Inspired picture writing
Drag and drop words on to pictures
possible poetry, idea generation, word choice applications
Drag and drop words on to pictures
possible poetry, idea generation, word choice applications
July 26, 2011
July 21, 2011
Color Poems Word Choice & Fun!
| Hailstones and Halibut Bones & Color Poems by Karen Grunder | ||
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That old Hailstones and Halibut Bones book motivated me to develop a lesson for color poems! We brainstormed ideas for one color (red) as a class, sense by sense. The students would do it individually first on their own paper, then we would share and record all ideas on chart paper. The next day we picked the ideas for each sense we thought were the strongest, and worked on putting a poem together and making each image even more powerful. We balanced the amount of sense images (didn't want to overload on the visual). Hearing and feeling (emotion) were frequently the challenging ones for 10 year olds, but sometimes ended up being very effective parts of their poems when they later wrote their own. "Showing, not telling" was a big part of this lesson. Finally, the children got the chance to choose their own color, and brainstormed their own ideas. Lots of excitement! Yellow is.... the smile in my mom's eyes whenever she looks at me the first notes of the ice cream song - "Run! Find the truck!" huge fields of daffodils rippling like waves as each gust hits… These poems were little treasures. The majority of children in the class got their poems published in a poetry book through a contest I entered. (Not a thing I regularly do, but someone handed me the poetry contest sheet just as we were doing the activity). This is an easy and effective way to get children to play with words to paint pictures and evoke emotions. A lot of talk went into the most effective way of sequencing ideas. Mood, balance, dynamics, and the importance of leaving the reader with a strong, final image/thought also came up. Such fun! So much covered in one much enjoyed writing activity! This year I'd like to get them to take digital pictures or use the web, and create a collage of any images or emotions from their poems that could be caught with a camera. I would tell them this after they finished their poems, though. I wouldn't want their inspirations to be restricted by practicality. Karen Grunder (Summer 2008: Teaching and Assessing Writing with the 6-Traits) Lesson Extension from Read Write Think:
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June 11, 2011
Facebook and 6-Traits Time to make the connection!
Find great writing contacts on Facebook!
I've just setup a page on Facebook. You'll find the 6-Traits Resources page here.
Please drop by and click LIKE? ~ Den
Corbett Harrison's Facebook Page
The National Writing Project Digital Writing Page
National Writing Project Digital IS
Be sure to check out the Digital IS webpage as well!
Vicki Spandel and Jeff Hicks on Facebook 6-Trait Gurus
Don't miss their new SixTraitsGurus Blog
National Writing Project - Help Keep It Alive!
NWP's web resources are spectacular. Join for NWP Interactive Free!
Please drop by and click LIKE? ~ Den
The National Writing Project Digital Writing Page
Be sure to check out the Digital IS webpage as well!
Vicki Spandel and Jeff Hicks on Facebook 6-Trait Gurus
Don't miss their new SixTraitsGurus Blog
NWP's web resources are spectacular. Join for NWP Interactive Free!
June 3, 2011
Word Mandalas & Pizza Memories
"Mandalas are forms of sacred geometry; ancient, and cross-cultural visual tools for initiation, spiritual development and enlightenment. While the word "mandala" originates from the Sanskrit and while we have come to associate this kind of form with India and the Buddhist tradition, every culture around the globe creates what they consider spiritually-informed symbols that could be seen as mandalas."
Teaching and Assessing Writing with the 6-Traits (Online Graduate Class)
Posted from Diigo. The rest of my favorite links are here.
Posted from Diigo. The rest of my favorite links are here.
Barry Lane's YouTube Channel!
Barry Lane!
YouTube - Explode a Moment with Barry Lane
This is a terrific mini lesson from Barry Lane. He shows (not tells) how to explode a moment into a full page of rich writing. The visuals in this video will catch any student's attention. I've called this technique the Magnified Moment. It's also tied to the idea of using imaginary binoculars to really see the details of an event. Fun to watch, this video is part of "Barry in a Box", a book and dvd Barry is selling on his website: www.discoverwriting.com
This is a terrific mini lesson from Barry Lane. He shows (not tells) how to explode a moment into a full page of rich writing. The visuals in this video will catch any student's attention. I've called this technique the Magnified Moment. It's also tied to the idea of using imaginary binoculars to really see the details of an event. Fun to watch, this video is part of "Barry in a Box", a book and dvd Barry is selling on his website: www.discoverwriting.com
A Horn for Louis, how Louis Armstrong found his passion. Great anecdotes about Armstrong, Marc Chagall, and Harry Houdini that lead to Kimmel's books. Children's author Eric Kimmel describes how to find your passion. More information about Eric's work at www.erickimmel.com.
