Sometimes I even let them write in pairs or triads. Not all writing in the classroom needs to be writing workshop. I do ww about 3 times a week. It's what I think of as our "real" writing, but it doesn't make our other writing any less real. >Do you ever focus on one kind of work and expect something of finished quality within a specific time frame? Would you, for instance, work on a type of poetry >connected, say, to a social science topic, and expect a finished product from >all children eventually? Absolutely. I do a poetry project each spring on the internet. Each week's poems follow a particular format. My students also must write reports summarizing their science experiments/journals. Writing Workshop is *one* way of teaching writing. It isn't the only way, or even the *one* way in a particular classroom. I find that I get more imaginative pieces, and better writing, from my students when they are writing on topics of their own choice. In real life, we don't always have a choice about our topics. As an example, one of the teachers on this list is job hunting this week and had to write an essay as part of her application. I'm sure she didn't have a wide variety of topics from which to choose! Similarly, our students don't always get to choose either. When they have a choice, some students, particularly boys, will choose non-fiction writing over fiction writing every time. Additionally, there are some students who will never finish a piece in 9-weeks unless time parameters are set for them. I might have individual goals for students, depending on the writing abilities in a particular class, or I might have general goals for the class, with exceptions for certain students. Generally, I expect average 2nd graders, after the first 9-weeks, when = they have gained some experience, to write 10-15 rough pieces and finish to publication perhaps 3-5. You will know your students best and know what you can expect from them at your grade level. Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: Re: 6Traits- Mini-lessons for Writing Workshop From: Susan Nixon <susan@desertskyone.com> Date: Thu, 19 Aug 1999 22:16:44 -0700 >I would appreciate your posting a few samples of the mini-lessons so I = could >get an idea of the general format. My mini-lessons aren't any different from any other lessons I do, they are just designed to be finished in a short period of time. Concept to be taught: A statement needs a period at the end. Objective: In finished writing, students will use periods at the ends of sentences 90% of the time. Activities: 1) Students will use numbered heads together cooperative technique to = find answers: a) What goes at the end of a sentence which tells something? b) Give an example of a telling sentence. c) What is another name for a telling sentence? 2) Students will use think-pair-share cooperative technique to correct punctuation on 3 sentences given by the teacher. 3) Each student will write 2 sentences using a period at the end. Share with your former partner and then turn in. Evaluation: Monitor student writing for the use of periods. This might have to be repeated more than once, but most second graders already know this. The morning message I mentioned before would give continuous practice. 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: