Online Discussion: Vocabulary Lists & Word Choice

1 - Question - Terese
I am curious about how educators feel about vocabulary lists. Are they a necessary evil? I know I have introduced vocabulary lists to my first graders from their reading stories. We have learned to use dictionaries and thesauruses this way. The children are writing the definitions weekly and are tested. Of course, we do other activities with the words, but does defining them help retention? Are the tried and true vocab. lists and word choice activities such as we have read about best when combined to help students retain meaning and build vocabulary?

2 - Re: Question - Eryn
I think that vocabulary lists can be helpful. I also think its great that you are introducing them to dictionary's and the thesaurus. What a great skill to develop when you are young. Many kids get to the upper elementary grades and above and don't have any idea about using a dictionary. I also think its helpful for students to understand the meaning behind the words they are reading in their stories. It helps not only with reading comprehension but with writing too. Great question!~Eryn

3 - Re: Question - Terese
Thanks for your encouragement. My kids actually love doing it. I let them think they are doing third grade work and it makes them feel great.

4 - Re: Question - Shirley
My only question would be can the first graders understand the words in the dictionaries and thesauruses? If so, then you are teaching them to use these books instead of fear them!Shirley

5 - Re: Question - Terese
Yes, they can understand them. They are dictionaries and thesauruses made for young children, not the ones older children would be using. They definitely regard it as work that should be for much older children. I try to make them think that they are so smart that they can do it anyway. It works!

6 - Re: Question - Shirley
I love having the children think they are doing work that should be for older children too. Just yesterday I was teaching art and did a project with 1st graders that was designed for older children. I made sure they knew they were "extra talented!"

7 - Re: Question - Terese
That's one of the glories of teaching young children. It is so easy to make them feel special. I love it!

8 - Re: Question - Kathy
I personally have never in first grade used a vocabulary list. We stop and explore the meaning of words in our shared and guided stories by looking at synonyms and antonyms and definitions. I like the idea in the book about keeping a list of these new words that they learn so that they don't forget to use them. I don't know if we need to have them writing the definitions and being tested on them. Is that part of your curriculum?just a friendly opinion:)

9 - Re: Question - Terese
Yes, it is in our curriculum. My students actually love doing it and it is building their confidence.

10 - Re: Question - Jennifer
I think vocabulary lists and isolated word lists can be beneficial when our purpose is to open our students' eyes to word possibilities. However, we have got to make sure that we make explicit connections back to real-life, meaningful writing experiences.In my classroom, my first graders circle words that they think they will need to change the spelling of or use a different word or words during the act of writing. Then after they have done the really hard work of recording their message, they go back and fix those words. Jennifer

11 - Re: Question - Terese
I agree. I know my students remember their vocabulary words because they are connected to a reading story. I hear them saying things such as, "Oh, that was a vocabulary word" and they go searching through their vocabulary notebook. They use this as one more resource for both word choice and for spelling.

12 - Re: Question - Elizabeth
Here is my two cents from an ESL stand point : research has shown that a child needs to hear a word in context 50+ times before it is added to their internal vocabulary. Lists are not bad things - remember we all have different learning styles!

13 - Re: Question - Terese
Thanks for that reminder. You are so right.

14 - Re: Question - Mary Catherine Bolton ( Mar 1, 2007 5:28 PM )
Well, speaking for the OLDER kids (2nd grade:), we intro vocabulary before we begin reading their weekly story in their anthology. We orally define this vocab, read a "getting ready to start" page that introduces this same vocab, listen to the story, then the students have to use each vocab word in a sentence for homework that night. We review these words again when we read the story the next day, and the day after that they take home their anthologies to read the story to their parents. Kind of a traditional approach, but it seems to work in helping them get a feel for the words for reading comprehension. In addition to this, we have a word wall and individual word lists which we use when we come across interesting words.

15 - Re: Question - Mark
I have done extensive research into the area of spelling and vocabulary use. For my entire life I have struggled with spelling and word usage. And I was raised on word lists. I did this research to help me improve my own spelling, after all I teach English and spelling is somewhat important. Well, Based on this research I completely redesigned the focus of spelling and word use in my classroom.

Essentially, what I found was that in normal circumstances we all use a set amount of words, but we do not All use the same words in our writing. Variety in our message is achieved by rearranging these words. Because of this we all have words in our individual schema that overlap…it is these overlapped words that appear on lists of most commonly misspelled words along with other word groups such as modifiers and conjunctions.

This is so oversimplified but the long and the short of it was is that people will only use words they are comfortable with, unless they have to go out of that comfort zone. The further they go out of that zone, the more errors they will make. So, in my mind, the road to improved word use and spelling was to create a place where my kids would feel safe so that they could experiment with unfamiliar words.

Ahhh… You may say, didn't you say that if they leave this zone their misspellings increase?…Yes in fact I did. And that's what I want. I want them to increase their personal vocabulary and their accuracy in that set of words.

So instead of using lists, I find their vocabulary and spelling in their writing. For a number of reasons I find it easier, and more authentic for them. As part of their editing they need to identify misspellings in their papers, and most of the time it is the same words. Once identified, they choose ten words to work on. And working on them is simple. They write the word ten times in a system called old way – new way. Essentially, they spell the word incorrectly, then correctly next to it – close their eyes and spell it out loud and then write it into a sentence. They do that five times per word, and then their done. Until the next time they misspell another word.

I have been amazed at how much their spelling has improved within the context of their writing. I know this works because of the improvement I have seen in my own nemesis.

Uh… is this what you were talking about?

