While planning lessons to teach the "Organization" trait for the coming year, I came across this book I'd like to share with you to illustrate surprise endings: It's called "That's hockey" by David Bouchard and Dean Griffiths. It is about Etienne's cousin's recollection of being introduced to the game of street hockey by Etienne and friends. Toward the ending Etienne gives his cousin his hockey sweater. The surprise comes right after: We discover that Etienne's cousin, whom most readers will have assumed was a boy, was actually a girl, and she is now an adult passing the sweater on to her own daughter. A great surprise ending! Alta Rose
On 8/19/06, Leslie wrote: > On 7/31/06, Alta Rose wrote: >> Can anyone recommend a great book that clearly illustrates >> the use of strong verbs to primary children? Thanks! Alta >> Rose > > > I like Brave Irene. > > Leslie
I don't know if this book "illustrates" this concept but it explains it and gives practice to various grade levels.
Blowing Away the State Writing Assessment
I had heard of strong verbs before but I finally got it and actually implemented it after reading this book.
On 8/19/06, Leslie wrote: > On 7/31/06, Alta Rose wrote: >> Can anyone recommend a great book that clearly illustrates >> the use of strong verbs to primary children? Thanks! Alta >> Rose > > > I like Brave Irene. > > Leslie
I've just finished planning my "Sentence fluency" trait and there's something I'm still a little fuzzy about. In Ruth Culham's book she talks about teaching the students to start their sentences different ways, which makes sense. But then there's a lesson on "resounding refrains" in which she uses Mem Fox's "Tough Boris" as an example. In this text, many sentences begin with "All pirates...." I completely get how this is fluent, but how do you teach that to kids without confusing them when you've just taught them that sentences should begin in different ways? Thanks, Alta
You can't think about sentence fluency (or any of the traits) as an absolute. Flow can come to sentences in many ways. One way is to begin them differently. Another way is to vary your sentence lengths. Another way (for a different type of flow) is the "resounding refrain" technique.
It's like the "Said is dead" lesson. You can't teach it as an absolute or your kids will never use the word said again, which is a terrible lesson for them to walk away with.
Sometimes sentence fluency is about different sentence openers.
Sometimes sentence fluency is about resounding refrains.
--Kel
On 8/16/06, Alta Rose wrote: > I guess I'm still confused. How do the kids understand that "resounding refrains" > are OK when you've just taught them that sentences should begin different ways? > Alta > > On 8/09/06, Kelly D. wrote: >> Hi Alta Rose... >> >> I teach it using prepositional phrase poems. There's a >> pretty good write up of this lesson at WritingFix.org's >> Sentence Fluency lesson page. >> >> I also teach cadence ("resounding refrains") by having my >> students write a series of sentences using the same >> subordinate clause at the beginning. They choose their >> favorites and create a parallel paragraph. I'll see if I >> can locate my entire lesson and post it. >> >> Kel >> >> P.S. I love Tough Boris, but I don't agree that the "All >> Pirates..." lead in is "Resounding Refrain." >> >> On 8/03/06, Alta Rose wrote: >>> I've just finished planning my "Sentence fluency" trait and >>> there's something I'm still a little fuzzy about. In Ruth >>> Culham's book she talks about teaching the students to >>> start their sentences different ways, which makes sense. >>> But then there's a lesson on "resounding refrains" in which >>> she uses Mem Fox's "Tough Boris" as an example. In this >>> text, many sentences begin with "All pirates...." I >>> completely get how this is fluent, but how do you teach >>> that to kids without confusing them when you've just taught >>> them that sentences should begin in different ways? Thanks, >>> Alta
On 8/19/06, Kelly D. wrote: > You can't think about sentence fluency (or any of the traits) as > an absolute. Flow can come to sentences in many ways. One way > is to begin them differently. Another way is to vary your > sentence lengths. Another way (for a different type of flow) is > the "resounding refrain" technique. > > It's like the "Said is dead" lesson. You can't teach it as an > absolute or your kids will never use the word said again, which > is a terrible lesson for them to walk away with. > > Sometimes sentence fluency is about different sentence openers. > > Sometimes sentence fluency is about resounding refrains. > > --Kel > > On 8/16/06, Alta Rose wrote: >> I guess I'm still confused. How do the kids understand > that "resounding refrains" >> are OK when you've just taught them that sentences should > begin different ways? >> Alta >> >> On 8/09/06, Kelly D. wrote: >>> Hi Alta Rose... >>> >>> I teach it using prepositional phrase poems. There's a >>> pretty