May 28, 2011
Help Kids Write! Animated posters
Help Kids Write is a wonderful resource!
This site is from LaRae Kendrick, a veteran teacher and nationally know presenter on 6-Tratis. She's created some very clever posters to help kids remember the traits.
Each page features a character who embodies the trait. Included are essential ideas about each trait. This would make a great smart-board intro to each trait!
Here's a link to Ida Ideas! You can click through all of the traits from this page.
tags: "6-traits training 6-traits"
Writing Across the Curriculum (WAC)!
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Join this group!- This group receives special notice whenever a new writing across the curriculum lesson or resource is posted at WritingFix.
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Twitter for K-3? Think about it!
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- I have been itching to write this Teachers Guide to Twitter for a while now - hoping to encourage K-3 Teachers and others, to give Twitter a try. Many of our visitors have expressed that it is all too confusing - so - I will do my best to unravel the 'mystery' behind Twitter - it is worth it...so hang in there with me...
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Best websites: Working With English Language Learners
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- My “The Best…” lists for 2010 continue, and this latest one focuses on sites that ELL students would use directly.
You might also be interested in previous editions of this list:
The Best Websites For English Language Learner Students — 2009
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Grammar Lover? Three Books to consider.
- 4 minute podcast. As always, NPR is great.tags: grammar books 6-traits
What makes books about the decline of traditional grammar and usage so popular? Books like Lynne Truss' Eats, Shoots & Leaves lament the downfall of traditional punctuation standards and promise a return to good old days gone by. But there never was a golden age of language, because language itself is in a constant state of flux. Yet we still pride ourselves on speaking and writing "well" — even when the definition of "well" is a moving target.
- How can we think about grammatical "correctness" when grammar's rules are always evolving? These three books give some needed perspective to a lively — and heated — linguistic debate.
- The Power of Babel: A Natural History of Language
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March 19, 2011
WritingFix Writing Traits for Primary Writers
Here is a link to WritingFix's Writing Traits: Traits for Primary Writers.
This is a Nevada Print Guide and Teacher Workshops sharing materials from Northern Nevada's teacher inservices and print guide.
There are many lessons and resources for Primary Writers on this page. I also want to direct your attention to: Six By Six: Traits Writing for Little Writers. This inexpensive book offers thirty-six writing lessons (six lessons for each of the six traits...six by six).
Also consider joining the Primary Teacher's Group on the Writing Lesson of the Month Ning. (There are 12,000+ Teachers on this network!)
In our online class, Teaching and Assessing Writing with the 6-Traits, we quickly develop a community of practice dedicated to sharing ideas, resources and methods about the 6-Traits. By the end of the course teachers know how powerful a like minded community can be.
WritingFix and their online groups will help any teacher seeking to improve their writing instruction find a supportive online community.
Join and online community of writing teachers! It's free and who knows where it will lead? 8-)
March 17, 2011
J.Peterman: Word Choice & Voice
What a great way to teach word choice and voice! From the online catalog:
The Victoria Falls Jacket
http://www.jpeterman.com/Mens-Jackets-Vests/Victoria-Falls-Jacket
It has the look of a true jacket. Substantial and trim, not flimsy and baggy. You could navigate down the Zambezi and then proceed directly to high tea on Stanley's Terrace without raising any eyebrows.
Victoria Falls Jacket (No. 1636). Four buttoning, flapped pockets outside, three inside. Crisp notched collar with chin strap. Airy mesh half-lining. Pointed yoke, deep inverted pleats, and stitched-down Norfolk-style waist in back.
Carry on, gentlemen.
Men's even sizes: 38 through 48.
Color: Tobacco.
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More:
J.Peterman Writing Idea. http://www.youtube.com/watch?v=r9tvATHGya0
Uploaded to YouTube by Barry Lane.
This is a brief Interview with Dena and Corbett Harrison (the write couple). Corbett is the Webmaster and writer behind the great 6-Traits oriented WritingFix website http://www.writingfix.com/. Dena discusses how sharing the J.Peterman catalog with her students generated some great writing.
