Date: Fri, 18 Jun 1999 23:10:01 -0700 Subject: 6Traits Digest #7 - 06/18/99 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: 6Traits Digest #7 - Friday, June 18, 1999 Re: 6Traits Digest #6 - 06/17/99 by "D. Weissman" Writing by Re: 6Traits- All done! Next job by "Laura Eble" Re: 6Traits- Writing by Re: 6Traits- Writing by "Kristine Peterson" Re: 6Traits- Writing by "Susan Nixon" <susan@desertskyone.com> Re: 6Traits- Writing by "Janiece Walsh" Re: grades for writing by "dee" Early writing mini lessons by "Smith, David" OOOOPS SORRY!!!!!! by "Smith, David" $$$ by "Susan Nixon" <susan@desertskyone.com> Re: grades for writing by "Susan Nixon" <susan@desertskyone.com> bouncing mail by "Susan Nixon" <susan@desertskyone.com> Re: 6Traits- $$$ by Re: 6Traits- OOOOPS SORRY!!!!!! by Re: 6Traits- buddies by "Shirley Holloway" Re: 6Traits- Writing by "Avis Breding" Re: 6Traits- Early writing mini lessons by "Laura Eble" more bouncing by "Susan Nixon" <susan@desertskyone.com> Time Managment help needed by "Amy Schrader" Re: 6Traits- All done! Next job by Re: 6Traits- Writing by "Roy" Re: 6Traits- All done! Next job by "Donald Mattoon" ---------------------------------------------------------------------- Subject: Re: 6Traits Digest #6 - 06/17/99 From: "D. Weissman" Date: Fri, 18 Jun 1999 06:01:40 -0400 Is there a general intro to this list - What do I have to do? I teach 6th grade reading and writing and use writer's workshop 3 out of 5 days. I've struggled with it for 2 years, am convinced it's the way to go, but still feel as though I need a lot of help! Deb weissman@top.monad.net ---------------------------------------------------------------------- Subject: Writing From: Micteachme@aol.com Date: Fri, 18 Jun 1999 07:47:09 EDT BTW, let me share a statistic Dottie Hall gave us in the 4 Blocks workshop today - 50% of children learn to read through their writing - some of them *solely* because they are writing, and others in conjunction with other learning happening. I thought that was *very* significant, and probably quite logical, when considering that what students write for themselves = has more meaning than what some stranger writes for them. =3D) I love this statement from Dottie, but it made little impact on me until I = started to realize that my lowest readers were becoming my best writers. Suddenly the light went on and I not only become a bigger believer, but realized why it was so important to keep the model as it was. No = tinkering with the experts!! I guess I am a slow learner!! Becky Michel 2nd Decatur, IL ---------------------------------------------------------------------- Subject: Re: 6Traits- All done! Next job From: Laura Eble Date: Sat, 19 Jun 1999 08:15:41 -0500 If there is no problem with it, I would really appreciate it if you would share your mini lessons (especially for early writers). Thanks. Laura 1st grade Chicago, IL At 10:36 PM 6/17/99 -0400, you wrote: >AnnMath@aol.com wrote: > >> Before we get started, can anyone out there give me a little background = on >> Writer's workshop so that I can see if I am on track in terms of background. >> I know generally about the idea, but is there a protocol I could brush up on? >> I'll have a student teacher next year and want to do everythig = "right",. >> natch. After 22 years of teaching, there are a few things out there = that >> pass one by. Thanks, AnnMath > >********************************************** >Ann, Writing workshop is writing process. Kids are writing on topics of their >choice. The kids write everyday. Students will learn to use all these steps of >process writing: > >**************************************************** >Brainstorming (What can I write about?) >First Draft (Writing the story) >Conferencing (Talking about the story) >Revising (Changing the story) >Publishing (Final Draft). >*************************************************** >The premise is that writing is divided into three parts every day: >Teacher models writing by doing a mini lesson. >Children write, and teacher conferences with students. >Children share (author's chair; conference chair). > >*************************************************** >I have a huge number of mini lessons for early and fluent writers. I = have posted >them to 4 blocks (probably too many times). If you want them posted to = you >individually I can. Susan, maybe I should post them to this list?? They are not >six traits organized but I think they will blend in (I hope!). > > > ---------------------------------------------------------------------- Subject: Re: 6Traits- Writing From: DLM2nd@aol.com Date: Fri, 18 Jun 1999 09:10:21 EDT In a message dated 6/18/99 7:48:34 AM Eastern Daylight Time, Micteachme@aol.com writes: << BTW, let me share a statistic Dottie Hall gave us in the 4 Blocks = workshop today - 50% of children learn to read through their writing - some of = them *solely* because they are writing, and others in conjunction with other learning happening. >> And let me go one step further for you....lots of children learn to write through reading! It is by seeing good writing that children learn how to write! So...children learn to write when they are reading, and read when they are writing! Dedra ---------------------------------------------------------------------- Subject: Re: 6Traits- Writing From: Kristine Peterson Date: Fri, 18 Jun 1999 09:13:11 -0700 In looking at students' work, I use the 6-trait scoring guide. But, the trouble comes about when I have to give a letter report card grade. To me a 3 paper is a low c, but if you average the numbers they come out to an F! How do you grade writing? kris ---------------------------------------------------------------------- Subject: Re: 6Traits- Writing From: Susan Nixon <susan@desertskyone.com> Date: Fri, 18 Jun 1999 11:05:05 -0700 At 09:13 AM 6/18/99 -0700, you wrote: >In looking at students' work, I use the 6-trait scoring guide. But, >the trouble comes about when I have to give a letter report card grade. >To me a 3 paper is a low c, but if you average the numbers they come out >to an F! How do you grade writing? Hi, Kris, Good question, and I'm climbing on my soapbox now! The important thing to understand, and you will hear this from me over and over, is that the rubric is *not* a grade. The rubric is an ongoing check on = how students' writing is progressing along a continuum. It's an evaluation of their strengths and weaknesses. Reality is that we have to give grades, and this is unfair in writing, because that can be developed in anyone, but it is a special talent for some. Cunnigham and Hall compare this to a foot race where children who are fast get to run toward the goal from 20 yards, children who can walk get to run from 40 yards and children who are crawling run from 60 yards. (That's simplified.) That's what we do to our writers and our readers, = and maybe it applies in math, science and social studies, too! When I grade a student paper, I try to evaluate how well they fulfilled my assignment. If the mini-lesson was on paragraphing, did they try to use paragraphs, for instance. Does it have a beginning, middle and end if it is fiction, or some sequence if it is non-fiction? Children who make an attempt, no matter how poor, get the C (I do not give Ds or Fs in writing!). Children who have attempted and done a fair job get the B and children who have excelled in the exercise get the A. This still handicaps those who are disadvantaged writers - don't have an experience bank, for instance. But not as badly. I try to make the conference more important than the grade. I give students one or two things they have done very well, and tell them one thing I'd like them to work to improve. At report card time, I have a conference which shows them the growth they've made in the = grading period, try to leave them feeling good about their writing, and explain = why I've given the grade that I have. I encourage them by explaining what = they have to do to improve the grade, which I know, thanks to the rubric! It doesn't matter what has to be improved, I just help them set a goal for improving their writing. The rubric has only come into it recently, and it made my job a *whole* = lot easier! I know I sometimes feel in an adversarial position with students because = of grades. I'm trying to take grades less seriously. Grades are arbitrary = in some areas and based on percentages in other areas. I remember when growing up that everyone told me how important grades were. When is the last time someone asked how well you did in Junior High? When is the last time someone asked to see your elementary report card from grade 4? For that matter, after the college admissions people took a = look, when is the last time someone wanted