16 - Re: Question - Terese
I think your idea is great. I think I will try it or something similar. Thanks.

17 - Re: Question - Kathy
I agree with you. Our spelling instruction is built in to our writing curriculum. It is hard for teachers to pull away from lists. However, research shows that students tend to memorize the list for a test and not retain the information. I look for words in my students writing and then common misspelled words are added to our word wall. Individual words that are misspelled are added to personal dictionaries. I think this is so meaningful for students.

18 - Re: Question - Mark
Yes, we do personal dictionaries as well. I forgot to mention that in my first post. For me, the coolest thing is to see them go for the personal dictionary before going for the Webster which, my class has nick named the Onion. Long story...

19 - The Onion - Shirley
In this class we are talking about writing, so when you feel that need to practice your writing . . . we would love to read the long story about the "Onion"!Shirley

How to introduce the 6-Traits?

Peter, a thoughtful Middle School reflects...

As I dig into the course, I keep asking myself how I can efficiently and smoothly introduce the six trait framework to my students in a meaningful and engaging manner?

• One trait at a time?
• Teachable moments?
• Gradually introduce the lingo and zoom in through lessons and activities over time?

I suppose that I have more questions than answers! Currently, I frame my writing instruction in terms of genres more than traits, although I'm being strategic about introducing traits now that I'm in this course. So far, I'm having a blast and it's gratifying having new material and instructional practices to bring to class.

Relating what I do (or have done) to the ideas trait that we explored in module 3, I began the year by using Nancie Atwell's "writing territories" activity. The students attach the list to their writing folders and add to it once every couple of weeks. Clearly, recording the ideas is critical because they are so easy to lose! In class, we write about three days a week minimally, using quick-writes: question prompts, integrating weekly vocab. terms into a story or response, etc. Students also work building the genre pieces that I mentioned above (this is driven by the Vermont Writing Portfolio requirement).

Generally, we create a finished piece every six weeks or so with breaks here and there. The instruction is very process oriented and gives ample time to each stage, idea generating, research, prewriting, organization, writing, revision, editing, yada yada yada....

In addition to Atwell's idea generating process, I also picked up a couple of tricks from visiting author, Jack Gantos, who generates his content by making the memory maps as described this week's reading. These materials also go in student folders. The only addition or modification would be to make them as visual as possible, using small icons/sketches to truly illustrate the event and/or main characters. It's a fun, personally meaningful way to brainstorm and the kids discovered how many ideas they actually had at their disposal (this is, of course, after they complained painfully that they had nothing to put on their idea maps!).

The trick with the maps is to make them as focused or specific as possible. Jack Gantos, for example, showed us one that he created for his childhood years in Barbados, and one for his house. Each map could contain at least 20 stories! I also had the kids create a "life line" where they brainstormed and plotted a 20 events--highs and lows--over the course of their lives (that they could remember).

This activity also provided food for thought and stimulated the development of several very creative writing topics.The main reason that I like beginning with these types of activities is that they are conducive to sharing, they are visual, and the kids' ideas tend to build upon one other.

A last thought on ideas: throughout the writing process, I use a variety of graphic organizers to help students collect and select relevant details that support focus statements. This is one area, however that i'm looking to enhance. I have a couple of good resources on writing by Jim Burke (who seems to be making quite a name for himself recently). He's published through Heinemann Press--an excellent publisher.

Ultimately, my goal is to develop a growing resource of lessons and activities to help students practice idea development to in a variety of ways that they find engaging and fun, rather than tedious and arduous. Rather than make them groan and develop a rash when we discuss writing, my goal is to foster genuine enthusiasm and interest. Can pigs truly fly? Ideas?

NCLB & High Stakes Testing: Tell your stories

The request comes from Kathy Champeau
Wisconsin State Reading Association NCLB Co-Chair . . .

Please help us document the impact of high stakes tests on students' and others' lives.

We are looking for teachers, parents, guidance counselors, school nurses, or anyone else who has firsthand experiences that can help us document as richly as possible the experience of high stakes testing in schools.

If you have stories you can share with us, we ask you to participate in a very short and completely anonymous survey. It should take about fifteen minutes - perhaps more if you have a lot to say.

Interested school personnel please go to:
http://m1e.net/c?40065577-iGBM/YeQVYL1E%402449269-tpJQkLhKUm8EM
(www.surveymonkey.com/s.asp?u=351423260023)

Interested parents please go to:
http://m1e.net/c?40065577-BWmtNm3nd7jK.%402449270-c50s.y5mOGbT%2e
(www.surveymonkey.com/s.asp?u=246153266525)

If you know of anyone else who may have pertinent experience to contribute please direct them to these websites.

Thank you for your help,

Peter Johnston (Professor, State University of New York at Albany)
Kathy Champeau (Reading Specialist, Wisconsin State Reading Association)

Writing Strategies Web Site

I'd like to recommend the Writing Strategies Web Site. Jim Collins of the University at Buffalo has created a website worth your attention. This is a rich resource for information about 6-traits, the writing process, and writing across the curriculum. If you need classroom poster materials, teaching ideas, or advice on how to teach the traits as part of the writing process, this site will be a treasure chest of goodies for you.

You'll be able to download a series of fourteen traits specific PDF files. These files are richly illustrated and would make a great writing center display, or presentation set for an in-service.

Here's a clever presentation of the traits and the writing process:

This diagram shows how you might roll out a traits based writing process in your classroom:


Take the time to visit this site! You'll be glad you did.

6-Traits Online (University of Wisconsin-Stout)

Teaching and Assessing Writing with the 6 Traits: Classes are are Filling Fast!