Great Voice and Word Choice Example:
For a prime example the J.Peterman overblown speaking style: http://tinyurl.com/62b2v5j
Seinfeld - Peterman Background
Larry David, Seinfeld and J. Peterman (The real J.Peterman.) http://www.youtube.com/watch?v=r9tvATHGya0
This topic was suggested during a discussion on Word Choice in my Teaching and Assessing Writing with the 6-Traits online class.
I had some fun running down these resources. I'm not sure how they might play for the current generation of kids in the seats who may not be Seinfeld fans. Not many will know who J.Peterman is. That's why I tried so hard to find the right video example of word choice and voice!
Let me know what you think?
~ Dennis (In exotic Valley Center)
Larry David, Seinfeld and J. Peterman (The read J.Peterman.)
March 8, 2011
Organization: Ruth Culham
A poem about Organization from the 6 + 1 traits of writing: the complete guide By Ruth Culham
Organization
Ideas with focus and details galore. . .
In your head, on paper, on the computer, and more.
Time to think about order, how to get it down right,
There are so many options, you can get writer’s fright.
The ideas need purpose, direction and shaping,
Decisions on how will be all to your making.
Reason and logic, compare and contrast,
Detailed analysis or present to past,
Information you’ve given in just the right doses,
Events proceed logically – no hocus pocus.
Organization is the name of this trait,
From beginning to end and a middle, top-rate.
Transitions, pacing, sequencing, too,
There’s plenty to think out, lots of writing to do.
Five-paragraph themes may seem ever so neat,
But as a way to organize, they’re hardly complete.
Formula writing is nothing so hot,
Try writing with insight, freshness, and thought.
If you think that it’s easy, we’ll just see about that,
Getting it right is like herding cats.
The ideas are out there-now grab them and shake,
Good organization takes skill and imagination to make.
Organization
Ideas with focus and details galore. . .
In your head, on paper, on the computer, and more.
Time to think about order, how to get it down right,
There are so many options, you can get writer’s fright.
The ideas need purpose, direction and shaping,
Decisions on how will be all to your making.
Reason and logic, compare and contrast,
Detailed analysis or present to past,
Information you’ve given in just the right doses,
Events proceed logically – no hocus pocus.
Organization is the name of this trait,
From beginning to end and a middle, top-rate.
Transitions, pacing, sequencing, too,
There’s plenty to think out, lots of writing to do.
Five-paragraph themes may seem ever so neat,
But as a way to organize, they’re hardly complete.
Formula writing is nothing so hot,
Try writing with insight, freshness, and thought.
If you think that it’s easy, we’ll just see about that,
Getting it right is like herding cats.
The ideas are out there-now grab them and shake,
Good organization takes skill and imagination to make.
February 21, 2011
Voice and Research Writing
There is an expected research paper voice and while the mode is driven by organization, voice still plays a part in this form of writing.
I'd describe the desired voice in this mode as; authoritative. Other descriptors would be strong, confident, and understanding. Lovitts 2007 p 36
It comes down to understanding the audience for the writing. There is a very clear and defined audience for research papers: other professionals or academics. Knowing the audience helps a student writer determine the voice (once they have the concept of voice in place).
You can help your students understand voice as a concept, and your expectations for a 'research voice' by using contrasting examples. (Here's where a search for appropriate mentor texts will help.)
For instance, you could provide strong and week thesis statements.
Also find or create contrasting examples. Demonstrate overly casual, or insecure voice, and contrast it with confident (fact supported) academic voice.
On one hand, you have an example of clear well supported, and authoritative writing.
Contrast this with excessively elaborate, vague and uncertain writing.
Examples of students attempting to hide a lack of understanding and content with elaborate long winded and confusing sentences could go a long way toward helping define the concept of ' research voice '
This reinforces the need to tune the writing to the audience.
You could also contrast the research piece with an expository piece to show differences in voice based on mode of writing.
While the voice of a research report is more constrained, it's there. By helping your students learn to recognize voice you clarify the intent of the writing and help build the concept.
