six trait writing mps comprehensive literacy framework
TRANSCRIPT
Six Trait Writing
Reading
Writing
Oral
Language
Media &Technology Research &
Inquiry
Communication Processes
LearnerCommunicates Effectively
MPS Comprehensive Literacy Framework
Home & Community
4/21/04
SchoolAgencies
References
National Council Teachers of English & International Reading Association. (1996). Standards for the English language arts. NCTE Executive Committee and IR Board of Directors. Urbana, IL: Author.
National Reading Panel. (2000). Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Reading Panel. Washington D.C.: U.S. Department of Health and Human Services.
Wisconsin Department of Public Instruction. (1998). Planning curriculum in the English language arts. Wisconsin Department of Public Instruction. Madison, WI: Wisconsin Department of Public Instruction.
MPS Comprehensive Literacy Framework
Communication Processes
MPS Comprehensive Literacy FrameworkArea - Writing
Context - School Audience - Teachers
Developmental Stages
4/21/04
Components of Writing
ProcessApproaches
CurriculumAlignment
Learner Communicates Effectively
COMPREHENSIVE LITERACY FRAMEWORK Area = Writing
Context = School Audience = Teachers
Components of Effective Writing
Ideas Organization
Voice Word Choice
Sentence Fluency and Variety Conventions Presentation
VOICE is…
the soul, life, and breath of
writing that is unique to every
author.
Voice…
Voice is the personality of the writer that comes through in written work.
Voice demonstrates an author’s individuality, enthusiasm, knowledge base, and confidence.
Voice reveals something about the author. It has the power to hold a reader’s attention. We purposefully change the voice to fit the
audience and purpose.
What does voice sound like?
Confidence that comes from personal knowledge
Sensitivity to the audience and enthusiasm for the topic
Individuality and liveliness that appeals to readers so they keep reading
Reveals something about the writer Shows a desire to bring a topic to life for
the reader
Whose Voice Is It?
Let’s practice!
DIRECTIONS:Read the quotations and match them to the correct speakers.
1. I am inspired by people who rise above their adversity. That’s my deepest aspiration. And also I’m inspired by that fact that if I really, really want to, I think I can do anything.
2. I've outdone anyone you can name - Mozart, Beethoven, Bach, Strauss. Irving Berlin, he wrote 1,001 tunes. I wrote 5,500.
3. Reading was just plan torture. When Sue Ellyn read her page, or Tommy Bob read his page, they read so easily that Trisha would watch the top of their heads to see if something was happening to their heads that wasn’t happening to hers…She just knew she was dumb.
4. Words mean more than what is set down on paper. It takes the human voice to infuse them with deeper meaning.
5. A man may die, nations may rise and fall, but an idea lives on.
Let’s practice!
A. Patricia PolaccoB. John F. KennedyC. Maya Angelou
D. Bill Clinton E. Faith
RinggoldF. James Brown
Read the quotations and match them to the correct speakers.
ANSWERS:
1._____
2._____
3._____
4._____
5._____
Examples from Literature
Junie B. Jones - Barbara Parks
The voice of Junie B. Jones reflects the thoughts, feelings and emotions of
young children.
Love You Forever - Robert Munsch
Over the course of a lifetime, the love a mother has for her son is revealed to the reader.
The True Story of the 3 Little Pigs - Jon Scieszka The Three Little Wolves and the Big Bad Pig - Helen Oxenbury
The voice of these traditional characters change as their roles are reversed in these tales.
Because of Winn-Dixie – Kate DiCamillo
The voice of Opal and her love for a dog resonates with the reader in this
classic tale.
Voice is all around . . .
Advertising Lyrics Memos Editorials Letters Visual Art Greeting Cards CartoonsFonts Text Messages Emails
Now let’s look at a piece of student writing.
Use a voice rubric to determine if it is stronger than weak or weaker than strong in the elements of the trait of VOICE.
Voice . . .in student writing
Check for UnderstandingCheck for Understanding
Choose a piece of student writing Select a Voice Rubric (for younger or older
students) Work with another person Discuss Come to consensus on feedback Keep the feedback specific and positive
(keep in mind how to improve as a writer…not just this piece)
Be able to articulate why you would give a particular comment
Providing Effective Feedback:
Now Individually… Choose one of the other student writing
samples. Use one of the voice rubrics to develop
specific formative feedback for a student that would help him or her enhance the voice.
Do not give a number. Just write specific (narrative) feedback that would nudge the writer, not overwhelm the writer.
Next Steps…
Activities to
use with children
Voice Lessons
Listen to two versions of a song. How do they differ? Which do you prefer? Why?
Add some voice to a grocery list or our school lunch menu.
Put the voice in a piece of flat writing--or take them out of robust writing.
Write a note to your teacher about what you did over the summer. Now write the same note to your best friend about what you did over the summer. How does your voice change for the reader of each note? Why does it change?
More Lessons…Adapted from Great Source:
Two Versions—Same Topic Select two totally different writings on the
same topic. Let’s say your topic is astronomy; you might choose one passage from Carl Sagan’s book Cosmos, and one from the encyclopedia. Assess both for voice, and talk about differences in purpose and audience. Sagan’s book has a very different voice compared to an encyclopedia. What are the differences? Why are there differences? How is voice influenced by the writer’s perceived purpose and audience?
To Summarize. . .
Voice . . . Reveals something about the author to the reader; there’s a person behind the piece The author’s personality is imprinted throughout the writing Establishes a connection between the reader and author If the writing is expository, the writer has conveyed a sense of knowledge and experience Evokes an emotional response from the reader such as laughter, tears, commitment, or empathy
How might you add voice to your classroom writing lessons?
Here’s What You Can Do:
Read aloud from works that have strong voice.
Help students identify an audience and write for that audience using appropriate voice (talk about why it might be appropriate--or not).
Give students opportunities to practice different voices through different forms of writing, and for a variety of audiences and purposes.
The clearer the target,the better the results.
Voice
Our Goal:
All students know how to hit the target!