your high school transcript? Grades are a way of letting parents know what kind of progress children = are making. I am always sending home letters to parents letting them know that! Because of all this, I refuse to fail a child who is making every effort to succeed, no matter how bad the effort fails. The only zeroes children get, the only children getting Fs, are those who don't try. = Oh, someone collects your gradebook at the end of the year? I change all grades below 50 to 50%, unless it's lack of effort. Think about a child who has three grades - a 100%, a 85% and a 18%. = That's a D. Obviously, the student knows more than the D shows! Make that 18 a 50, and it better reflects the student's learning and ability. I got this idea from an article I read by a university professor. Unfortunately, I don't remember his name, or the site where the article was posted. =3D( If we want children to succeed, we can't continue to tell them they are failing. I know that doesn't work for me! We need to concentrate more on the things they are doing correctly, and let them grow. Susan Nixon Grade 2 Phoenix, AZ ---------------------------------------------------------------------- Subject: Re: 6Traits- Writing From: Janiece Walsh Date: Fri, 18 Jun 1999 11:10:11 -0600 About grading writing, you are so right when you say that grades come out lower when you use the averaging system. I like to be more subjective about this grade. I get a sample of what the student can do when they come to my class on day one. Then I use this as a baseline measurement for improvement. If they show no improvement- they would get a letter grade of D at the end of the teaching quarter. If they show a little improvement C, etc. This is very up to the individual students ability and performance. I have taught fifth grade for 7 years and this has serviced my needs for assessment. Sincerely, Janiece Walsh ---------------------------------------------------------------------- Subject: Re: grades for writing From: "dee" Date: Fri, 18 Jun 1999 14:11:12 -0500 Susan gave this example of how one low grade drastically affects an = average: > Think about a child who has three grades - a 100%, a 85% and a 18%. That's > a D. Obviously, the student knows more than the D shows! Make that 18 = a > 50, and it better reflects the student's learning and ability. I got = this > idea from an article I read by a university professor. Unfortunately, I > don't remember his name, or the site where the article was posted. =3D( I think she's referring to Dr. Scott Mandel, who has the website, = "Teachers Helping Teachers" at: http://www.catty.com/~mandel/index.html His article about grading, specifically how grades lower than 50% severely skew an average used to be on the website, but I couldn't find it (pages loading a bit slowly for me). Regardless, after reading, re-reading, an pondering his stance, I decided I could change the way I assign grades. = By not allowing a grade to go below 50%, there is still evidence that the student did not meet passing criteria (65% at my school), but it still allows them to bring their grade out of the cellar with improved scores. Dee Funfsinn Earlville School 6th grade dkfunfsinn@tsf.net ---------------------------------------------------------------------- Subject: Early writing mini lessons From: D-SMITH@cybersol.com (Smith, David) Date: Fri, 18 Jun 1999 15:57:37 -0400 Laura Eble wrote: > If there is no problem with it, I would really appreciate it if you = would > share your mini lessons (especially for early writers). Thanks. > Laura > 1st grade > Chicago, IL > > At 10:36 PM 6/17/99 -0400, you wrote: > >AnnMath@aol.com wrote: > > > >> Before we get started, can anyone out there give me a little = background on > >> Writer's workshop so that I can see if I am on track in terms of > background. > >> I know generally about the idea, but is there a protocol I could = brush > up on? > >> I'll have a student teacher next year and want to do everythig = "right",. > >> natch. After 22 years of teaching, there are a few things out there = that > >> pass one by. Thanks, AnnMath > > > >********************************************** > >Ann, Writing workshop is writing process. Kids are writing on topics = of > their > >choice. The kids write everyday. Students will learn to use all these > steps of > >process writing: > > > >**************************************************** > >Brainstorming (What can I write about?) > >First Draft (Writing the story) > >Conferencing (Talking about the story) > >Revising (Changing the story) > >Publishing (Final Draft). > >*************************************************** > >The premise is that writing is divided into three parts every day: > >Teacher models writing by doing a mini lesson. > >Children write, and teacher conferences with students. > >Children share (author's chair; conference chair). > > > >*************************************************** > >I have a huge number of mini lessons for early and fluent writers. I = have > posted > >them to 4 blocks (probably too many times). If you want them posted to = you > >individually I can. Susan, maybe I should post them to this list?? = They > are not > >six traits organized but I think they will blend in (I hope!). > > > > > > Rubric Area: Content and Ideas 1. Writing Workshop mini lesson teacher modeling writing for the whole = class. We decide on a topic. Teacher begins recording on chart paper the = sentences as they say them. (It is important to for them to see that what is said is = what I write and what I write is what they said.) As I am writing I talk. For = example, "sentences begin with a capital". Teacher should actually sound out words = so kids hear what is being said. Teacher should say, "A finger space goes = between words." Once again explaining what a word is. Teachers need to say, "At = the sentence you put a period." She should be explaining again that the end = of a sentence is not necessarily at the end of the line. Then the class reads = the story whole group as the teacher points to the words. 2. Writing workshop mini lesson teacher modeling how to write a story. This mini lessons should be done many many MANY many times. Tell the = children that today during the writing workshop you will show them how to write a = story. Explain that they have a job to do while you are writing your story: it = will be their job to use their eyes, their ears, and their brains. They are to = use their eyes to watch everything you do. They are to use their ears to listen to everything you say. They are to use their brains to remember what they = see and hear so they will know how to write a story. First, talk about your story. What are some things that I know about that = I could write a story about? I could write a story about... I think I'll write a story about... Where will my story take place? Who will be in my story? What will the problem be? How will I solve the problem? What words will start my story? Second, write your story using the chalkboard, chart paper, an overhead projector. Make some or all of the following mistakes: omit some words omit some capital letters omit some punctuation marks use some incorrect words Reread your story often while writing. Add any missing words. Correct incorrect words by putting one line through the incorrect word. Correct = spelling and punctuation errors. When you are finished, have the children tell everything they saw and heard you do while you were writing your story. Record their responses on a chart. Post the chart for future reference. 3. Writing workshop mini lesson modeling how to write. Before each writing session, we did a daily news or some kind of modeled = or interactive writing. This helped the children have clear expectations of = what to do. I modeled what to do when I came to a word that was tricky ('stretch" = the word to hear the sounds, clap long lords to hear the "chunks"), how to = find words on the word wall, etc. Included in that modeling session, I did a quick = McCracken lesson before I began writing. I gave them the tools they needed to get started. We started the year writing diary type journals because = recalling daily events was easier for the kids than to make up a story. This way = they could concentrate on writing words. Once they felt more comfortable in their = writing (taking risks through invented spelling and a bank of high frequency known = words including using the word wall) I began to model other types of writing. I = would model for a long time before I would require them to begin writing = different genres but they were always allowed to start earlier if they wished. Most = did. 4. Writing Workshop mini lesson think-alouds Students should be writing with the teacher modeling all of the following possibilities: Using a picture to guide writing, poems, letters, rhymes, = class books that link with literature, individual books, cartoons. Rubric Area: Content and Ideas Continued... 