WRITING COURSE:
EDUC 744 909F Teaching and Assessing Writing with the 6-Traits - Middle/High School (Gr. 5-12) 3 gr. cr. begins June 18, 2007

Learn to teach and assess writing with the 6-Traits of writing (voice, ideas, word choice, organization, sentence fluency and conventions). Learn to use the 6-Traits with the writing process to teach revision strategies. Help learners meet higher standards and improve test scores.

Please forward this announcement to teachers in your district.

Earn graduate credits via online courses that support your professional development goals for licensure renewal, salary advancement and advanced certification.

University of Wisconsin-Stout School of Education online courses begin in a few weeks.

Sign up soon to reserve your spot! Registration closes ten days before the class begins

to allow time for assigning user names, passwords and ordering/shipping the textbook.

Classes are TOTALLY ONLINE. You may participate from your home or school computer. Registration is limited to 20 participants per section.

Syllabus and other details:

http://www.uwstout.edu/soe/profdev/traits.shtml

REGISTER ONLINE
or
REGISTER BY FAX

Fax: (715) 232-3385

Tuition is the same fee for in-state and international participants. You may pay via credit card, school purchase order or invoice.

REGISTER ONLINE at
http://www.uwstout.edu/soe/profdev/register.shtml

Dennis O'Connor
Instructor & Course Author
Department of Education
Online Professional Development
University of Wisconsin-Stout
Wisconsin’s Polytechnic University
oconnord@uwstout.edu
530-318-1145 or 760-471-5262

Traits Resources!

• The Neverending Tale
  The Neverending Tale is for kids and kids-at-heart. It is a choose-your-own-path adventure story- like you might read in a book. But you can add to the tale where ever you like. Whatever you add will become part of the tale, anything you can think of.
  (tags: writing writing-process 6-traits)

• 6+1 Trait Writing @Web English Teacher
  Web English Teacher presents the best of K-12 English / Language Arts teaching resources: lesson plans, WebQuests, videos, biography, e-texts, criticism, jokes, puzzles, and classroom activities. Permission to link is granted to any educational site. Here you'll find all their 6-traits resources in one place.
  
  (tags: writing 6-traits)

How to Introduce the 6-Traits to your students.

One recurring question about teaching with the 6 traits is: “How do I go about introducing traits to my class?” This is a first draft of a lecture I'm developing for my online class: Teaching and Assessing Writing with the 6-Traits.

Establishing the writing process as the basis for instruction. It’s always (IMHO) Writing Process first, then the traits. You will find this assertion in Spandel & Culham’s works as well.

It does make sense to teach the traits in conjunction with the writing process. The pre-writing phase of the traits is the perfect place to hammer home the importance of Ideas in writing. Pre-writing is when a writer finds the ideas that light them up. For this reason, voice is another important concept to teach as part of pre-writing. We know that voice flows when writers are passionate about their topics. A good topic springs from sound pre-writing activities mated with the understanding of the trait of voice.

Yeah, but what do I do on Monday Morning?

When starting at the beginning of the year I introduced traits to my middle-schoolers sequentially: ideas, voice, word choice, organization, sentence fluency I gave about 3 weeks to a trait.

We'd practice each new trait's core concepts in many small chunks. Writing examples, working with contrasting examples, all of the methods I discuss in the 6-traits online class, plus all of the methods shared by the world wide group of dedicated teachers in the class.

After introduction and practice of a trait, we move on to the next trait.

Seize Teachable Moments

If a chance to talk about another trait presents itself while you are ‘in deep’ with the current trait, go ahead: do it. Don't be afraid to quickly introduce another trait. If you’re introducing ideas, it’s a good idea to talk about voice etc. You don’t have to do a mini lesson or go into depth, but say enough to be appropriate for the moment. This creates a foundation for the concepts to come.

Use 6-Traits Posters

I had traits concepts up around the room in poster format to refer to as needed. Sometimes just walking over to the poster and touching it as you talk is enough to set the pattern for kids. You'll notice kids glancing at the posters and explanations. They know where to look to get the bullet points of the concept. Constant coaching on the concepts is the way to go.

Teach & Re-Teach
Like we do in our online class, each time I started teaching the concepts of a new trait, I would refer back to the previous traits, while foreshadowing those to come. It's recursive practice, teach and reteach throughout the year.

Traits and the Writing Process Work Together

This recursive loop of presenting the traits is similar to the way the writing process works. Pre-writing leads to drafting; drafting reveals the first rush of ideas and voice.

It's at this point that revision should enter the process, working a first draft up to a second draft is more than fixing the spelling and making things neat, yet it's often at this point that the writing process breaks down.

Revision!

• Kids don't know what to do.
• Teachers lack the vocabulary to provide specific and focused feedback.

Understanding how to spot and improve traits in writing provides a way to revise the writing and keep the process evolving. Understanding the traits powers up the writing process by providing entry points for revision.

Revision!

So often, kids (and teachers) think revision is just fix the spelling and punctuation and write it over neatly.

Save intense focus on conventions and presentation to the publishing stage of the writing process and dive into the meat of the process by learning to revise using word choice, organization, and sentence fluency. This will blow the embers of first draft ideas and voice into full flame.

Waiting for Eureka Moments

When you first start teaching with the traits you wonder if all this work is really worth it. You have to go at it (initially at first) on pure faith. Over the course of the first year it will come together. It will take faith and patience.

I'll admit it felt miraculous when I could see that my kids really were understanding things at a depth! This ability to apply traits concepts to their writing usually showed up around Christmas!