good write up of this lesson at WritingFix.org's >>> Sentence Fluency lesson page. >>> >>> I also teach cadence ("resounding refrains") by having my >>> students write a series of sentences using the same >>> subordinate clause at the beginning. They choose their >>> favorites and create a parallel paragraph. I'll see if I >>> can locate my entire lesson and post it. >>> >>> Kel >>> >>> P.S. I love Tough Boris, but I don't agree that the "All >>> Pirates..." lead in is "Resounding Refrain." >>> >>> On 8/03/06, Alta Rose wrote: >>>> I've just finished planning my "Sentence fluency" trait and >>>> there's something I'm still a little fuzzy about. In Ruth >>>> Culham's book she talks about teaching the students to >>>> start their sentences different ways, which makes sense. >>>> But then there's a lesson on "resounding refrains" in which >>>> she uses Mem Fox's "Tough Boris" as an example. In this >>>> text, many sentences begin with "All pirates...." I >>>> completely get how this is fluent, but how do you teach >>>> that to kids without confusing them when you've just taught >>>> them that sentences should begin in different ways? Thanks, >>>> Alta ^^^^afejwfiaowejfaweijaweoiwkal;dsoiejawf;
I am a first year teacher and I want to setup a writer's workshop in my classroom. I have an hour of language arts time each day, but that also has to include my spelling time. Reading is a seperate hour. Any suggestions or advice for WW? What works for you?
I have a lesson and then let the kids work on their own. I have a couple of writing projects that continue throughout the entire or almost the entire school year so the kids always have something to be working on. I try to have something due every other week. I've noticed that I have to make sure my kids are kept busy because otherwise they will just sit there.
On 8/06/06, kim5th wrote: > I am a first year teacher and I want to setup a writer's > workshop in my classroom. I have an hour of language arts > time each day, but that also has to include my spelling > time. Reading is a seperate hour. Any suggestions or > advice for WW? What works for you? > > Thanks. > > Kim
I found a website that has the six traits posters to print out to hang in the classroom. Does anyone know where I can find a poster of the seventh trait..... presentation?
On 8/06/06, Jean/ID wrote: > I haven't found any sites on the internet with a > presentation poster. > > My poster set is from Carson-Dellosa and does have the > presentation poster included in it. I teach 6th grade so I > have the intermediate set. They also offer an primary set. > > You could always take a digital picture of a student > presenting his/her work, make your own poster on a > PowerPoint slide, and print it out. > > Good luck. > > > > On 8/06/06, Jenna wrote: >> I found a website that has the six traits posters to print >> out to hang in the classroom. Does anyone know where I can >> find a poster of the seventh trait..... presentation? >> >> Thanks so much for your help. >> >> Jenna
She is on the Professional Reading Chatboard, try there nfm/blockquote>
On 8/06/06, Jenna wrote: > I saw one of your posts about the songs for the six traits. > > Would you mind sharing more of the songs and which traits > they go with? > > Thanks so much! > > Jenna
I love this book! I've been using it for the last 7 years. I read the book to the students aloud. They raise their hand on what they think the picture stands for. When we are done with the book, each student gets a letter to create their own idea. They love drawing the letter on the stage and coming up with the idea. I love the lesson!
I used Z Was Zapped today. I tend to start the year with alliterations.
I start the first day of the lesson with Animalia - I ask the students to find the pattern - then we discuss Alliterations.
On the second day I read the Z was Zapped. The students love trying to figure out what has happened to the letters and it is also a quick assessment for me - the low students have no clue that the action has to begin with the letter and it also gives me insight into their vocabulary. It amazes me how lost some of them are.
Be sure to check out The Mysteries of Harris Burdick - great for creative writing, Two Bad Ants - perspective, and Bad Day at Riverbend - perspective and surprise ending. Those are my favorites.
On 8/10/06, Hannah wrote: > I can't complain when I find a new lesson that uses a Jane > Yolen book as its model. She remains my FAVORITE author! > Anyone else love her? > > --H
This lesson looks great, and I could use it with my seventh graders! Thanks for posting the link.
Earlier this summer, I took an idea of another teacher's on this board to heart and developed individual writer's handbooks for my low language group to use during writing. I'd like to make it as complete as possible (knowing we'll add during the year as needs evolve), but want to throw it out to you for any obvious "holes." Thanks for any suggestions.