5. Writing Workshop mini lesson how to map a topic. We choose a topic together and talk about how everything relates to that = topic. This mini lesson needs to be completed numerous times in the beginning of = the year and repeated once a week all year. Teachers may model a variety of = ways to brainstorm include ready made graphic organizers, making a list, a = semantic map, the brainstorm page of boxes, and others. 6. Writing Workshop mini lesson journals. The class with the teacher guiding brainstorms topics. They chose one and = begin to write. Use a date stamp to record dates to document their progress in = the writing process progress. The journals help to show where each child is = at in their writing and documents improvements. At the beginning it is not = uncommon for kids to cry and say they don't know how to write. Encourage them to = get thoughts down on paper and REMEMBER you must be doing teacher modeling how = to write with the whole class. 7. Writing Workshop mini lesson brainstorming using a picture. Pass around a picture. We discuss the picture and then teacher writes a = story using think-aloud technique. Teacher writes a story modeling writing = about the picture. Erase the story and have the class work together to write a = story. Write down exactly what they say. Then read it aloud pointing to the = words. Discuss if it sticks to the topic. Eventually as the class stays on = topic; individuals begin mapping a topic. Teachers should go over and over the modeling. Keep checking the children's writing to see that they are on = topic only. 8. Writing Workshop mini lesson kids pick their own topic to brainstorm. While the students are writing, the teacher walks around watching that = the kids are writing on topic. If a child is not on topic, then provide the = scaffolding for the child to succeed. Model for that one child like you did for the = whole groups. 9. Writing Workshop mini lesson modeling taking mapping and writing a = story. Once the kids are keeping their brainstorm paper on topic, teacher should = begin modeling mapping and writing a story, while checking off the mapping = words. After several teacher think-alouds the kids begin to map and write stories themselves. 10. Writing workshop mini lesson Using the senses. Get the five senses involved. Ask probing questions that stir memories. Christmas was fun. How was it fun. Who came? What did they wear? Think = about Christmas. Could you hear the sleigh bells jingling. How did Christmas dinner taste? Was the turkey juicy or dry? Did your aunt's special pudding make = you gag? How did it taste? How did it smell? What sounds did you hear? What = did you see? Was the present as big as a tree? Was the dinner disgusting or = the best turkey you've ever eaten? 11. Writing workshop mini lesson First grade awareness of beginnings and endings. Fostering an awareness of good beginnings and endings may be = developmentally more realistic, and therefore more effective, than demanding revision from primary students. A first grade teacher I know found that out the hard = way. She was continually frustrated because her students could spot good leads, as = well as extraneous words in their endings, but still opposed revising their work = to bring them out. "I finally realized how hard physically it is for some of these = kids to grip that pencil and put any words on the page-of course they refused to = cut!" she explained. After much thought, she decided to have students underline = or star strong potential leads and endings in their writing, using bright colored markers; she didn't require them to begin or close their pieces with those = words. 12. Writing Workshop mini lesson endings. When kids write a story that just stops in the middle the teacher = encourages the child to add on an ending. Rubric Area: Mechanics / Conventions 1. Writing Workshop mini lesson editing. The kids check for spelling and punctuation themselves first then with a partner. At this time they =91re responsible for having what they have = been taught done correctly. Some teachers make an "I CAN DO"list for each individual student. (see examples at end of packet). 2. Writing Workshop mini lesson edit in conference in first grade. It is great that you are doing writer's workshop with your first-graders. = The question of editing is a big one, at this level. We need to remember that = if students are going to "publish" a piece to be posted in a hallway (or the = like), the writing should be as correct as possible. The general public does not understand the developmental process of writing at an early emergent and = emergent level. When I work with students at these levels, I edit with the child = sitting right next to me. I decide which errors need to be discussed with each child. All the children have different needs. I only = discuss one or two things with a child on a piece. I have the children write in = pencil. They skip spaces so we have room to edit on the same paper. If I were to = discuss all the errors with each child, I would have two problems: first, the = child would be overwhelmed; and second, it would take forever. I find that selecting = one or two things usually helps to move the child along. I focus on putting a = period (or whatever) at the end of sentences and on starting sentences with capital = letters. If the child has that, I begin to work on other things. I will repair = spelling and grammar errors for the children. As the year moves on, I begin to talk = about peer editing and we move to that. The children work with a partner to help = fix their piece before they bring it to me. Then when I edit, I have both of = the children there--thus getting two birds with one stone. The issue of = copying work over is a major one. Children seem to hate it. I do require this once = in a while because I want them to take something all the way through the = writing process. I also want them to improve their handwriting. Most often, I get volunteers to input the stories on a computer before we post them or put = them into notebooks for others to read. We keep the rough drafts in a portfolio = so the children can see growth over time. They make illustrations to go with = their stories before posting them in the hall. 3. Writing Workshop mini lesson Words that the child is accountable for In the writing folder, there is a paper with the heading, "Words I know". = Once a child has demonstrated consistently the correct spelling of a word, it = is added to his words I know sheet. If the child writes a words I know word wrong, he = is held accountable to fix it. Classroom word walls may provide other words = that the child can be held accountable for. 4. Writing Workshop mini lesson I am learning to and I can! To help assist teachers in keeping track of the stars and wishes that = each child has, there is a paper in the writing folder with the labels, "I am = learning" and "I can!" When the child does something consistently, the teacher records = the date under the "I can!" Rubric Area: Style 1. Writing workshop mini lesson Language Experience Story. After a field trip, the teacher gathers the children around chart paper. = They write about their common experience. 2. Writing workshop mini lesson Letters after field trip. After a field trip students can reflect on what they've learned. The = kids will have a hands on experience. They will discuss what they've experienced, including questions and discussions about the field trip. 3. Writing workshop mini lesson Developing Idea Charts. Each question should be on its own chart. Each chart needs to be = developed on different days. What Can Stories Be About? Teacher could say, "I could write a story = about a zoo because I have been there." Students will be encouraged to share places = they have been." Suggestions: soccer game, vacation, visiting Grandma, = birthday party, pet, school, going to a friend's house. Who or What Can Stories Be About? Read a story. Who is in the story? = Who is in (name another book you've read the class before today)? As they name characters, the teacher should point out the generic name (child says: = Stuart Little; teacher writes: mouse). Suggestions: princess, ghost, teacher, = birthday party, dog, parents, children. Where Can Stories Take Place? Teacher asks, "What is a setting?" Read a = story. Ask the student to identify where and when the story took place. Then = brainstorm other settings that a story could take place in. You could hold up books = and ask them, "Where is this story?" "What about this one?" Suggestions: store, = school, home, castle, cave, museum, fire station. What Kinds of Problems Can Be Found in Stories? Read a story. What is = the problem? Make a list of problems the class has experienced. You can = include problems that no one has experienced. Suggestions: getting lost, losing something, being scared, getting hurt, getting angry, being wrongly = accused. How Can Stories Begin? Teacher should read the beginnings of several = books. Reread as necessary. Have the students look for beginnings in the books = in your classroom. 