August 5, 1998
Six-Trait Writing
Voice
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Kathy/5/IA..Hostess!
- Tonight we are discussing VOICE as part of the 6-Trait method.
Darcy/Librarian -
I am a new librarian and creative writing teacher. I need some good ideas
and advice to work with. :-)
Kathy/5/IA..Hostess!
- Darcy, you've come to the right place. Kim has EXCELLENT ideas and advice!
Darcy/Librarian -
I have never heard of the 6-trait method before. Could someone briefly
explain it?
Kim/Facilitator -
Darcy, the Six-Trait Model is really pretty simple. Writing has been divided
into six traits or areas--Ideas and Content, Organization, Voice, Word
Choice, Sentence Fluency, and Writing Conventions.
Kathy/5/IA..Hostess!
- So what great advice and ideas can you give us on voice?
Darcy/Librarian -
So how does voice fit in?
Kim/Facilitator -
Voice is the writer's personality. More on the way...
Kathy/5/IA..Hostess!
- I can imagine that this step really makes the writing FUN! :0)
Kim/Facilitator -
The writing has a sound different from everyone else's. I contains feelings
and emotions so that is doesn't sound like and encyclopedia article.
Barb/HS - Do you
foresee any conflicts arising with students using voice with expository
writing?
Kim/Facilitator -
To me, this is the hardest trait to teach.
Kathy/5/IA..Hostess!
- Are there simple activities to help the kids learn this?
Mary again - It that
what Mark Twain was good at?
Kim/Facilitator -
Barb, sometimes we have to teach students to take the voice OUT of a piece
of writing. I like to integrate writing assignments with the other teachers.
Lab reports shouldn't have ANY voice.
Kim/Facilitator -
Mary, yes! In fact I have a little activity about Mark Twain, but it requires
that the students be familiar with his writing. (Okay, I'm going to forget
about the typos and just type to speed things up. I apologize now!)
Barb/HS - I see,
Kim, what you mean about lab reports. I'm wondering about balancing passion
for a subject with objectivity.
Darcy/Librarian -
In other words, teaching VOICE is just a way of trying to get the kids
away from the "Just the facts, ma'am" writing style?
Kathy/5/IA..Hostess!
- Can you explain the Mark Twain activity, or is it possible at your web
site?
Kim/Facilitator -
Darcy, yes. (I have even used that phrase with my 8th graders)
Kim/Facilitator -
Barb, could you give me an example?
Jen/IL/7/8th - Kim,
I liked your ideas at your web site for teaching voice, especially where
the students write, trade papers, and try to figure out who wrote it by
their voice.
Kim/Facilitator -
Activity #1--Give a passage and have the students guess who wrote it. Give
3 authors that the students are familiar with....
Kathy/5/IA..Hostess!
- Would this be the area where revisions could be made? So many times when
my kids write, they hate making revisions. They like what they did the
first time.
Barb/HS - Kim, sometimes
my students have a tendency to want to input their opinions into their
expository writing. I would like to see them keep opinions out, but perhaps
use voice to get their feelings across in a more objective manner.
Kathy/5/IA..Hostess!
- Neat idea, Kim! Do you have particular authors you use that really show
their voice?
Kim/Facilitator -
"ans so there ain't nothing more to write about, and I am rotten glad of
it, because if I'd a knowed what a trouble it was to make a book I wouldn't
a tackled it, and ain't a-going to no more. Edgar Allan Poe, Mark Twain,
or Gary Paulsen?
Barb/HS - Kim: Love
this way to illustrate voice! Definitively Twain!!
Darcy/Librarian -
Mark Twain? He was from the south and might talk like that. IMO
Kim/Facilitator -
Kathy, I have that problem with my students. I make them highlight changes
on the second, third, whatever drafts. The more highlighting the better!
This seems to motivate some of them.
Kathy/5/IA..Hostess!
- Highlighting..good idea! They love highlighters...letting them use them
for a purpose! :0)
Kim/Facilitator -
Yes, Twain. Barb, I make my students support their opinions with facts.
This way, they can't just say "because." It seems to help them do more
research to support their own thoughts.