I recall a true eureka moment as I listened to previously inarticulate kids from my toughest class (you know the class that won’t jell and you have before or after lunch) speak eloquently about the ideas and voice they heard in the stories being read aloud. Their comments were on point, supportive, and insightful. They were writers helping each other.

At that moment I felt like crying.

At that moment I knew why I’d hung in all these years as a teacher.

It is moments like that I hope I can help you all find!

Dennis

Annenburg Media: National Poetry Month!

Annenburg Media's Learner.org offers Voices and Visions... great online video of poets, poetry, and word smithing in general:

National Poetry Month

> This April, immerse yourself and your students in the hour-long
documentaries of "Voices & Visions"
<http://learner.org/redirect/april/vv71.html>. Featured poets include
Emily Dickinson, Robert Frost, Sylvia Plath, and William Carlos
Williams. Several programs are scheduled to air on the Channel in April;
click on "Broadcast Dates" for details.

> Our literary analysis series "Literary Visions"
<http://learner.org/redirect/april/lit72.html> includes seven programs
about different aspects of poetry.

> Consider the historical relevance of American poetry in "American
Passages: A Literary Survey"
<http://learner.org/redirect/april/apass73.html> Program 10, "Rhythms in
Poetry," and Program 15, "Poetry of Liberation."

> Get upper elementary students started with poetry with this lesson
plan <http://learner.org/redirect/april/start74.html> on our Web site
for "Engaging With Literature: A Video Library, Grades 3-5." The page
includes a link to a list of poems suggested for teaching the use of
line breaks, repetition, and other devices.

> Try out different teaching strategies presented in "Teaching
Multicultural Literature: A Workshop for the Middle Grades"
<http://learner.org/redirect/april/tml75.html>. Draw inspiration from
the work of Nikki Grimes, whose characters in the novel "Bronx
Masquerade" perform at an "open mike" poetry event at school. Grimes's
poems appear on pages 17-20 of this PDF document
<http://learner.org/redirect/april/tml76.html>.

> "The Expanding Canon: Teaching Multicultural Literature in High
School" offers lessons plans for teaching poetry, like this one
<http://learner.org/redirect/april/canon77.html> for teaching the work
of Lawson Fusao Inada. Hear and read an excerpt of Inada's poem "Drawing
the Line" at <http://learner.org/redirect/april/canon78.html>.

---
Visit our Web site <http://learner.org/redirect/april/vod79.html> for
information about our FREE Video on Demand and other viewing options.

First Grade Word Choice Methods

Terese shared these word choice methods...

In first grade, word choice is continuous since their vocabulary is so limited. In the beginning of the year, we use our five senses to brainstorm adjectives for each sense. I make a chart and add to it throughout the year. That way, the words are always available to them when they write.

As the year progresses, I do a lot of modeling.

I write sentences on the overhead with "overused" words. We begin with the verbs, and try to replace the existing verbs with action verbs. We always try to change forms of the verb "to be" to action verbs.

We then try to add exciting adjectives. Again, this has to be modeled again and again.

We are now at the point of the year where we are progressing to short paragraphs on the overhead and revising them. For first grade, we emphasize strong verbs and adjectives.

We draw pictures of the sentences before we revise and after to emphasize the difference. We are always trying to form a picture in our readers' minds. If my first graders don't learn anything else, all of them will be able to tell you that!

Towards the end of the year, we do a beach unit. (As I live in Delaware, that is where the children's minds are by the end of the year anyway.) In pairs, the students pick an ocean-related animal or object and research it. One of our activities is to write a simile for our topic. Of course, we read many books first for examples. Then, the children make a page for a class book of similes. They draw their topic on the left and the object they are comparing it to on the right. They write the simile below.

In first grade, this project is better towards the end of the year when the children are more comfortable experimenting with writing.

PreK - 1st Grade Traits: Using "Wee Can Write" Workshop

Folks, I'm not affiliated in any way with NWREL. I just admire the great materials and training they offer. Wee Can Write is available online from NWREL.

If you're going to be in the North West, don't miss this training:

Carolyn McMahon, co-author of the bestselling book, Wee Can Write: Using
6+1 Trait® Writing Strategies With Renowned Children's Literature, will be
in Portland, Oregon, on April 5–6, 2007, to facilitate this "learn it
today…use it tomorrow" hands-on workshop. Participants will explore a
variety of activities for teaching and assessing the traits of effective
writing using familiar classic literature titles that young students love.

Teachers, instructional assistants, special education staff, and
administrators of "wee" (beginning) writers—preschool, pre-kindergarten,
kindergarten, Head Start, and first grade students—are encouraged to
attend.

Attendance is limited to maximize the focused, interactive nature of this
workshop so register soon. As an added incentive, register by March 15 and
save $20 on the already low registration rate.

Visit http://www.nwrel.org/events/see/85 for complete information or call
(800) 547-6339, ext. 187.

Learn about other NWREL workshops at http://www.nwrel.org/events/ .

See the new http://www.thetraits.org ...your one-stop resource for all
your 6+1 Trait® Writing needs, including information on trainings,
instruction assistance, and products.

Writing classroom tips...

A conversation between Peter and Paul about writing workshop:

Hi Paul, I appreciate the insightful process that you're following with your students. What level do you teach? It sounds like you've developed a strong workshop approach with your students. Do you introduce and teach one trait at a time?