4. Writing Workshop mini lesson SPIN A STORY *****Teacher has 6 spinners. Time Animals Characters Setting Feelings Weather Monday bat child street mean snowy morning bee magician beach sad windy today dragon cowboy house sleepy cloudy night bird astronaut forest hungry foggy 200 years dog king island happy sunny October cat Indian airplane angry hot 2001 A.D. horse pirate ship stupid cold afternoon lion parent park scared rainy *****The child spins each spinner, records the words on his/her brainstorm = paper and then writes a story incorporating each word into the story. The = spinners give the children the key words. The storyline is up to them. Rubric Area: Style continued... 5. Writing Workshop mini lesson Adding Description with 5Ws and more. First the class read a nonfiction book. Then the students offered = sentences about the main ideas. The teacher lists these on chart paper writing big = enough so the children can see the words. Teacher doesn't correct grammar or = ideas. Then the teacher cuts apart the story into sentences and tapes them in = sequence on board so writing can be added under the headings. Then teacher rereads = their story and asking 5W questions, encouraging details. The teacher guides = them to add more details. This needs to be modeled over and over and over. First Draft: Firemen put out fires on houses. They save animals. They have a firedog called Dalmatian. They have a red fire truck. They have a siren on the top. They have a firehouse. Second Draft: Firemen are always ready to help. Firemen put out fires on houses. The = fire is very hot and smokey. They feel hot and sweaty. They save animals that = can't get out of the fire. People love their pets. They have a firedog called = Dalmatian that have really good noses and ears. Sometimes the dog finds kids in a = fire. They have a red or yellow fire truck. On the truck there are ladders, = hoses, tools, and everything else they need to put out a fire. They have a siren = on the top of the truck, which makes lots of noise so people can hear them coming = and get out of the way. Firemen have yellow and red suits that are = fireproof. They have masks to help them breathe. They have a firehouse where they eat and = sleep for two days at a time so they are ready for the fire. Firemen are our = heros! Firemen put out fires on houses. They save animals. They have a firedog = called Dalmatian. They have a red fire truck. They have a siren on the top. = They have a firehouse. 6. Writing Workshop mini lessons making writing experiences authentic. Write a letter to the principal telling him that they want a better lunch selection. (or tell him/her that he/she is doing a great job). Once my = kids were a little more confident in their writing, I would allow them to use = journal time to write important notes. (For example, if their ball went on the roof at = recess they could write a note to the janitor. Our janitor LOVED this and we = always got our balls back first.) Or if there was a problem/argument at recess..... = I would tell them to write it down so they wouldn't forget and I would solve the = problem when I had both sides in writing...... etc. When I taught 2nd grade = (though you could easily adjust this to 1st as the kids get more proficient) I would = have the kids write a letter to their parents every Friday telling them of what we = had done all week. the parents loved this! 7. Writing Workshop mini lesson Story Starter. Occasionally kids will benefit from being given several story starters = from which to choose one to write about. Some teachers have ideas listed on = sheets of paper. Other teachers have ideas listed on laminated shapes and hanging = on a metal ring. The idea is to help the students brainstorm and think of new = ideas to write about. This should not be the only way you encourage kids to = write. ICE CREAM STORY STARTERS I had to make up a new ice cream flavor. Take a Big Lick: Pick an ice cream cone and write a delicious story! The cones are all gone. What shall I use? I dreamed I worked in an ice cream factory. We opened the shop door and all the ice cream was gone! A strange smell was coming through the ice cream store. As I reached for my ice cream, my money had disappeared. The first lick was good, but then I found... Rubric Area: Style continued... 8. Writing workshop mini lesson frame sentences part one. The teacher asks a question then records on the chart paper or sentence = strips all the children's answers. It is important that the teacher writes large = enough so the children can participate in a shared reading of the answers. Some = example questions: What can you see? I see I see I see I see I see I see What can you do? I can What goes up? A _________ goes up. What can your legs do? Legs can Teachers leads the children in a discovery time by asking them questions. = How does each sentence begin? Are the sentences the same in any way? Where? = Where does it say, "My legs can pedal my bike." Using picture cards to assist = the students, they can begin rereading the sentences in a pocket chart. The = children could then write their word on the line of a framed sentence and draw a = picture to go with it. The pictures with the framed sentences could be made into = a class book. 9. Writing workshop frame sentences part two. First do the kindergarten frame sentence mini lesson. Then extend it. Write one of the "I can" statements on a sentence strip. If the sentence reads, "I = can walk" then the following is how to extend it. A ______ can walk. A ______ can walk. A ______ can walk. But a _____ can't walk. Using pictures and/or words, generate a yes pile and a no pile. Have the students write their own verse. Rubric Area: Organization 1. Writing Workshop mini lesson expanding "I like". Children pick a favorite sentence from a story and expand on that one = sentence. For example, a child writes a story. I like my mom. I like my dad. I like my dog. I like my friend. Then the teacher has the child pick one sentence to write another story = from. Child picks, "I like mydog." The child brainstorms different things about = a dog: bark had since a puppy brown fetches furry Rubric Area: Organization continued... 2. Writing Workshop mini lesson beginning, middle, end in first grade. The first step of this mini lesson is to model it several times with your class. Discuss how a beginning is telling your reader what you are = writing about; middle is your mapping; and end would retell the beginning with a = feeling of excitement or strong emotion. 3. Writing Workshop mini lesson create blank 3 page booklets. To provide the structure many early writers need, add a front and back of construction paper to three pages of paper stapled together. Parent = volunteers or handy kids can staple them together for you. The student must write a = short story with a beginning(page 1) middle (page ) and end(page 3). One = suggestion is to give each child a sticker as a brainstorming tool. 4. Writing workshop mini lesson sentence structure (telling sentences) OWL (observation, wonderings, links to child's life) Read a book, answer = each question, write sentences about the book. For example, complete this = activity using the book, The Frog Prince. Step 1: Children sit in a circle. Step 2: Read book to the class. Step 3: Use as many copies of the book that you have access to. Step 4: Pass the book around the circle. Step 5: Have each child look at the book and say a sentence beginning = with: I noticed that... or I saw... or I observed... Step 6: Repeat activity beginning with I wonder... Step 7: Repeat activity beginning with This book is linked to me = because... After oral mini lessons above are completed numerous times the children = write their answers. Then have students write 3 sentences using OWL including I noticed...; I wonder...; I linked this book to me because... (In = kindergarten this is only an oral activity.) 