Barb/HS - Ditto on
the highlighting idea!
Kim/Facilitator -
I put highlighters on the supply list, but keep a container (baby wipe
container) full of them.
Kathy/5/IA..Hostess!
- Another good idea...I'm tired of them PLAYING with highlighters!
Kim/Facilitator -
Activity #2--Discuss with students when it would be appropriate to write
WITHOUT voice and why. Examples are newspaper articles (excluding editorials
and feature stories) research reports, lab reports, textbooks, etc.
Kim/Facilitator -
Darcy, I really haven't had too many troubles with highlighters on the
desks. Pencils, yes.
Barb/HS - How about
an assignment where the student finds a familiar author and brings a quote
showing this authors voice. Then the rest of the class could try to ID
it.
Kathleen - It might
be interesting to have the students re-write lab reports WITH voice to
see the effect??
Kathy/5/IA..Hostess!
- I like that Barb!
Kim/Facilitator -
Barb, I like it! I hope you gals realize that I will be adding some of
these new ideas to the ones at my site.
Mary again - That
would add color, Kathleen!
Kim/Facilitator -
Kathleen, they could compare one with voice and one without to see which
one would be more acceptable to a panel of scientists.
Darcy/Librarian -
Great idea, Kathleen
Mary again - This
would be a good listening activity for Kinders and early Primaries.
Kathy/5/IA..Hostess!
- How about having a newspaper reporter come in and discuss how they write
w/out voice & why?
Kim/Facilitator -
Kathy, another excellent idea!
Kim/Facilitator -
The reporter could also talk about voice in feature stories and editorials.
Kathy/5/IA..Hostess!
- Do you have "children's lit" at your site that are good examples of using
voice, Kim?
Jen/IL/7/8th - I
plan on requiring students read at least two books per grading period.
Then, later they will be required to present their favorite author to the
class, and show what makes his/her writing distinct (their voice). They
must use excerpts from the book, and explain.
Kim/Facilitator -
Kathy, yes, there are some listed. My favorites are Jon Scieska's Stinky
Cheese Man and The True Story of the Three Little Pigs.
Kathy/5/IA..Hostess!
- Love those books, Kim!
Kim/Facilitator -
Jen, I like that idea.
Darcy/Librarian -
I plan on doing readers theater with the middle schoolers. How can I get
them to input voice into their story adaptations (no pun intended).
Kim/Facilitator -
Activity #3--After reading The True Story of the Three Little Pigs, have
the students write their own true stories of other fairy tales.
Barb/HS - I do use
The True Story of the Three Little Pigs in my classes (HS), but do you
have any other suggestions for H.S. as far as samples of distinctive author
voice?
Mary again - Kim,
those would be great to share with the younger students!
Barb/HS - Kim, I've
used activity #3 with my sophomores...had some great stories!
Kathy/5/IA..Hostess!
- Anyone watching "What's my line" This show would work for VOICE!
Kim/Facilitator -
Barb, one thing I've learned is that even the older kids like picture books.
Check out Scieska's Stink Cheese Man. It has several other stories in it.
When I got the book, I sat in my room reading it by myself. Some students
stopped in to see if I was okay.
Samantha/TN/7-8 -
I have the students write stories in different voice. For example, I have
them "re-write" the story "Cinderella", using the Stepmother as the narrator.
Darcy/Librarian -
great Samamntha
Kathy/5/IA..Hostess!
- 3 people are given a "person". Right now one is an auctioneer, an excitable
dog, and a blues player. Some one else is asking questions. They have to
answer the question as their character would.
Kim/Facilitator -
Smantha, that's a good idea, too. Kathy, I've heard of it, but I haven't
seen it. Please give more info. I think I missed someone's question!!!
Sara/k/Tx - Great!!
This is something I have been wanting to learn more about.
Kim/Facilitator -
For activity #3, I found some clip art that had eyes, ears, hands, feet,
fur, feathers, etc. I had the students create a character to go with their
stories.
Kathleen - Kim, how
does that fit in with Voice (creating the character)?