Dennis/San Diego
reference:
Lovitts, B. E. 2007 Making the implicit explicit: creating performance expectations for the dissertation. Virginia, Stylus Publishing
I'd describe the desired voice in this mode as; authoritative. Other descriptors would be strong, confident, and understanding. Lovitts 2007 p 36
It comes down to understanding the audience for the writing. There is a very clear and defined audience for research papers: other professionals or academics. Knowing the audience helps a student writer determine the voice (once they have the concept of voice in place).
You can help your students understand voice as a concept, and your expectations for a 'research voice' by using contrasting examples. (Here's where a search for appropriate mentor texts will help.)
For instance, you could provide strong and week thesis statements.
Also find or create contrasting examples. Demonstrate overly casual, or insecure voice, and contrast it with confident (fact supported) academic voice.
On one hand, you have an example of clear well supported, and authoritative writing.
Contrast this with excessively elaborate, vague and uncertain writing.
Examples of students attempting to hide a lack of understanding and content with elaborate long winded and confusing sentences could go a long way toward helping define the concept of ' research voice '
This reinforces the need to tune the writing to the audience.
You could also contrast the research piece with an expository piece to show differences in voice based on mode of writing.
While the voice of a research report is more constrained, it's there. By helping your students learn to recognize voice you clarify the intent of the writing and help build the concept.
Dennis/San Diego
reference:
Lovitts, B. E. 2007 Making the implicit explicit: creating performance expectations for the dissertation. Virginia, Stylus Publishing
February 17, 2011
Teaching Traits in the Second Grade by Cathy Rencavage
"I think kids know when something is off in a story." Children are very savvy even at the earliest of ages.
This reminds me of a humorous story involving my second grade students a few years back. After being immersed in craft/trait instruction and investigating the qualities of effective writing, I introduced the students to our new Social Studies Program titled Social Studies Alive. It wasn't long into the first chapter when one little boy raised his hand and stated, "This author does NOT know how to write!"
Another raised her hand and stated, "I agree, this book should be called Social Studies Dead because there is no voice behind the writing whatsoever!"
Little by little, before I knew it, chaos erupted in my classroom. Hands were shooting up here and there as students angrily shouted out..."There are no sensory details, not one!"
"Talk about redundancy, the rivers this and the rivers that..." Etc..., Etc... Etc... LOL.
As happy as I was that the students realized quality writing when they saw it, (Believe me, my heart was singing a very happy song!) I also realized that we were married to this text for the second half of the semester. Every time I asked the students to pull the book out of their desk I was met with moans and groans and chants about Social Studies Dead!
The moral of this long thread is... students know when something is off in a story. When students are immersed in trait instruction, they gradually begin to read through the lens of a writer and emulate the craft of authentic authors.
Cathy_Pennsylvania
Another raised her hand and stated, "I agree, this book should be called Social Studies Dead because there is no voice behind the writing whatsoever!"
Little by little, before I knew it, chaos erupted in my classroom. Hands were shooting up here and there as students angrily shouted out..."There are no sensory details, not one!"
"Talk about redundancy, the rivers this and the rivers that..." Etc..., Etc... Etc... LOL.
As happy as I was that the students realized quality writing when they saw it, (Believe me, my heart was singing a very happy song!) I also realized that we were married to this text for the second half of the semester. Every time I asked the students to pull the book out of their desk I was met with moans and groans and chants about Social Studies Dead!
The moral of this long thread is... students know when something is off in a story. When students are immersed in trait instruction, they gradually begin to read through the lens of a writer and emulate the craft of authentic authors.
Cathy_Pennsylvania
February 16, 2011
Voice & Point of View
This slam dunk classroom activity was shared by Tiffany, a first year teacher with a vision for writing with the traits...
This last year was my first year of teaching and therefore the first year I taught the 6 Traits of Writing (and really learned them myself for that matter!) Here is an activity that I did in my classroom:
This last year was my first year of teaching and therefore the first year I taught the 6 Traits of Writing (and really learned them myself for that matter!) Here is an activity that I did in my classroom:
I gave each student in the room a photograph with a prompt on the back, they didn't know it at the time but someone else in the room had the same photograph with a very different prompt on back.
For example, two students would have a picture of an ice cream sundae. One prompt would say, "Write about this sundae as if you haven't eaten anything in a week", oppositely the other prompt would say, "Write about this sundae as if you are on a very strict diet." Two students would have a picture of a person about to jump out of an airplane with the ground visible far below - One prompt would say, "Write as if you are this person and you love thrill seeking and adventures," the other, "Write as if you are this person and you are deathly afraid of heights." I told the students to answer the prompt based on the photo and that they would eventually share their writing with a peer.
