six trait writing mps comprehensive literacy framework

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!