Samantha/TN/7-8 -
I have a center set up to help with voice. I got a manilla folder and stapled
the sides together. I covered the outside with blue paper, and then made
cut outs for the view finder and the lens for it to look like a camera.
I put pictures inside the folder, and at the center the student has to
write a paragraph about the picture, using the voice of someone in the
photo. I hope this works.
Sara/k/Tx - You could
have them create a popsicle character ,also.
Kim/Facilitator -
Activity #4--This is one of my favorites--Have the students cut out a picture
of a person from a magazine. Then have them write a paragraph from that
person's point of view concerning the surroundings.
Kathy/5/IA..Hostess!
- Neat, Samantha!!!
Kim/Facilitator -
Oops, sorry Samantha, we think alike! How did the activity work for you?--Or
is it new?
Kathy/5/IA..Hostess!
- Personification would fit in with this also. Writing from the view point
of a pencil or something...right?
Jen/IL/7/8th - Kim,
do you mean the surroundings of the classroom, or from the picture?
Kim/Facilitator -
Kathleen, ooops--the rest of it is I had the other students try to match
the story to the paragraph.
Samantha/TN/7-8 -
Another idea I'm trying for voice is the following. I got a set up of Men
in Black from the movie store. It was the movie promotion. I plan to stand
it up in front of the class, and have students write paragraphs about the
stand up. The other students have to guess the "voice" their using in the
paragraph. Is it Tommy Lee Jones, Will Smith, and alien????? Kim, I saw
the idea on your site, and I came up with the camera one.
Barb/HS - Kim, I
could see my sophomores getting into the stories from the magazine character's
point of view!
Kim/Facilitator -
Okay, i better slow down! Jen, sorry about that. I meant the surroundings
in the picture. The best one was a picture of an Aborigine doing a ritual
dance. The paragraph said something about "Don't hate me because I'm beautiful."
Of course I can't remember the rest.
Samantha/TN/7-8 -
My out of pocket expense of Teen People Magazine is starting to make me
feel better!
Kim/Facilitator -
Samantha, I like that one, too!
Kathy/5/IA..Hostess!
- Magazine are getting harder to use. So many underwear adds, and article
that middle school kids "love".
Barb/HS - Samantha,
that sounds terrific. They love all things topical and currently hot!
Samantha/TN/7-8 -
I know, you really have to check them out!
Kathy/5/IA..Hostess!
- I like the Men in Black idea. My room is set up in a "Looney Tune" theme.
They could right from the voice of Bugs, Tweety, etc... :0)
Kim/Facilitator -
Magzine sources--doctor's offices, parents, etc. Kathy, I know what you
mean. I use parenting magazines a lot. I learned to tear out the pictures
of breast feeding women, underwear ads, etc. I have my female student aids
do this as they seem to handle them better than the boys.
Kim/Facilitator -
Kathy, personification is great for VOICE.
Darcy/Librarian -
So you just give the kids the whole mag to choose from and not individual
pictures?
Kathy/5/IA..Hostess!
- I use individual pictures. Cut them out myself.
Kim/Facilitator -
Darcy, you could do it either way. Probably safer to cu out your own pictures.
Barb/HS - A "school
appropriate reminder could be given to students to prompt them to consider
what picture and story they come up with.
Mary again - Do you
ever have the students write a play? That seems to lend itself well to
Voice.
Darcy/Librarian -
I would think that if you just gave them the whole mag then you would get
kids reading the articles instead of writing.
Samantha/TN/7-8 -
Kathy- I make sure to always check the backs, and sometimes I have to put
the pictures on construction paper. I have been careless in the past and
ignored the backs. You can imagine the experience.
Kathleen - Mary,
excellent suggestion, writing dialog for a play!
Kathy/5/IA..Hostess!
- My kids write short skits - after reading a book for Lit. Circles. (One
of the ideas they can choose)
Barb/HS - Actually,
Darcy, my students like the pictures best!
Kathy/5/IA..Hostess!
- Cutting out magazine pictures WOULD HAVE been a good summer project!
Kim/Facilitator -
Barb, I always give that speech before every writing assignment. Activity
#5--have the students decide which color represents a 5 (high) score, a
4, a 3 (middle), a 2, and a 1 (beginning.) My students came up with red
for 5, orange for 4, yellow for 3, beige for 2, and white for 1.