From your feedback, it sounds like your curriculum has a good sense of continuity? How do you get there?!??! Also, I'm interested in using the white board in my classroom. My sense is that it would facilitate sharing and contribute an invaluable visual component to instruction. How have you used it in your classrooms? Obstacles? Successes? What is the ultimate learning curve? Thanks for any help you can offer. Cheers, Peter

--------------------------

Peter, I teach Language Arts and Geography to 7th graders. Last year I was tasked with starting an 8-week "Creative Writing" elective for them. I had no idea what to do other than try to follow Nancie Atwell's In the Middle*, so that's what I did. Most activities I've discussed here come out of that class.

Setting up the class takes time each quarter, which is frustrating since it ends pretty quickly. On the other hand, I get to learn from my mistakes and start over 3 times in one school year. Halfway through my 7th quarter now, I'm getting the hang of it.

The luxury is that I don't have to fit this stuff in with all the other Language Arts content, since that's a separate class. So the kids have 100% freedom of choice on topic selection. And I don't always have to force a schedule on them (and me) like I do teaching Lang.Arts. Organization is NOT one of my strong points, so I like that the structure can be fairly loose. It doesn't get chaotic since the class size is only 15-16 kids.

I intended to start teaching the traits this year, but I haven't felt like I knew the concept well enough to teach it well. So to answer your question, I haven't introduced the traits at all. BUT, since this online class has started, I can't resist working with things that I'm learning. I'll try to do a complete 6-trait delivery for the 4th quarter.

The interactive whiteboard is fantastic for all content areas, particularly with the Internet. Tomorrow, if my writing class needs help with leads, I can have Dennis's lecture and examples up on the board in seconds. One day while reading, a student asked what a rumble seat was. 30 seconds on Google Images, and they see photos from multiple angles, assorted car models, even a Norman Rockwell print.

I'm fairly neutral about technology, neither Supergeek nor Luddite, and I'm totally comfortable using it. And we have a great ET at the school who makes life bearable for the real technophobes. I don't use it as much as many teachers, but I'd hate to go without it. For me the challenge is to keep adding to my skills and creativity with it, and I confess I've been lazy about that lately.

Have I answered what you were asking? As my students know, I can spew out a lot of words without delivering much. I often finish a response to them by saying, "Is that the longest way you've ever heard someone say, 'I don't know' ?" ~ Paul

(This conversation from the Spring 2007 session of Teaching and Assessing Writing with the 6-Traits was used with the author's permission. )

*For more great books about writing see my Writer's Bookshelf!

Strong Leads: 6 Ws (Who, What, Where, When, Why and How)

On the topic of organization and strong leads, Adam offers us some wisdom based on work in journalism:

I've taught several writers how to write leads for newspapers and have used the lesson below to show beginning writers how to shape leads to write in inverted pyramid style.

The 6 Ws are used with a different lead emphasis depending on what the writer feels is the most important aspect of a story.

By focusing on the 6 Ws (Who, What, Where, When, Why and How) students will have something quick to grasp if they're stuck. After they've defined what the 6 Ws are they can determine which is the most important or dramatic.

How is the most difficult W of them all – that's why it's W comes at the end instead of the front -- to write because it's hard to get someone to explain the real reasoning behind things.

WHO #1 – Baskin Robins owners will increase the cost of a single scoop ice crime by nearly double Wednesday across the city because of rising milk costs.

WHO #1 – Consumers have until Tuesday before they begin paying nearly double the amount for a single scoop ice cream before a plan kicks in by Baskin Robins to avert a crisis forced by the rising cost of milk.

NOTE: By showing two examples you can also show that there's not necesarily a single answer or approach to a lead emphasis within newswriting.

WHAT – Ice cream will cost almost twice as much across the city beginning Wednesday as Baskin Robins owners will nearly double their prices because of rising milk costs.

WHERE #1– Across the city, ice cream will cost nearly twice as much Wednesday at Baskin Robins 31 Flavor stores as owners cite the rising cost of milk as their reason.

WHERE #2– At Baskin Robins 31 Flavor stores , ice cream will cost nearly twice as much Wednesday as owners cite the rising cost of milk as their reason to hike prices across the city.

WHEN – Tuesday will be the last day single scoop ice cream at Baskin Robins 31 Flavors stores will be sold at its current price as owners plan to implement a price hike across town they say is due to the rising costs of milk.

NOTE: Look for subtle differences -- here it's Tuesday instead of Wednesday -- that will set your writing slightly apart from others and make it unique.

WHY– The rising cost of milk will cause the cost of a single scoop of ice cream to nearly double Wednesday across the city Baskin Robins officials announced today.

HOW – By doubling the cost of single scoop ice cream beginning Wednesday Baskin Robins officials say they'll be able to remain open across the city and avert an ice cream crisis in the wake of rising milk costs.

After explaining the differences in lead emphasis, rip a newspaper apart and ask students to work in small groups with a couple of pages of the newspaper (Sunday edition works best) and decide what the lead emphasis of new stories on pages handed to them are.

This exercise helps "reveal how the sausage is made" and shows them how writing in everyday life can apply to them. They quickly discover that most news stories begin with what or who.

After this, I have the group rewrite a lead using a different lead emphasis. If they pick a Who emphasis lead, then they have to write a lead with an emphasis besides who.

Because all of the facts and materials are provided, nobody can honestly say they couldn't come up with something. This also builds their ability and confidence in editing others work.

For example, "You're lead emphasized who -- Baskin Robins officials -- when the most important news is really the what -- Ice cream costs will double. What has the most effect on people? Maybe that's what you should lead with.

Teaching the six Ws is applicable in a variety of things, police work, emergency services, lawyers, journalist, report to share holders because like the 6 traits for writers the 6 Ws are the basic elements needed in writing.