After everyone was done writing I explained that there was another person who had the same photo and the two partners met and shared their writings - obviously very different!
We then talked about how different writers have different voices based on their experiences, background, what they are writing, etc. To be honest, I'm not sure if this was a proper activity to convey the topic of voice or not, but the students seemed to understand the concept - they liked the activity and sharing the very different writings that could come from the same picture. Any thoughts or modifications? I'm open for further ideas too! :0)
Tiffany @ Mosinee
February 15, 2011
eMints: Great 6-Trait Resources
With this in mind, I was delighted to find the following 6-traits materials on the eMINTS site.
Writing: 6 + 1 Writing Traits eThemes eMINTS Home page for eMINTS 6-Traits materials
eMINTS page on personal narrative.
These sites explain the different types of text structures that are used in expository writing. The text structures include chronological sequence, comparison/contrast, description, problem/solution, and cause and effect. (tags: writing 6-traits)Grammar: Interactive Writing Activities eThemes eMINTS
These sites feature interactive grammar and writing sites that are fun to use with SMARTboards. The online games and quizzes cover topics such as nouns, verbs, sentences, proofreading, capitalization, punctuation, plurals, and more. (del.ious.us tags: writing 6-traits)
January 17, 2011
Cure the Pre-Writing Jitters
"I just don't know what to write about." There was a quiet desperation in my student's eyes as we sat over a blank sheet of paper. While my student can't think of what to write, I can't think of where to even start counting the number of times I have been in this very situation with students before. To help combat what I often refer to as blank-page-syndrome, I pulled out my ice-cream bucket filled with old and horribly abused crayons I have collected over the years. With this simple action, student's demeanor shifted to slight confusion.
Writing, Technology, and the National Writing Project
Technology & Writing
- Report Spotlights Revolutionary Use of Technology in Teaching Writing - National Writing Project - Annotated tags: writing digital nwp 6-traits technology
- New York, June 10, 2010 – "If school is supposed to help us in the rest of the world, shouldn't school look like what's going on in the rest of the world?" asks 10th-grade teacher Paige Cole, one of nine classroom teachers profiled in Writing, Learning and Leading in the Digital Age (PDF), a College Board–National Writing Project (NWP)–Phi Delta Kappa International (PDKI) report released today on the state of technology resources in the classroom.
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The NWP Digital Is website is a collection of ideas, reflections, and stories about what it means to teach writing in our digital, interconnected world. Read, discuss, and share ideas about teaching writing today.
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News from the National Writing Project
News from the National Writing Project
2011 Summer Poetry Institute: Write-Teach-Lead
http://www.nwp.org/cs/public/print/events/535?x-t=sites_eos.view
The Alliance for Young Artists & Writers, the Poetry Society of America, and the National Writing Project present the 2011 Summer Poetry Institute, July 5–8, in New York City.
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South Carolina Classrooms Improve Writing Through Poetry
http://www.nwp.org/cs/public/print/resource/3437
Teacher-consultants from the Aiken Writing Project invited two poets to conduct workshops at their school, getting both teachers and students excited about writing.
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Education Resolutions for 2011 Include National Writing Project
http://www.nwp.org/cs/public/print/resource/3436
Education professor Mike Rose, author of "Why School?: Reclaiming Education for All of Us," lists his hopes for education in the new year, including an endorsement of the National Writing Project.
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Language Arts Teachers Face Modern Challenges
http://www.nwp.org/cs/public/print/resource/3435
English teachers find themselves more accountable than ever for the academic success of their students, while balancing new technologies that change time-honored practices of reading and writing. Carol Jago of the UCLA Writing Project is quoted.
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Writing Project Teachers Earn Awards for Digital Writing and Advocacy
http://www.nwp.org/cs/public/print/resource/3434
The list of 2010 Edublog Award nominees included many Writing Project teachers, whose influence and teacher leadership online continues to grow.
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Writing Project Facilitates Digital Writing Studies in Alabama
http://www.nwp.org/cs/public/print/resource/3419
Etowah County Schools in Alabama, teaming up with the Jacksonville State University Writing Project, received a grant to use 21st-century classroom tools to improve student academic achievement. The grant was designed around NWP's book Because Digital Writing Matters.
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