Barb/HS - Maybe write
a skit based on a story they've read, keeping characters "in character"
with voice.
Darcy/Librarian -
Kim, what is your web page add so that I may find out more of your good
ideas?
Kim/Facilitator -
Barb, that idea is a good one, too.
Samantha/TN/7-8 -
Kathy there's another thing our e-mail ring has in common. My room is Looney
Tunes too!!! Maybe we can share some ideas through the ring!
Kim/Facilitator -
Darcy, it is http://www.angelfire.com/ks/teachme
It's KIM'S KORNER for TEACHER TALK. There are MANY ideas.
Jen/IL/7/8th - What
do you do after students have assigned colors?
Kim/Facilitator -
Samantha, I don't use Looney Tunes, but the team down the hall is the FanTAZtics.
Guess who their mascot is.
Darcy/Librarian -
Question: Is it reasonable to expect a group of 5 students to work collaboratively
on writing a play/reader's theater?
Barb/HS - I think
the study of voice can be a big help for me in expository writing. I'm
always telling them they should not give an opinion, but they may have
an agenda. I think voice can lend passion to a cause and effect paper while
sticking to the facts. In this way they can let their feelings show in
a more objective way. Sound possible?
Jen/IL/7/8th - Darcy,
I think that's a great idea. Just be sure who you put together in a group
and it should work well, especially if you set up expectations beforehand.
Kim/Facilitator -
Jen, cut construction paper strips of the appropriate colors. Laminate
them, punch a hole in a corner of each one and put one of each color on
a key ring. When discussing papers, have the students hold up the color
they think matches the voice in the paper.
Darcy/Librarian -
I have never done plays before and wasn't sure how many was TOO many in
one group!
Kathy/5/IA..Hostess!
- My six 5th graders did well when they wrote a skit. They had all read
the same book. It was the final project they chose to do.
Kim/Facilitator -
Darcy, I think so. Barb, I think that would work.
Barb/HS - Love the
color idea. We do a lot of peer editing, but I've been doing it one-on-one.
This can get a lot of people's input in a short period of time. Thanks!
Kathy/5/IA..Hostess!
- Neat Kim!!!! I think we should of had these session earlier in the summer.
My mind is swimming with ideas!
Jen/IL/7/8th - Kim,
they'll love that! It's like when I use individual dry-erase boards with
them. It novel.
Kim/Facilitator -
Barb, I do a lot of peer editing, too. In fact, I have forms at my site
that I have my peer editors use. Go to http://www.angelfire.com/ks/teachme/ttwriting.html
There is a peer response sheet page for each trait. (That is if you are
interested.)
Barb/HS - Thanks,
Kim. I'll check it out.
Jen/IL/7/8th - Kim,
how do you grade students? Do you use a rubric? Are there any on your site?
Kim/Facilitator -
Activity #6--Have each member of the staff write a paragraph or 2 about
a given topic. Have the students guess which staff member wrote which piece.
Samantha/TN/7-8 -
I thought another idea could be having a student read a book aloud. They
would pick a book that is familiar to most and that is a childhood book.
The student would come to the room and do a script reading from the book.
The students would have to guess the book and the character. This could
be turned into a game. Maybe it's already been mentioned tonight, I came
in late.
Kathleen - Kim, that
sounds like a challenge for the students to recognize differing voices
among staff writings, are they able to do it?
Kathy/5/IA..Hostess!
- Another neat one KIM! WOW. This would be especially neat for my 5th graders
who have had most of the teachers at the school.
Jen/IL/7/8th - Great
idea. I don't think some of our staff members would go for that. Do many
of yours balk at the idea?
Samantha/TN/7-8 -
Love it Kim! The students would feel like they were getting to know the
staff personally. Which I think is a good thing!
Kathy/5/IA..Hostess!
- Do you have them write on the same topic?
Barb/HS - Kim, neat
idea. Are staff member voices that distinctive, or do you choose topics
that will help the process?
Samantha/TN/7-8 -
Maybe you could share some topics if you have any handy!