5. Writing workshop mini lesson questions using specific words Define and model asking questions starting with specific words: what does would where when do may did why is can which who how could are 6. Writing Workshop mini lesson Guess What? ***Teacher picks one prompt. ***The students brainstorm all the different things they could put in = their pocket. Teacher lists the possibilities on the board. ***The child then puts the item he'll pick in the center of story mapping. = He builds a story around that word. ***Child begins his story with the prompt. Then continues writing until = the story is complete. ***Group shares stories showing all the possibilities. Suggested PROMPTS: In my pocket I keep I turned the corner and I saw I went upstairs and I = met Late at night I heard I looked under my bed and there was On my feet I = put In my cup I tasted What I liked best for lunch is I opened my window and = in came I opened the door and saw In the kitchen I smelled In my sock I felt In the cage I saw On my head I put ---------------------------------------------------------------------- Subject: OOOOPS SORRY!!!!!! From: D-SMITH@cybersol.com (Smith, David) Date: Fri, 18 Jun 1999 16:12:21 -0400 OH NO I am so sorry Susan. I forgot to change the send to line!!! Oh, I REALLY didn't mean to do this! deb michigan 2nd grade ---------------------------------------------------------------------- Subject: $$$ From: Susan Nixon <susan@desertskyone.com> Date: Fri, 18 Jun 1999 13:16:02 -0700 Thanks, Molly G. and Julia P., for the donations which came in today's mail. Much appreciated. I'm keeping the money in my Hershey's can (you know, with all the credit cards to avoid impulse buying) in a dresser drawer, until there's enough to take to the bank. Just in case anyone wants to know what happens to it. =3D) Susan Nixon DesertSky Quilting 10445 W. Flower Avondale, AZ 85323-4403 USA Artistic stitching and embellishment to enhance your quilt top mailto:susan@desertskyone.com ---------------------------------------------------------------------- Subject: Re: grades for writing From: Susan Nixon <susan@desertskyone.com> Date: Fri, 18 Jun 1999 13:20:28 -0700 > >I think she's referring to Dr. Scott Mandel, who has the website, = "Teachers >Helping Teachers" at: http://www.catty.com/~mandel/index.html That's the one! I've written Dr. Mandel to ask if he would forward a copy of that article to us that I could post on the list, since the subject of grades has come up, and is a headache for every teacher I know. I told him he had the opportunity to change the minds of 155 people. =3D) = Hopefully, he will share with us. Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: bouncing mail From: Susan Nixon <susan@desertskyone.com> Date: Fri, 18 Jun 1999 13:21:36 -0700 Does anyone know Mail to her from the list keeps bouncing, and I will have to unsub her if = I can't locate her some other way. =3D( Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: Re: 6Traits- $$$ From: SixTeach@aol.com Date: Fri, 18 Jun 1999 16:27:31 EDT I must have missed the post about money.... can anyone enlighten me, = please! Thanks, Linda(Atlanta) ---------------------------------------------------------------------- Subject: Re: 6Traits- OOOOPS SORRY!!!!!! From: DeDe741188@aol.com Date: Fri, 18 Jun 1999 16:29:38 EDT I am really excited you did!!! thanks so much. deirdre ---------------------------------------------------------------------- Subject: Re: 6Traits- buddies From: "Shirley Holloway" Date: Fri, 18 Jun 1999 16:09:02 -0500 I could be a buddy. I teach second and I have been out of town and need a buddy.Shirley Holloway/second grade ---------- >From: Leanne >To: SixTraitsMailring <6Traits@> >Subject: Re: 6Traits- buddies >Date: Thu, Jun 17, 1999, 5:02 PM > >Susan...so sorry! I have been busy writing reports and haven't checked >my mail! I am teaching second and need a buddy...are there are left? > >Leanne. > > > ---------------------------------------------------------------------- Subject: Re: 6Traits- Writing From: Avis Breding Date: Fri, 18 Jun 1999 16:56:01 -0500 I would agree with Janiece: When I go over the first draft with them, and show where they can improve..then the grade is in their hands..just for the improvements.. but not for what they actually wrote. If one of the suggestions was there could be 4 paragraphs instead of 2.. and nothing happens.. that part of the rubric does not change. If they do change it... then it does change. I found that they were always anxious to find out what the changed grade would be. However.. I find that time is a big factor in working with the whole class and there is no way I can do a good job with them in one week. Two weeks maybe.. or a little plus. So we do other writing assignments inbetween that are not on a rubric. Does any one else have trouble with time?? ;-) Avis AJB -- http://www.bismarck.k12.nd.us/bps/myhre/ 5-6 Grade Looping Teacher http://www.esosoft.com/abreding/ 5-6gradeconnection@esosoft.com *3-4gradelink@esosoft.com Call on God, but row away from the rocks = ********************* ---------------------------------------------------------------------- Subject: Re: 6Traits- Early writing mini lessons From: Laura Eble Date: Sat, 19 Jun 1999 18:08:55 -0500 Thanks for sharing your mini lessons:)They look great! Laura At 03:57 PM 6/18/99 -0400, you wrote: >Laura Eble wrote: > >> If there is no problem with it, I would really appreciate it if you = would >> share your mini lessons (especially for early writers). Thanks. >> Laura >> 1st grade >> Chicago, IL >> >> At 10:36 PM 6/17/99 -0400, you wrote: >> >AnnMath@aol.com wrote: >> > >> >> Before we get started, can anyone out there give me a little background on >> >> Writer's workshop so that I can see if I am on track in terms of >> background. >> >> I know generally about the idea, but is there a protocol I could = brush >> up on? >> >> I'll have a student teacher next year and want to do everythig "right",. >> >> natch. After 22 years of teaching, there are a few things out there that >> >> pass one by. Thanks, AnnMath >> > >> >********************************************** >> >Ann, Writing workshop is writing process. Kids are writing on topics = of >> their >> >choice. The kids write everyday. Students will learn to use all = these >> steps of >> >process writing: >> > >> >**************************************************** >> >Brainstorming (What can I write about?) >> >First Draft (Writing the story) >> >Conferencing (Talking about the story) >> >Revising (Changing the story) >> >Publishing (Final Draft). >> >*************************************************** >> >The premise is that writing is divided into three parts every day: >> >Teacher models writing by doing a mini lesson. >> >Children write, and teacher conferences with students. >> >Children share (author's chair; conference chair). >> > >> >*************************************************** >> >I have a huge number of mini lessons for early and fluent writers. I = have >> posted >> >them to 4 blocks (probably too many times). If you want them posted = to you >> >individually I can. Susan, maybe I should post them to this list?? = They >> are not >> >six traits organized but I think they will blend in (I hope!). >> > >> > >> > > >Rubric Area: Content and Ideas >1. Writing Workshop mini lesson teacher modeling writing for the whole class. > We decide on a topic. Teacher begins recording on chart paper the sentences as >they say them. (It is important to for them to see that what is said is what I >write and what I write is what they said.) As I am writing I talk. For example, >"sentences begin with a capital". Teacher should actually sound out = words so >kids hear what is being said. Teacher should say, "A finger space goes between >words." Once again explaining what a word is. Teachers need to say, "At = the >sentence you put a period." She should be explaining again that the end of a >sentence is not necessarily at the end of the line. Then the class reads = the >story whole group as the teacher points to the words. > >2. Writing workshop mini lesson teacher modeling how to write a story. > This mini lessons should be done many many MANY many times. Tell the children >that today during the writing workshop you will show them how to write a story. >Explain that they have a job to do while you are writing your story: it will be >their job to use their eyes, their ears, and their brains. They are to use their >eyes to watch everything you do. They are to use their ears to listen to >everything you say. They are to use their brains to remember what they see and >hear so they will know how to write a story. > >First, talk about your story. What are some things that I know about = that I >could write a story about? > I could write a story about... > I think I'll write a story about... > Where will my story take place? > Who will be in my story? > What will the problem be? > How will I solve the