Great job, everyone!! During this session we will look at Organization and Voice. Please read Chapters 3 and 4 and respond to the following.
Chapter 3 -- Organization
Look at the "Quick Ponits to remember..." on Page 71. This trait focuses on
introduction
transitions
sequencing
pacing
conclusion
We need to teach students how to do each of these. This chapter is full of activities and materials to use for each of them.
Share one activity you would use for two of the above mentioned steps.
Share a great lead or ending from a story you have read with your class that could be used to model leads and endings.
Here is the opening sentence from How to Steal a Dog --
"The day I decided to steal a dog was the same day my best friend, Luanne Godfrey, found out I lived in a car."
After reading the 3 reasons why students struggle with organization (P. 71), share which one you think is the biggest reason for their struggle.
Chapter 4 -- Voice
What reason do you think is the biggest reason students struggle with voice?
This book suggests using literature to teach voice (P. 129). Suggest some pieces of literature you would use with your class to model voice. I love using picture books for any kind of modeling with writing.
I also think it's important to note on Page 128 the author discusses how important reading is to support writing instruction.
Share an activity you would use to help your student TAKE A RISK (P. 133).
Remember to comment with 2 other people.
Everything is due by 4/10. Remember the hand outs I sent you are filled with literature and activities you can use. I will let you know as soon as our shared file is available.
Have a great 2 weeks.
Sunday, March 29, 2009
Monday, March 16, 2009
Session 2 Chapters 1 and 2
We are off to a great start. It feels like a very energetic group. Once I get the folder set up for everyone, I will post the links. This assignment is due by Friday, 3/27. Please read Chapters 1 & 2 and complete the following assignments:
CHAPTER 1
This chapter focuses on "weaving" assessment and instruction. They break the traits down into 2 groups --
REVISION TRAITS include Ideas/Organization/Voice/Word Choice and Sentence Fluency
EDITING/PUBLISHING TRAITS include Conventions and Presenation
This chapter emphasizes the idea of using the Traits to drive instruction. Our writing instruction cannot be a "one size fits all" model. We base our lessons on our students' writing. One student is in need of revision while another needs help with editing. This program moves away from using the writing process as a series of steps (see Page 22). "...Brainstorming and webbing on Monday, drafting on Tuesday, revising on Wednesday, editing on Thursday..."
Share your thoughts on the "Writing Process". What do you feel are some of the most important parts of the process? What do you see as the biggest differences between the Traits and the traditional Writing Process?
After reading "The Redwoods" (Page 26) and "Fox) (Page 27)-- share which student you feel is the stronger writer and why.
CHAPTER 2 IDEAS
Read the sample papers and how they were assessed. Remember these are only assessed for IDEAS. Do you agree or disagree with their overall scoring? Would you be able to look at your student's papers and score just for one trait?
The 4 key pieces to this trait are listed on Page 51. I find students need to be taught how to do each of these. This chapter provides a Focus Lesson for instruction in each of these areas. After each focus lesson they provide additional activities you can use for each area. Read through all of the focus lessons and additional activities.
Discuss 2 (either focus lessons or additional activities) that you would like to try and use (this year or next) in your classroom. Elaborate a bit on what parts you would use and what parts you might change.
Remember to comment on 2 other member's ideas or comments. Have a Great 2 weeks.
CHAPTER 1
This chapter focuses on "weaving" assessment and instruction. They break the traits down into 2 groups --
REVISION TRAITS include Ideas/Organization/Voice/Word Choice and Sentence Fluency
EDITING/PUBLISHING TRAITS include Conventions and Presenation
This chapter emphasizes the idea of using the Traits to drive instruction. Our writing instruction cannot be a "one size fits all" model. We base our lessons on our students' writing. One student is in need of revision while another needs help with editing. This program moves away from using the writing process as a series of steps (see Page 22). "...Brainstorming and webbing on Monday, drafting on Tuesday, revising on Wednesday, editing on Thursday..."
Share your thoughts on the "Writing Process". What do you feel are some of the most important parts of the process? What do you see as the biggest differences between the Traits and the traditional Writing Process?
After reading "The Redwoods" (Page 26) and "Fox) (Page 27)-- share which student you feel is the stronger writer and why.
CHAPTER 2 IDEAS
Read the sample papers and how they were assessed. Remember these are only assessed for IDEAS. Do you agree or disagree with their overall scoring? Would you be able to look at your student's papers and score just for one trait?
The 4 key pieces to this trait are listed on Page 51. I find students need to be taught how to do each of these. This chapter provides a Focus Lesson for instruction in each of these areas. After each focus lesson they provide additional activities you can use for each area. Read through all of the focus lessons and additional activities.
Discuss 2 (either focus lessons or additional activities) that you would like to try and use (this year or next) in your classroom. Elaborate a bit on what parts you would use and what parts you might change.
Remember to comment on 2 other member's ideas or comments. Have a Great 2 weeks.
Sunday, March 15, 2009
INTRODUCTION
Welcome everyone!! My name is Liz Watts, and I am a 5th grade teacher at Shelter Rock School. I'm constantly looking for ways to improve my writing instruction. Personally, I feel it's one of the most difficult subjects to teach. What I like about the Traits is how each part of writing is broken down. Students are able to focus on their voice or word choice or organization. This allows them to become more aware of what they need to do to improve as writers.
I'm looking forward to sharing the theory and practice of 6+1 Traits of Writing with you. The book you have received is written by Ruth Culham. The concept comes from the Northwest Regional Educational Laboratory in Portland, Oregon. Below is a link to their website.
Copy and paste it and investigate what they have to offer.
http://www.nwrel.org/assessment/department.php?odelay=2&d=1
There are numerous websites supporting this program. I will share them with you as we move along.
Today we will log on, read our assignment and post an introduction.
Today before you leave -- post an introduction and respond to one other learner.
This week only the assignment will be due on Friday, 3/20. Please read the introduction, starts on Page 7. Respond to the following:
On Page 11 read the short definitions -- which ones do you feel you currently include in your writing instruction and which ones do you feel could be improved upon;
Look through the website I sent you. Share one or two things you found helpful there. There are links for lessons, sample papers, products, etc.
Have a great week. Session 2 will be posted tonight. It is due on 3/27.
I'm looking forward to sharing the theory and practice of 6+1 Traits of Writing with you. The book you have received is written by Ruth Culham. The concept comes from the Northwest Regional Educational Laboratory in Portland, Oregon. Below is a link to their website.
Copy and paste it and investigate what they have to offer.
http://www.nwrel.org/assessment/department.php?odelay=2&d=1
There are numerous websites supporting this program. I will share them with you as we move along.
Today we will log on, read our assignment and post an introduction.
Today before you leave -- post an introduction and respond to one other learner.
This week only the assignment will be due on Friday, 3/20. Please read the introduction, starts on Page 7. Respond to the following:
On Page 11 read the short definitions -- which ones do you feel you currently include in your writing instruction and which ones do you feel could be improved upon;
Look through the website I sent you. Share one or two things you found helpful there. There are links for lessons, sample papers, products, etc.
Have a great week. Session 2 will be posted tonight. It is due on 3/27.
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