Kim/Facilitator -
Jen, I use a 5 point rubric for each trait. (My student friendly versions
are at my site. The official ones are at NWREL--there are links at my site.)
Technically, a grade isn't supposed to be attached to a rubric. I don't
follow that rule though. I give 100 points for the paper--50 points are
based on the rubric score. The other 50 points are for length, following
directions, correct format, etc.
Barb/HS - Rubrics
are a great help for peer editors, too.
Kathy/5/IA..Hostess!
- But we have to use a grade on the report card - so I guess I attach a
grade to the rubric. Any other ideas?
Kim/Facilitator -
Actually, I haven't done number 5. I have had the same concerns. I think
it would work for a teacher who teams if she just used samples from the
team teachers. (Okay, so I cheated with that one! I got it from someone
else, and it sounded good.!)
Kim/Facilitator -
Kathy, exactly! I like my system because a student is guaranteed a 60%
(passing in my district) if he follows the directions.
Barb/HS - Kim, I
do think it is a good idea. I'm just trying to find a way to be sure and
let a distinctive voice come through. Perhaps the topic is the key.
Kathy/5/IA..Hostess!
- Your system sound good. I may email you more on it - OK.
Kim/Facilitator -
Barb, the suggestion I have says to have them write about Christmas, or
their birthday.
Samantha/TN/7-8 -
It would be hard to do, if you didn't team teach. Let me know if someone
comes up with some ideas!
Kim/Facilitator -
Oh, it says if they aren't sure, they can start to narrow it down. Man
or woman, approximate age?
Jen/IL/7/8th - I
like that, Kim. Especially since even ones that struggle, but at least
try, will Pass, even if it is right at the border.
Kim/Facilitator -
Jen, it makes parents happy, too.
Kathleen - I wonder
if it would be productive in any way to draw an analogy between voice and
handwriting??
Barb/HS - Hey, Kim.
This is a rough draft, right. No time for editing and polishing. :)
Kathleen - (if that
idea is ridiculous, just ignore it 8-]
Kim/Facilitator -
Kathleen, I don't know. Any thoughts out there?
Kathleen - Bold writing,
swirling, delicate script, etc.
Kim/Facilitator -
Activity #6--Have the students write letters to the editor about something
they feel strongly about. Dates are the same for me.
Mary again - We use
handwriting or printing styles and formats to make points and stress some
things. Handwriting techniques can help carry voice.
Kim/Facilitator -
I have had my students do this, but we didn't actually send the letters
in. Maybe this year we will.
Samantha/TN/7-8 -
Kathleen, Sorry I'm slow to responding, my computer locked up. I really
like your idea about the handwriting. I could really use it, since I'm
using the Looney Tune theme. Their personality is quite recognizable!
Kathleen - [Thank
you, Mary, for explaining my point better than I did :-)
Barb/HS - Any opinion
paper (in high school, at least) gets PLENTY of voice, I've found!
Kim/Facilitator -
Kathleen and Mary, I think that will work. It sounds like fun!
Kathy/5/IA..Hostess!
- Explain more, Samantha. :0)
Barb/HS - Letter
to editor idea should generate readily identifiable voice: angry, passionate,
thankful, joyful, etc.
Kim/Facilitator -
Barb, middle school too, but I still require facts to back up their opinions.
Kathy/5/IA..Hostess!
- Do you give them some example topics for the editorials?
Kim/Facilitator -
Barb, that give me a new idea--give a sample and ask the students is this
person angry, happy, scared, etc?
Samantha/TN/7-8 -
Kathy, I think I will use marks such as %$$$#@@!! for TAZ's handwriting.
I will put it on board and have the students guess who it is. I will try
to include a paw print when doing Sylvester's, etc. I'll have to think
on it some more!
Barb/HS - Kim. ahh...my
mantra...facts to back up opinion.
Samantha/TN/7-8 -
If you have school newspaper, you may be able to this activity through
it!
Mary again - WILL
YOU PLEASE LISTEN TO ME!!!
Kim/Facilitator -
Kathy, I let them read examples in the newspaper, then we brainstormed
a list of topics that the students felt strongly about.