problem? > What words will start my story? > >Second, write your story using the chalkboard, chart paper, an overhead >projector. Make some or all of the following mistakes: > omit some words > omit some capital letters > omit some punctuation marks > use some incorrect words > > Reread your story often while writing. Add any missing words. Correct >incorrect words by putting one line through the incorrect word. Correct spelling >and punctuation errors. When you are finished, have the children tell everything >they saw and heard you do while you were writing your story. Record = their >responses on a chart. Post the chart for future reference. > >3. Writing workshop mini lesson modeling how to write. > Before each writing session, we did a daily news or some kind of modeled = or >interactive writing. This helped the children have clear expectations of what to >do. I modeled what to do when I came to a word that was tricky = ('stretch" the >word to hear the sounds, clap long lords to hear the "chunks"), how to find words >on the word wall, etc. Included in that modeling session, I did a quick McCracken >lesson before I began writing. I gave them the tools they needed to get >started. We started the year writing diary type journals because = recalling >daily events was easier for the kids than to make up a story. This way they could >concentrate on writing words. Once they felt more comfortable in their writing >(taking risks through invented spelling and a bank of high frequency = known words >including using the word wall) I began to model other types of writing. I would >model for a long time before I would require them to begin writing = different >genres but they were always allowed to start earlier if they wished. Most did. > >4. Writing Workshop mini lesson think-alouds > Students should be writing with the teacher modeling all of the = following >possibilities: Using a picture to guide writing, poems, letters, rhymes, class >books that link with literature, individual books, cartoons. > >Rubric Area: Content and Ideas Continued... >5. Writing Workshop mini lesson how to map a topic. > We choose a topic together and talk about how everything relates to that topic. >This mini lesson needs to be completed numerous times in the beginning of = the >year and repeated once a week all year. Teachers may model a variety of ways to >brainstorm include ready made graphic organizers, making a list, a semantic map, >the brainstorm page of boxes, and others. > >6. Writing Workshop mini lesson journals. > The class with the teacher guiding brainstorms topics. They chose one = and begin >to write. Use a date stamp to record dates to document their progress in = the >writing process progress. The journals help to show where each child is at in >their writing and documents improvements. At the beginning it is not uncommon >for kids to cry and say they don't know how to write. Encourage them to = get >thoughts down on paper and REMEMBER you must be doing teacher modeling = how to >write with the whole class. > >7. Writing Workshop mini lesson brainstorming using a picture. > Pass around a picture. We discuss the picture and then teacher writes a story >using think-aloud technique. Teacher writes a story modeling writing about the >picture. Erase the story and have the class work together to write a = story. >Write down exactly what they say. Then read it aloud pointing to the = words. >Discuss if it sticks to the topic. Eventually as the class stays on = topic; >individuals begin mapping a topic. Teachers should go over and over the >modeling. Keep checking the children's writing to see that they are on = topic >only. > >8. Writing Workshop mini lesson kids pick their own topic to brainstorm. > While the students are writing, the teacher walks around watching that the kids >are writing on topic. If a child is not on topic, then provide the scaffolding >for the child to succeed. Model for that one child like you did for the whole >groups. > >9. Writing Workshop mini lesson modeling taking mapping and writing a = story. > Once the kids are keeping their brainstorm paper on topic, teacher = should begin >modeling mapping and writing a story, while checking off the mapping = words. >After several teacher think-alouds the kids begin to map and write stories >themselves. > >10. Writing workshop mini lesson Using the senses. > Get the five senses involved. Ask probing questions that stir memories. >Christmas was fun. How was it fun. Who came? What did they wear? = Think about >Christmas. Could you hear the sleigh bells jingling. How did Christmas dinner >taste? Was the turkey juicy or dry? Did your aunt's special pudding = make you >gag? How did it taste? How did it smell? What sounds did you hear? = What did >you see? Was the present as big as a tree? Was the dinner disgusting or = the >best turkey you've ever eaten? > >11. Writing workshop mini lesson First grade awareness of beginnings = and >endings. > Fostering an awareness of good beginnings and endings may be = developmentally >more realistic, and therefore more effective, than demanding revision = from >primary students. A first grade teacher I know found that out the hard way. She >was continually frustrated because her students could spot good leads, as well as >extraneous words in their endings, but still opposed revising their work to bring >them out. "I finally realized how hard physically it is for some of these kids to >grip that pencil and put any words on the page-of course they refused to cut!" >she explained. After much thought, she decided to have students underline or star >strong potential leads and endings in their writing, using bright colored >markers; she didn't require them to begin or close their pieces with = those words. > >12. Writing Workshop mini lesson endings. >When kids write a story that just stops in the middle the teacher encourages the >child to add on an ending. > >Rubric Area: Mechanics / Conventions >1. Writing Workshop mini lesson editing. > The kids check for spelling and punctuation themselves first then with a >partner. At this time they =91re responsible for having what they have = been taught >done correctly. Some teachers make an "I CAN DO"list for each = individual >student. (see examples at end of packet). > >2. Writing Workshop mini lesson edit in conference in first grade. > It is great that you are doing writer's workshop with your = first-graders. The >question of editing is a big one, at this level. We need to remember = that if >students are going to "publish" a piece to be posted in a hallway (or the like), >the writing should be as correct as possible. The general public does not >understand the developmental process of writing at an early emergent and emergent >level. When I work with students at these levels, I edit with the child sitting >right next to me. I decide which errors need to be >discussed with each child. All the children have different needs. I only discuss >one or two things with a child on a piece. I have the children write in pencil. >They skip spaces so we have room to edit on the same paper. If I were to discuss >all the errors with each child, I would have two problems: first, the child would >be overwhelmed; and second, it would take forever. I find that selecting one or >two things usually helps to move the child along. I focus on putting a period (or >whatever) at the end of sentences and on starting sentences with capital letters. >If the child has that, I begin to work on other things. I will repair spelling >and grammar errors for the children. As the year moves on, I begin to = talk about >peer editing and we move to that. The children work with a partner to = help fix >their piece before they bring it to me. Then when I edit, I have both of = the >children there--thus getting two birds with one stone. The issue of = copying >work over is a major one. Children seem to hate it. I do require this = once in a >while because I want them to take something all the way through the = writing >process. I also want them to improve their handwriting. Most often, I = get >volunteers to input the stories on a computer before we post them or put = them >into notebooks for others to read. We keep the rough drafts in a portfolio so the >children can see growth over time. They make illustrations to go with = their >stories before posting them in the hall. > >3. Writing Workshop mini lesson Words that the child is accountable = for > In the writing folder, there is a paper with the heading, "Words I = know". Once >a child has demonstrated consistently the correct spelling of a word, it is added >to his words I know sheet. If the child writes a words I know word = wrong, he is >held accountable to fix it. Classroom