Primary Ideas: Teach 'em to pick their own topics!

Jennifer shares these great ideas from her 1st Grade Classroom:

I believe that "Good writing" begins with meaningful topic selection. Writers take more ownership when they are in control of their writing topic. It is my responsibility to encourage, model and teach my first graders how to do this. In my classroom, we learn very early what good writers do.

What Good Writers Do:

• Good Writers write about Small Moments from our everyday lives (losing a tooth, dropping our lunch tray, losing a gym shoe, etc.)


• Good writers write about Memories (weddings, injuries, getting a new pet, etc.).


• Good Writers write about things that we are an Expert on (fishing, jumping rope, walking a dog, etc.).


• Good Writers write about things that they have a big feeling about.


• Good Writers write about things that they know a lot of specific information about.


• Good Writers write about things that are real in their lives.


• Good Writers write about things that are important to them.


• Good Writers write about things that they think others will be interested in.
  
  We also learn that: Good Writers are inspired by other writers: An old piece of writing might inspire a new piece of writing. Someone else's writing might inspire a new piece of writing. A good book might inspire a new piece of writing.
  
  My students and I create charts with this type of writing language. These becomes my focus lessons during our Writer's Workshop.
  

Status of the Class

Another great tip to help kids select their writing topic before they actually have the paper & pencil and begin to write about the first random thing that comes to mind, is "Status of the Class."

This means, I pass out the writing journals at the carpet. The students "warm up their brains" by rereading old pieces. They decide if they will be revisiting a piece of writing to write & write or make changes or they decide if they will be moving into a new piece of writing. They have about 3 minutes to do this.

Then, I begin calling out names. As a student hears their name, they share their writing topic. ---Yes, they truly use this language. It's fantastic!

• "I'm revisiting my story about learning to trot on my horse."


• "I'm making changes to my story about my b-day party."


• "I'm writing about a Memory when I twisted my ankle ice skating."

Once a student gives me their topic, they head right to their writing space and begin writing. The entire Status of the Class experience should be quick (5 minutes max!). It feels a bit chaotic at first, but if you stick to it & train your students, it's extremely beneficial.

My first graders have truly made a connection to the importance of meaningful topic selection which directly connects to Ideas, Ideas, Ideas.

The Power of Modeling the Writing Process

Sheryl shared this insightful piece on modeling the writing process...

When I was first told to "model" for students, I was terrified! I didn't want them to see that their teacher wasn't perfect at everything she does! :-) BUT, I soon realized how great it really is for students, and now I actually enjoy doing it.

This year, I got the most effort/product out of my students' writing AFTER they saw me struggle and "mess up" in front of them. When they realized that this is something that can only improve with practice and that even your TEACHER has a hard time thinking of things, they respond so well.

I find that they often try to help me come up with things to write--they want to help write my paper. When it comes to writing their own, they think about the help they gave me, and try to apply it to their own work.

I also think students have to see that writing does not start out perfect--they need to see the cross outs, the rewrites, the spelling mistakes, all of that. When they realize that it's OK to make mistakes intially, they have an easier time getting their thoughts down.

It doesn't always work, obviously, but it does more good than bad.

Motivating Grade Obsessed Students to Write with Passion

I want to share a long excerpt of a discussion that took place during my Spring 2007 6-Traits writing class. We were discussing the difficulty some were having in motivating young writers to find their own ideas about writing. ~ Dennis

Question posted in class:

"My students have great difficulties generating ideas. My students have passion to get A+ but no passion to express their feelings. I really have to argue with some of my students trying to convince them that they must have some issues to write about, but they insist there are none! Perhaps the technology discussed in the lecture [Mind Mapping Tools] can help me to motivate them to become a bit more passionate about some topic for their writing."

Response from Mark:

"They are telling you what they are passionate about - their grades. So use it.

I teach to the same mentality in my district. And had a similar problem in reading last year. I struggled for a solution for the longest time until I was looking in a math binder for a mini lesson; of all places to find a reading solution.

My math professor got all of the math phobic students in the teaching program. He began the year by informing us that we were beginning with an "F" but that can change as long as we were willing to show, effort, willingness, and passion for this subject. Otherwise, he promised that we would wash out of the teaching program. I never had so much fun in math before, and you never saw a more passionate group about math in any class.

I used the same approach with my reading group... It took some setting up. I had to have a clear plan to insure most if not all of my students would do well, I had to convince my principal to let me do it and even with her approval, she was looking over my shoulder constantly; and I had a lot of heat from parents at first. But in the end the kids had a great time while Exceeding expectations, and the parents and district were happy with the results. I was too.

I tend to go with my instincts, my instincts say, if they do not meet your expectations then their grade should reflect their unwillingness to try.

I know that sounds harsh but, if you conference with them and tell them this is your grade unless you can use what I am teaching you, and passionately convince me you deserve a higher self selected grade this is what you will receive.

Then let the bidding begin through self-collected portfolios with letters that explain why these samples should be considered for a higher grade. Then give them your take on the samples along with suggestions for improvement. The more they have to haggle the more passionate their writing will become and the more they will pay attention to what you are teaching.

I can't say where but somewhere along the line the grade, or the need for a better grade tends to slip out of the mix, as the challenge that subject offers takes over. It happened to me as a student in the math class and I saw it happen to my students in my reading class. Their just comes a point where you know what your grade will be and who's responsible for that. At any rate writing is now connected to something important to them and becomes relevant; just a thought.