Kathleen - Would
it have to be a letter to the editor? Could it be a letter to the school
nutritionist about the school lunches, or the principal about some rule/s?
Mary again - How
did I feel? What was my VOICE?
Barb/HS - Mary, I
think we lost you for awhile.
Kathleen - Good example,
Mary...print can carry Voice.
Kim/Facilitator -
Kathleen, those ideas would work too. However, I wouldn't dare turn them
in to those people at my school!
Mary again - No,
this was an activity in identifying my voice
Samantha/TN/7-8 -
WOW! You got my attention!!!!!
Kim/Facilitator -
Mary, frustrated!
Kathy/Hostess - I
thought you were mad at us...Mary! :0) I thought I really missed something
since I got knocked off.
Kathleen - Angry,
very, very angry :-/
Mary again - You
guys are good!! 8-)
Kim/Facilitator -
Activity #7--Give the students a sentence with no voice. (Example: I lost
my dad's car keys.) Have the students rewrite it giving it some voice.
Actual student response coming up...
Barb/HS - The little
computer smiley faces from punctuation is another way of giving voice to
print. Many times we need them to temper our statements and get our feelings
across without giving the wrong impression. Could this idea fit into a
discussion with our compurter-literate generation of students?
Samantha/TN/7-8 -
You know you could really incorporate this when teaching types of sentences.
For example, when teaching exclamatory it is up to how you say it! It could
be declarative if you say it a certain way.
Mary again - The
more I think about this, the students should be pretty good at this by
the time they get to middle school. We use it so much in Early Childhood.
It's in the books we read. They should be quite familiar with it. Now it's
their turn to write it.
Kathy/Hostess - Good
point, Barb!
Kathleen - Barb,
interesting point! 8-)
Kim/Facilitator -
When I lost my dad's car keys he was so furious that he hit me so hard
I hummed like a ten penny finishing nail struck by a greased ball pin hammer.
(No this student wasn't abused, just liked to exaggerate a lot. On of my
best writers!)
Samantha/TN/7-8 -
Mary, I think you're right! I also feel students do better when they are
familiar with the material!
Kathleen - Wow, Kim,
that is a creative writer..copying a familiar author?
Kim/Facilitator -
Actually, it's hard to get some middle schoolers to put voice into their
writing. They are so afraid of opening up!
Kathleen - Mary,
that is our contribution :-)
Kathy/Hostess - Kim,
I really like all your mini lesson ideas! Are all these listed at your
site?
Mary again - That's
GOOD!!
Kim/Facilitator -
Kathleen, which author?
Barb/HS - Your student
really went above and beyond! Impressive.
Kim/Facilitator -
Kathy, not all of them. I need to add some more. I am going to use tonight's
archives to help me out.
Kathleen - Kim, I
don't know which author, but it sounds as though your writer was influenced
by a writer from another period.
Mary again - Sounded
like Twain to me
Kathy/Hostess - It
would be real handy to have them available. Thanks!
Kim/Facilitator -
Kathleen, could be. But if you knew this student, you would know that it
sounds just like him.
Mary again - or Will
Rogers
Kathleen - Kim, either
way, I'm impressed by the writer.
Barb/HS - Or else
he was very familiar with carpentry!
Kim/Facilitator -
Activity #8--Dollar Dillemma--This one is a lot of fun if you have creative
writers.
Samantha/TN/7-8 -
You know you could bring in ventriloquist puppet, and have him/her do different
voices. The students can then guess. Voices such as Mom, Dad, Older sister
wanting the phone, etc.
Barb/HS - Either
way, he definitely understands voice!
Jen/IL/7/8th - When
you said it sounded like him, it gave me an idea...For my eighth graders,
since I had them last year and am familiar with them, I may put up phrases
I know only they say. (I may listen for a while and record some). Then,
I will put them on the board and have students try to figure out which
student is which. Maybe feature one a day, etc. Just a thought.
Kim/Facilitator -
First, talk about the life cycle of paper money. Then as a class, discuss
the ordinary and unusual places a dollar might travel. Examples are a wallet
and a washing machine...