word walls may provide other words that >the child can be held accountable for. > >4. Writing Workshop mini lesson I am learning to and I can! > To help assist teachers in keeping track of the stars and wishes that each child >has, there is a paper in the writing folder with the labels, "I am learning" and >"I can!" When the child does something consistently, the teacher = records the >date under the "I can!" > > > > > > > > > >Rubric Area: Style >1. Writing workshop mini lesson Language Experience Story. > After a field trip, the teacher gathers the children around chart paper. They >write about their common experience. > >2. Writing workshop mini lesson Letters after field trip. > After a field trip students can reflect on what they've learned. The kids will >have a hands on experience. They will discuss what they've experienced, >including questions and discussions about the field trip. > >3. Writing workshop mini lesson Developing Idea Charts. > Each question should be on its own chart. Each chart needs to be developed on >different days. > >What Can Stories Be About? Teacher could say, "I could write a story about a zoo >because I have been there." Students will be encouraged to share places = they >have been." Suggestions: soccer game, vacation, visiting Grandma, = birthday >party, pet, school, going to a friend's house. > >Who or What Can Stories Be About? Read a story. Who is in the story? Who is in >(name another book you've read the class before today)? As they name >characters, the teacher should point out the generic name (child says: Stuart >Little; teacher writes: mouse). Suggestions: princess, ghost, teacher, birthday >party, dog, parents, children. > >Where Can Stories Take Place? Teacher asks, "What is a setting?" Read a story. >Ask the student to identify where and when the story took place. Then brainstorm >other settings that a story could take place in. You could hold up books and ask >them, "Where is this story?" "What about this one?" Suggestions: store, school, >home, castle, cave, museum, fire station. > >What Kinds of Problems Can Be Found in Stories? Read a story. What is = the >problem? Make a list of problems the class has experienced. You can = include >problems that no one has experienced. Suggestions: getting lost, losing >something, being scared, getting hurt, getting angry, being wrongly = accused. > >How Can Stories Begin? Teacher should read the beginnings of several = books. >Reread as necessary. Have the students look for beginnings in the books in your >classroom. > >4. Writing Workshop mini lesson SPIN A STORY >*****Teacher has 6 spinners. > >Time Animals Characters Setting Feelings Weather >Monday bat child street mean snowy >morning bee magician beach sad windy >today dragon cowboy house sleepy cloudy >night bird astronaut forest hungry foggy >200 years dog king island happy sunny >October cat Indian airplane angry hot >2001 A.D. horse pirate ship stupid cold >afternoon lion parent park scared rainy > >*****The child spins each spinner, records the words on his/her = brainstorm paper >and then writes a story incorporating each word into the story. The = spinners >give the children the key words. The storyline is up to them. > > >Rubric Area: Style continued... >5. Writing Workshop mini lesson Adding Description with 5Ws and more. > First the class read a nonfiction book. Then the students offered = sentences >about the main ideas.. The teacher lists these on chart paper writing big enough >so the children can see the words. Teacher doesn't correct grammar or = ideas. >Then the teacher cuts apart the story into sentences and tapes them in sequence >on board so writing can be added under the headings. Then teacher = rereads their >story and asking 5W questions, encouraging details. The teacher guides them to >add more details. This needs to be modeled over and over and over. > >First Draft: >Firemen put out fires on houses. >They save animals. >They have a firedog called Dalmatian. >They have a red fire truck. >They have a siren on the top. >They have a firehouse. > >Second Draft: > Firemen are always ready to help. Firemen put out fires on houses. The fire is >very hot and smokey. They feel hot and sweaty. They save animals that can't get >out of the fire. People love their pets. They have a firedog called Dalmatian >that have really good noses and ears. Sometimes the dog finds kids in a fire. >They have a red or yellow fire truck. On the truck there are ladders, = hoses, >tools, and everything else they need to put out a fire. They have a = siren on the >top of the truck, which makes lots of noise so people can hear them = coming and >get out of the way. Firemen have yellow and red suits that are fireproof. They >have masks to help them breathe. They have a firehouse where they eat = and sleep >for two days at a time so they are ready for the fire. Firemen are our heros! >Firemen put out fires on houses. They save animals. They have a firedog called >Dalmatian. They have a red fire truck. They have a siren on the top. They have >a firehouse. > >6. Writing Workshop mini lessons making writing experiences authentic. > Write a letter to the principal telling him that they want a better = lunch >selection. (or tell him/her that he/she is doing a great job). Once my kids were >a little more confident in their writing, I would allow them to use journal time >to write important notes. (For example, if their ball went on the roof at recess >they could write a note to the janitor. Our janitor LOVED this and we always got >our balls back first.) Or if there was a problem/argument at recess..... I would >tell them to write it down so they wouldn't forget and I would solve the problem >when I had both sides in writing...... etc. When I taught 2nd grade (though you >could easily adjust this to 1st as the kids get more proficient) I would have the >kids write a letter to their parents every Friday telling them of what we = had >done all week. the parents loved this! > >7. Writing Workshop mini lesson Story Starter. > Occasionally kids will benefit from being given several story starters = from >which to choose one to write about. Some teachers have ideas listed on sheets of >paper. Other teachers have ideas listed on laminated shapes and hanging = on a >metal ring. The idea is to help the students brainstorm and think of new ideas >to write about. This should not be the only way you encourage kids to = write. > > ICE CREAM STORY STARTERS > I had to make up a new ice cream flavor. > Take a Big Lick: Pick an ice cream cone and write a delicious story! > The cones are all gone. What shall I use? > I dreamed I worked in an ice cream factory. > We opened the shop door and all the ice cream was gone! > A strange smell was coming through the ice cream store. > As I reached for my ice cream, my money had disappeared. > The first lick was good, but then I found... > >Rubric Area: Style continued... >8. Writing workshop mini lesson frame sentences part one. > The teacher asks a question then records on the chart paper or sentence strips >all the children's answers. It is important that the teacher writes = large enough >so the children can participate in a shared reading of the answers. Some example >questions: >What can you see? >I see >I see >I see >I see >I see >I see > >What can you do? >I can > >What goes up? >A _________ goes up. > >What can your legs do? >Legs can > > Teachers leads the children in a discovery time by asking them = questions. How >does each sentence begin? Are the sentences the same in any way? Where? Where >does it say, "My legs can pedal my bike." Using picture cards to assist = the >students, they can begin rereading the sentences in a pocket chart. The children >could then write their word on the line of a framed sentence and draw a picture >to go with it. The pictures with the framed sentences could be made into a class >book. > >9. Writing workshop frame sentences part two. > First do the kindergarten frame sentence mini lesson. Then extend it. Write one >of the "I can" statements on a sentence strip. If the sentence reads, = "I can >walk" then the following is how to extend it. > >A ______ can walk. >A ______ can walk. >A ______ can walk. >But a _____ can't walk. > >Using pictures and/or words, generate a yes pile and a no pile. Have the >students write their own verse. > >Rubric Area: Organization >1. Writing Workshop mini lesson expanding "I like". > Children pick a favorite sentence from a story and expand on that one sentence. > For example, a child writes a story. > I like my mom. > I like my dad. > I like my dog. > I like my friend. > > Then the teacher has the child pick one sentence to write another story from. >Child picks, "I like mydog." The