Melissa Replied:

Mark, I LOVE this idea. I teach "rough" kids with little to no motivation to go to school, let alone put in any effort to be there. However, I have noticed in recent months that a good amount of them have suddenly woken up and realize that they DO want an education and they DO want to make good grades.

Like many of the other people have said, they THINK that by merely turning in the assignment, it deserves an A. I like the fact that this is a "contract" with them--they still are empowered as they have the choice to do what is required to make the grade, or accept the low one; there are no surprises at the end of the grading period.

I wonder if I could implement something like this in my current job. We are starting a new novel in a couple of weeks, your project ideas sound great and could work. Hmmm....you've got me very excited about trying this. The only ones I would have to convince are my Principal and students (most of my kids don't have parents). I'll let you know if it works out. Thanks for the great info!

Mark replies:

Melissa, It would have to be brain stormed and changed for the subject and environment. When I went through it in math at each semester the professor would have us submit our three ah..ha moments in the class along with a reflection on each moment.

Since we were allowed to redo any paper as often as we wanted and he would re-grade as often as we redid the assignment all papers had to be without any mathematical errors. In addition he had us read autobiographies of mathematicians, books about numbers, and had guest speakers come in and talk with us about how numbers are used in the work place. We had to do a reflection on at least two of these events.

So each semester we turned in three assignments with rationale, two reflections on guest speakers, and our daily math journal, along with the grade we felt we deserved and how these papers supported our belief. That's how we were graded.

In my reading class, we read trade books - one of them from a past semester was a book called the Landry News. Each week they had vocabulary work they needed to do and a choice of activates that they would work on over the week and submit with what grade they felt it deserved. If it did deserve the grade I would enter the grade in my book and that was it. If it did not, I entered the low grade, returned the assignment with feedback and they were expected to re-do it over the weekend for re-submission on Monday.

If the paper was not resubmitted I sent a letter home explaining to the parent the grade their child chose to accept and remind them a new project was due on Friday. (That's where the heat came from). But they never missed more than one assignment.

Sample Assignments

• Some examples were things like making a board game that represents the book.
  
• Or retell the story from another characters point of view, anything that reached into comprehension.
  
• At the end of the book we had a debate with the principal and the school councilor as the mediators. Each person in my class sat around a table with a sheet of paper that would be used for a self-evaluation.
  
• At the top of that paper was a note reminding them that they had to make a compelling and (book) relevant contribution to the discussion.

At the end of the debate they were asked to complete this reflection on their performance in the debate and tell me what grade they felt they deserved. As long as they turned in all assignments, stayed on topic, in character, and contributed they got the grade they asked for. And believe me they were far harder on themselves than I would have been.

This is just one book and one example. For Letters from Rifika by Karen Hesse, they needed to make a CIA information slide show of the Tebrot family and their trip to America so that Rifika could be cleared to enter America. The list goes on...

Now, with my writing class I have never had to mention grades this year... They know my expectation. For my part, keeping what I want focused helps me target the specific missed assignments from each student very early on. This is how I do it. In writing I give them a week at the end of each trimester to put together a trimester portfolio with three things in it.

• All assignments called "Perfeckt" usually about ten of them.
• One of the three teacher directed essays for that grading period. Their choice.
• Three samples out of their portfolio along with a sheet that explains the grade they feel they deserve and how these samples support their grading.

They know they need to be consistently working on these pieces. As soon as they select a portfolio piece they know they can redo (in their own time) as often as is necessary and I will re-grade it as often as they submit it. They are accustomed to thinking of the other assignments as targeted lessons that teach them things they can use to improve their portfolio. Because, I will re-grade portfolio pieces as often as they like they know all samples have to be strong in conventions. I give one-on-one help with the other traits in their sample, and they know they have to show improvement in some way. By the time they submit their trimester portfolio they already have a good idea what their grade will be.

And that's it. Is it a lot of work? yes… Is it worth it? YOU BET!!!"

Ideas for teaching Ideas in primary grades

Kathy shared the following in my current 6-traits online class. Her ideas about ideas should spark some ideas for all of us! ~ Dennis

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"This is one area that I have done a lot of exploring with my classes over the last two years. I agree with Spandel* that writer's need the skill of finding and defining their own topics. If you provide the topic routinely, you will encourage students to depend on you for this.

We are working on learning to "spot the moments or ideas within their experience that are worthy of writing time." I agree that we must tap into their personal experience, expertise, and interests. I think students can learn to become good observers. As I have mentioned before, we make lots of lists and we record them in our writer's notebooks.

One book that I have used the last two years to introduce the concept of personal experiences and using a writer's notebook is I'm In Charge of Celebrations (by Byrd Baylor). This is a book about a woman that celebrates unique and wonderful occurrences in her life as she lives in the desert: seeing a triple rainbow, seeing dust tunnels(?) swirl all around her, a coyote, etc.

After reading the book, I send home a note asking parents to help students make a list of things that they celebrate in their life, other than holidays. Parents list 6 or 7 experiences( holding an alligator, saving two kittens, riding my first roller coaster, loosing my first tooth). This was our first entry into our writer's notebooks under the heading of celebrations.

Then students chose 1 celebration to use as our first piece of writing. We started by making a class list through interactive writing. Then they each wrote individually about the experience. Spandel states that students need modeling and practice in order to learn how to list everyday events and random thoughts in their notebooks. This is why we started with a class writer's notebook. We recorded ideas together on chart paper.