Kim/Facilitator -
Jen, love that idea!
Samantha/TN/7-8 -
Great one Jen!!!!!
Barb/HS - Jen: An
interesting idea. Wonder if I could do it? It sounds promising.
Barb/HS - Kim, what
about coins. They seem to show up in even more places!
Kim/Facilitator -
Have each student write the life story of his dollar bill in first person
point of view. Can get very interesting. You could even have some of the
dollar bills' lives cross paths. Who knows, they may have met while crammed
in a suitcase headed for a kidnapping ransom payoff.
Barb/HS - How time
flies when you're having fun!
Kathy/Hostess - Neat,
Kim! My nephew (who loves money) would like this activity A LOT!
Kim/Facilitator -
Barb, coins would work too. I can't remember why we went with dollar bills.
It seems like we tied it in to a math lesson. (I haven't done this one
for a few years.)
Kim/Facilitator -
One story I remember had the dollar covered in the purple exploding ink
and having to be destroyed before his time.
Mary again - A Canadian
coin stuck in a soda machine in the States
Barb/HS - Sounds
like a creative way to shorten an assignment! I have some of those students,
too.
Kim/Facilitator -
Mary, that would be great for discrimination!
Barb/HS - Kim...and
all, such great ideas. I started out thinking this would be so difficult
to teach and you all are making it seem so easy. Thanks!!!
Kim/Facilitator -
I want to remind everyone that there are ideas for the other traits at
my site. I have also added a new page that describes some manipulative
materials that I can't post at my site because of formatting restrictions.
If you are interested, the URL is http://www.angelfire.com/ks/teachme/kreations.html
Barb/HS - If you
haven't been there, RUN to Kim's site. It has a wealth of information.
I am sooo appreciative!!
Kim/Facilitator -
Barb, I still think it is difficult to teach--at least to 7th and 8th graders.
I guess they understand it, they just have a hard time putting their own
voice into their writing.
Kathleen - Kim, YOU
ARE WONDERFUL!!! Thank you!!! (my voice;-)
Samantha/TN/7-8 -
Kim, I have a question about making the note cards in certain colors for
each trait. I have my VOICE one made in pink. Do I need one card for the
ratings only, or do I need to do one for the rankings, one for the definition,
etc?
Kathy/Hostess - Thanks
Kim!!! This was fun! I need to go make a phone call. :0)
Kathleen - Kathy,
you are the perfect accompaniment to Kim...what a team!
Kim/Facilitator -
Kathleen and Barb, you are very kind. Writing is my favorite part of the
curriculum! Bet you didn't know that!
Samantha/TN/7-8 -
Kathy, Don't forget to e-mail me with those ideas about Looney Tunes!!!
Barb/HS - Kim, Yes
I can see how that might be more difficult. I have sophomores and seniors.
It will be interesting to see how they apply what they learn.
Kathleen - Couldn't
tell, Kim ;-)
Samantha/TN/7-8 -
Once again Kim, you've helped me so much. Thank you!
Kim/Facilitator -
Samantha, I have four cards for each trait. The definition gets one cards,
the 5 rating gets one card, the 3 rating gets one card, and the 1 rating
gets one card.
Samantha/TN/7-8 -
OOPS. I have done it wrong. I think it will be easy to fix, though. These
are the ones I need to ring together, Right?
Kim/Facilitator -
Samantha, yes these get rings. It sounds like you made up the others to
look like the pages I put in the student handbook...
Kim/Facilitator -
I put the definition and descriptors on one page and the rubric (all three
ratings) on a second page. You could put them back to back.
Barb/HS - Kim, again,
thank you so much. What a great help you've been!
Jen/IL/7/8th - I
am having to prop my eyes open. Kim, THANKS so much for giving us your
time tonight! I got some great ideas tonight! I can't wait to use them.
Good luck on your pregnancy! I hope you get some sleep tonight after all!!!
I hope to be at the next conference.
Kim/Facilitator -
Goodnight! This was a lot of fun. See you next Wednesday (August 12th)
for the session on Word Choice. Jen, you are still here, too. I didn't
see your name.
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