child brainstorms different things = about a >dog: bark had since a puppy > brown fetches > furry > >Rubric Area: Organization continued... >2. Writing Workshop mini lesson beginning, middle, end in first grade. > The first step of this mini lesson is to model it several times with = your >class. Discuss how a beginning is telling your reader what you are = writing >about; middle is your mapping; and end would retell the beginning with a feeling >of excitement or strong emotion. > >3. Writing Workshop mini lesson create blank 3 page booklets. > To provide the structure many early writers need, add a front and back = of >construction paper to three pages of paper stapled together. Parent volunteers or >handy kids can staple them together for you. The student must write a = short >story with a beginning(page 1) middle (page ) and end(page 3). One suggestion is >to give each child a sticker as a brainstorming tool. > >4. Writing workshop mini lesson sentence structure (telling sentences) > OWL (observation, wonderings, links to child's life) Read a book, = answer each >question, write sentences about the book. For example, complete this activity >using the book, > > The Frog Prince. > Step 1: Children sit in a circle. > Step 2: Read book to the class. > Step 3: Use as many copies of the book that you have access to. > Step 4: Pass the book around the circle. > Step 5: Have each child look at the book and say a sentence beginning with: > I noticed that... > or I saw... > or I observed... > Step 6: Repeat activity beginning with I wonder... > Step 7: Repeat activity beginning with This book is linked to me because... > > After oral mini lessons above are completed numerous times the children write >their answers. Then have students write 3 sentences using OWL including = I >noticed...; I wonder...; I linked this book to me because... (In kindergarten >this is only an oral activity.) > >5. Writing workshop mini lesson questions using specific words > Define and model asking questions starting with specific words: > what does would where > when do may did > why is can which > who how could are > >6. Writing Workshop mini lesson Guess What? >***Teacher picks one prompt. >***The students brainstorm all the different things they could put in = their >pocket. Teacher lists the possibilities on the board. >***The child then puts the item he'll pick in the center of story = mapping. He >builds a story around that word. >***Child begins his story with the prompt. Then continues writing until = the >story is complete. >***Group shares stories showing all the possibilities. > >Suggested PROMPTS: >In my pocket I keep I turned the corner and I saw I went upstairs and I = met >Late at night I heard I looked under my bed and there was On my feet I = put >In my cup I tasted What I liked best for lunch is I opened my window = and in >came >I opened the door and saw In the kitchen I smelled In my sock I felt >In the cage I saw On my head I put > > > > ---------------------------------------------------------------------- Subject: more bouncing From: Susan Nixon <susan@desertskyone.com> Date: Fri, 18 Jun 1999 16:46:50 -0700 Help, Leanne! Is this your correct address? Messages have gone through a few times, but bounced many more! Susan Nixon 2nd Grade Phoenix, AZ ---------------------------------------------------------------------- Subject: Time Managment help needed From: Amy Schrader Date: Fri, 18 Jun 1999 18:13:36 -0700 (PDT) Does anyone have trouble with time?! I taught 7th grade on a 5 person team this year (116 kids) I never have enough time to read each student's work and go over it like I should, let alone give them more time to go back through it and change things again. How do I manage this? I'm having a hard time!!!! Amy in SC --- Avis Breding wrote: > I would agree with Janiece: When I go over the > first draft with them, > and show where they can improve..then the grade is > in their hands..just > for the improvements.. but not for what they > actually wrote. > > If one of the suggestions was there could be 4 > paragraphs instead of > 2.. and nothing happens.. that part of the rubric > does not change. If > they do change it... then it does change. I found > that they were > always anxious to find out what the changed grade > would be. However.. I > find that time is a big factor in working with the > whole class and there > is no way I can do a good job with them in one week. > Two weeks maybe.. > or a little plus. So we do other writing > assignments inbetween that > are not on a rubric. > > Does any one else have trouble with time?? ;-) > > Avis > AJB > -- > http://www.bismarck.k12.nd.us/bps/myhre/ 5-6 > Grade Looping Teacher > http://www.esosoft.com/abreding/ > 5-6gradeconnection@esosoft.com > *3-4gradelink@esosoft.com Call on God, but row > away from the rocks > > > ********************* > > _________________________________________________________ Do You Yahoo!? Get your free @yahoo.com address at http://mail.yahoo.com ---------------------------------------------------------------------- Subject: Re: 6Traits- All done! Next job From: Geocloon@aol.com Date: Sat, 19 Jun 1999 00:25:21 EDT Susan, I just sifted through 400 E-mails today. Really fell behind this week. SOrry to respond after you've already made the pairs. I teach = first grade in New York City. Thanks, Nicole Fagnani 1st grade Far Rockaway, New York ---------------------------------------------------------------------- Subject: Re: 6Traits- Writing From: Roy Date: Fri, 18 Jun 1999 22:28:25 -0600 I'm not sure how I got on this list. Can someone tell me how to get off if I decide to? What is the "model"; what is the writing part of it; why would poor readers be benefitting from it(the model or the writing part of it) and not better readers??? I feel like I have joined a conversation way after it started... Any help appreciated. irenew@west-teq.net ---------------------------------------------------------------------- Subject: Re: 6Traits- All done! Next job From: "Donald Mattoon" Date: Fri, 18 Jun 1999 22:03:19 -0700 This is a multi-part message in MIME format. ------=3D_NextPart_000_001B_01BEB9D6.5FAF0C80 Content-Type: text/plain; charset=3D"iso-8859-1" Content-Transfer-Encoding: quoted-printable Hi Nicole, Why don't you join the first grade buddy group. We decided that =3D numbers work well so there are 5 of us so far. Mary Gervais (Everett, =3D Wa), Linda ? (Tallahassee, FL), Juli Tully (San Diego, CA), Sandy Metts = =3D (Ohio) and myself. Susan Mattoon WA/1st dsmatt@worldnet.att.net Susan = =3D Nixon can give you the e-mail addresses or I'll do them, but I'm flying = =3D to CA for the weekend and won't be back until Monday night and it may =3D take a day or two to plow through the mail! :o) We're trying to give a = =3D short "This is who I am" note to everyone. I've had mega company and =3D will get to it when I get home. Welcome! -----Original Message----- From: Geocloon@aol.com To: 6Traits@ <6Traits@> Date: Friday, June 18, 1999 9:27 PM Subject: Re: 6Traits- All done! Next job =3D20 =3D20 Susan, I just sifted through 400 E-mails today. Really fell behind = =3D this=3D20 week. SOrry to respond after you've already made the pairs. I =3D teach first=3D20 grade in New York City. =3D20 Thanks, Nicole Fagnani 1st grade Far Rockaway, New York =3D20 ------=3D_NextPart_000_001B_01BEB9D6.5FAF0C80 Content-Type: text/html; charset=3D"iso-8859-1" Content-Transfer-Encoding: quoted-printable
Hi Nicole,
    Why don't you = =3D join the first=3D20 grade buddy group.  We decided that numbers work well so there are = =3D 5 of us=3D20 so far.  Mary Gervais (Everett, Wa), Linda ? (Tallahassee, FL), =3D Juli Tully=3D20 (San Diego, CA), Sandy Metts (Ohio) and myself.  Susan Mattoon =3D WA/1st =3D20 dsmatt@worldnet.att.net = =3D Susan=3D20 Nixon can give you the e-mail addresses or I'll do them, but I'm flying = =3D to CA=3D20 for the weekend and won't be back until Monday night and it may take a =3D day or=3D20 two to plow through the mail!  :o)  We're trying to give a =3D short=3D20 "This is who I am" note to everyone.  I've had mega =3D company and=3D20 will get to it when I get home.  Welcome!
-----Original =3D Message-----
From:=3D20 Geocloon@aol.com = <Geocloon@aol.com>
To: = =3D 6Traits@lists.cyberspaces.n= =3D et=3D20 <6Traits@lists.cyberspaces.n= =3D et>
Date:=3D20 Friday, June 18, 1999 9:27 PM
Subject: Re: 6Traits- =3D All done!=3D20 Next job

Susan, I just sifted through 400 =3D E-mails=3D20 today.  Really fell behind this
week.  SOrry to =3D respond after=3D20 you've already made the pairs.  I teach first
grade in New = =3D York=3D20 City.

Thanks,
Nicole Fagnani
1st grade
Far Rockaway, = =3D New=3D20 York

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