1. Openers, transitional words, closing words, words for compare/contrast 2. Different types of writing (persuasive,expository, descriptive, narrative), their purposes and possible strategies 3. page of alternative words for "tired" words, such as nice, like, best, etc. 4. vivid verb list 5. List of how to change a sentence around to add variety 6. List of organizations patterns (chronological, Spatial order, cause/effect, etc.) 7. One page summary of 6 Traits 8. Student friendly 5 point rubric (holistically for all 6 traits) 9. A peer revising sheet 10. "Instead of Said" list
THERE'S ONE OUT THERE!There's a really great "student Writer's Notebook" already out there- it can be photocopied. Not sure of the publishing company, though. It's about 60 pages in length. There's a page for synonyms, antonyms, homophones, how to use apostrophes, commas, etc (basic punctuation- including the dreaded "QUOTATION marks!") Hmmmm.... also- a 'checklist' for...See MoreThere's a really great "student Writer's Notebook" already out there- it can be photocopied. Not sure of the publishing company, though. It's about 60 pages in length. There's a page for synonyms, antonyms, homophones, how to use apostrophes, commas, etc (basic punctuation- including the dreaded "QUOTATION marks!") Hmmmm.... also- a 'checklist' for writers with things such as "Did I start sentences with capital letters? Did I use the same word to start a sentence more than twice? etc... On 7/28/09, iloveteach wrote: > I really like this. I hope you don't mind if I borrow the idea! > I really think something like this could focus the students > much better than other things I've seen. > > > On 8/10/06, Jean/ID wrote: >> Earlier this summer, I took an idea of another teacher's >> on this board to heart and developed individual writer's >> handbooks for my low language group to use during writing. >> I'd like to make it as complete as possible (knowing we'll >> add during the year as needs evolve), but want to throw it >> out to you for any obvious "holes." Thanks for any >> suggestions. >> >> 1. Openers, transitional words, closing words, words for >> compare/contrast >> 2. Different types of writing (persuasive,expository, >> descriptive, narrative), their purposes and possible >> strategies >> 3. page of alternative words for "tired" words, such as >> nice, like, best, etc. >> 4. vivid verb list >> 5. List of how to change a sentence around to add variety >> 6. List of organizations patterns (chronological, Spatial >> order, cause/effect, etc.) >> 7. One page summary of 6 Traits >> 8. Student friendly 5 point rubric (holistically for all 6 >> traits) >> 9. A peer revising sheet >> 10. "Instead of Said" list
On 7/28/09, iloveteach wrote: > I really like this. I hope y...See MoreEven though I have seen similar books for sale, I've never found one that I think is just right. If you, as a writing teacher, have developed one, it is most likely just right. I can't think of a think you need to add, and I've thought about it some. Hope you really enjoy it.
On 7/28/09, iloveteach wrote: > I really like this. I hope you don't mind if I borrow the idea! > I really think something like this could focus the students > much better than other things I've seen. > > > On 8/10/06, Jean/ID wrote: >> Earlier this summer, I took an idea of another teacher's >> on this board to heart and developed individual writer's >> handbooks for my low language group to use during writing. >> I'd like to make it as complete as possible (knowing we'll >> add during the year as needs evolve), but want to throw it >> out to you for any obvious "holes." Thanks for any >> suggestions. >> >> 1. Openers, transitional words, closing words, words for >> compare/contrast >> 2. Different types of writing (persuasive,expository, >> descriptive, narrative), their purposes and possible >> strategies >> 3. page of alternative words for "tired" words, such as >> nice, like, best, etc. >> 4. vivid verb list >> 5. List of how to change a sentence around to add variety >> 6. List of organizations patterns (chronological, Spatial >> order, cause/effect, etc.) >> 7. One page summary of 6 Traits >> 8. Student friendly 5 point rubric (holistically for all 6 >> traits) >> 9. A peer revising sheet >> 10. "Instead of Said" list
Could anyone tell me if the book listed below is a good choice for second grade and if there are actual lessons for books or is it more about theory? Thank you! Picture Books: An Annotated Bibliography with Activities for Teaching Writing by Peter Bellamy (Editor), Ruth Culham (Author)
On 8/19/06, Leslie wrote:
> On 7/31/06, Alta Rose wrote:
>> Can anyone recommend a great book that clearly illustrates
>> the use of strong verbs to primary children? Thanks! Alta
>> Rose
>
>
> I like Brave Irene.
>
> Leslie
I don't know if this bo...See More