Another point that Spandel makes is that students need to talk to one another before they write - to suggest ideas for writing. I also previously mentioned that we have Lightbulb Lab almost everyday in my class. This is time to write ideas in the writer's notebooks. During this time students can chose to have idea talk time. They can sit with one or two classmates and talk.

I have talk time cards they can use to guide their conversation. For ex. Did anything different or unusual happen last night? or Did you notice anything on your way to school today?

I also have a bin of pictures I pulled from magazines that they can look at to try to come up with ideas.I found two ideas that I would like to try in my classroom. I liked the idea chart "Picturing Writing" on pg. 24. I thought it was a great way to get kids to plan out descriptions and details for their story. I also like the Snapshots idea, "Show, don't tell", in which students turn vague sentences into snapshots by piling on adjectives and creating pictures in the reader's mind. "

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*The text we use in the k-4 course is Vick Spandel's Creating Young Writers. If you've read it you know it is extraordinary. If you haven't read it... do!

~ Dennis

6-Traits Books

Crystal Springs Books features dozens of 6-traits books. Most of the work has been authored by 6-Trait authority Ruth Culham. The books are practical and have the feel of teacher made materials.

A nice feature is the look inside the book view which provides 5 or 6 pages from each book. Just cruising through the 'free preview' pages will give you plenty of ideas.

Check it out!

~ Dennis

6-Traits Voice: Quotations found by the group...

AUTHOR: Alexander Pope (1688–1744) QUOTATION: Truths would you teach, or save a sinking land? All fear, none aid you, and few understand. Submitted by Sharon

Put your whole self into it, and you will find your true voice. Hold back and you won't. It's that simple. ~Hugh Macleod (Submitted by Eryn)

And the day came
when the risk it took
to remain tight inside the bud
was more painful
than the risk it took to blossom.

Anais Nin


I love this quote, and it seems to suit many students, having soooo much to say and perhaps struggling with the risks they perceive in the classroom.

And another thought....I had a thought earlier about having my ninth grade students head to the elementary school library to check out books by Dr. Suess for the day, read them aloud to play around with voice. (Submitted by Deborah)

"Who can confidently say what ignites a certain combination of words, causing them to explode in the mind? Who knows why certain notes in music are capable of stirring the listener deeply, though the same notes slightly rearranged are impotent? These are high mysteries." - E.B. White (Submitted by Kathy)

"Good writing is supposed to evoke sensation in the reader--not the fact that it is raining, but the feeling of being rained upon." E.L. Doctorow (Submitted by Sheryl)

"If you pick up a starving dog and make him prosperous, he will not bite you. This is the principal difference between a dog and a man." Pudd'nhead Wilson Mark Twain (Submitted by Adam)

The important thing is being capable of emotions, but to experience only one's own would be a sorry limitation. Andre Gide (Submitted by Nancy)

Change your thoughts and you change your world. ~Norman Vincent Peale US clergyman (1898 - 1993)

I changed my thoughts on "Voice" this week and thought this appropriate. I'm feeling like I can change the world of my classroom! (Submitted by Terese)

"Let one who wants to move and convince others, first be convinced and moved themselves. If a person speaks with genuine earnestness the thoughts, the emotion and the actual condition of their own heart, others will listen…" -Thomas Carlyle

I've been considering the sincerity factor of the Voice rubric while reading the online papers. It's pretty hard to fake. But when we do sense it in writing, can we be sure it's genuine? I guess if we're fooled, it's a sign of successful (if dishonest) writing. Sincerely, submitted by Paul

"Some men come into your life....and screw it up forever" from Janet Evanovich - opening line in her book/series "One For the Money"

To me this says VOICE. And it is also why I bought the book. (Submitted by Eliz

I have never thought of writing for reputation and honor. What I have in my heart must come out; that is the reason why I compose. Ludwig van Beethoven (1770 - 1827) (Submitted by Mary)

Don't tell us the old lady screamed. Bring her on and let her scream. Samuel Clemens (Mark Twain) ~Submitted by Mark

An Englishman is a person who does things because they have been done before. An American is a person who does things because they haven't been done before. Mark Twain

I think we are all willing to try new methods in our classrooms! ~Shirley

So many methods, ideas, and stories are flowing in the discussion threads!

The minds of the e-learners in my current online class about the 6-traits are the source of so much practical classroom wisdom.

I've got a diverse and very articulate group of educators from around the world discussing voice this week. From Primary Teachers to University Instructors... everyone has insight, methods and Eureka moments to share.

I've asked my class for permission to blog some of their posts.

I must walk a careful line here. We're building a very generous community in class. People are sharing and talking and helping each other think. I don't want to make them self conscious or have they worry that the blogosphere is looking over their shoulders.

On the other hand, there are so many nuggets of wisdom I'd like to share with the teachers of writing that read this blog.

We'll see!

Den@SanMarcos

6-Trait Powerwrite

Folks I have no ties (other than admiration) to this product and company. I came across them several year ago and was impressed by the grassroots origins of this very clever Internet based approach to blending the writing process and the 6-Traits. You can tell this was invented and battle tested by a Middle School Writing Teacher. Anything that promotes writing instruction and the traits gets my vote. I'd stuff the ballot box for 6-Trait Powerwrite!

6 Trait Power Write™ is an online interactive writing process system developed by Leah Ames, a middle school English teacher from Leoti, Kansas, who created the system to help her students grasp the fundamentals of writing.

6 Trait Power Write™ is a web-based, interactive system for teaching the writing process to students in grades 4-12. The name "Power Write" is an acronym for the 10 steps in the writing process that the system teaches.

This exemplary product is made by Step Up 4 Learning Systems, Incorporated.