six trait writing mps comprehensive literacy framework

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  • Six Trait Writing

  • MPS Comprehensive Literacy Framework

  • 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 isthe soul, life, and breath of writing that is unique to every author.

  • VoiceVoice is the personality of the writer that comes through in written work.Voice demonstrates an authors individuality, enthusiasm, knowledge base, and confidence.Voice reveals something about the author.It has the power to hold a readers attention.We purposefully change the voice to fit the audience and purpose.

  • What does voice sound like?Confidence that comes from personal knowledgeSensitivity to the audience and enthusiasm for the topicIndividuality and liveliness that appeals to readers so they keep readingReveals something about the writerShows a desire to bring a topic to life for the reader

  • Whose Voice Is It?

  • Lets practice!DIRECTIONS:Read the quotations and match them to the correct speakers.

    1. I am inspired by people who rise above their adversity. Thats my deepest aspiration. And also Im 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 wasnt happening to hersShe 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.

  • Lets practice!

    A. Patricia PolaccoB. John F. KennedyC. Maya AngelouD. 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 ParksThe voice of Junie B. Jones reflects the thoughts, feelings and emotions of young children.

  • Love You Forever - Robert MunschOver 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 DiCamilloThe voice of Opal and her love for a dog resonates with the reader in this classic tale.

  • Voice is all around . . . AdvertisingLyricsMemosEditorialsLettersVisual ArtGreeting CardsCartoonsFontsText MessagesEmails

  • Now lets 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 Understanding

    Choose a piece of student writingSelect a Voice Rubric (for younger or older students)Work with another personDiscussCome to consensus on feedbackKeep the feedback specific and positive (keep in mind how to improve as a writernot just this piece)Be able to articulate why you would give a particular comment

  • Providing Effective Feedback:Now IndividuallyChoose 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 StepsActivities to use with children

  • Voice LessonsListen 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 LessonsAdapted from Great Source:Two VersionsSame TopicSelect two totally different writings on the same topic. Lets say your topic is astronomy; you might choose one passage from Carl Sagans book Cosmos, and one from the encyclopedia. Assess both for voice, and talk about differences in purpose and audience. Sagans book has a very different voice compared to an encyclopedia. What are the differences? Why are there differences? How is voice influenced by the writers perceived purpose and audience?

  • To Summarize. . .

  • Voice . . .Reveals something about the author to the reader; theres a person behind the pieceThe authors personality is imprinted throughout the writingEstablishes a connection between the reader and authorIf the writing is expository, the writer has conveyed a sense of knowledge and experienceEvokes an emotional response from the reader such as laughter, tears, commitment, or empathy

  • How might you add voice to your classroom writing lessons?

  • Heres 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.

  • VoiceOur Goal:All students know how to hit the target!

    *Voice is often the component that makes the difference between an adequate and a memorable piece of writing.

    (This PowerPoint is meant to be used with teachers or perhaps older students with some background in the 6 Traits. It is an interactive PowerPoint which will allow the presenter to stop at certain points and have the participants look at student samples or samples from literature to better understand the trait of voice.)*We use the MPS Comprehensive Literacy Framework pictured here to help us focus our literacy instruction. When teaching about the traits of writing we are concentrating on the area of writing. You will notice that Media and Technology are also part of the framework and it is the dual focus that we will address today. This does not mean we ignore the other areas of the framework. All parts of the framework should be embedded in all literacy lessons.

    (Connections to the Comprehensive Literacy Framework are important for the teacher to maintain their focus, and for the adult or older student to see how things fit together. Be sure to mention that all aspects of the framework should be embedded in all lessons.)*Each area of the MPS Comprehensive Literacy Framework, if opened would reveal the underlying supporting structure for each area. This drill down from the writing section of the framework to the components of writing remind us that the components ARE the traits. You can call them characteristics, components, traits, or attributes--we choose traits for consistency, but they are mean the same thingthese areas are what we focus on consistently in the area of writing. The entire drill down shows that there is more to ensuring that the learner effectively communicates ideas in writing but that our purpose is to focus on the components because our context is the school environment.*Voice is third on the list of traits that are present in effective writing. If you are familiar with the MPS writing rubric, it is also the third descriptor on each step of the rubric.

    (Remind the audience that voice is only on component of the traits of effective writing. While we may focus on voice in this session, all other components are equally important and add to making a complete piece of good writing.)*Remember, we need to clarify terms and make sure that we have a common understanding of what we mean when we say Voice.*This definition of voice is available on the portal and offers one persons definition. Think about what you mean when you tell students that they will focus on voice. It might be helpful to have students give examples or descriptions of what voice means to them.

    (This is one definition of voice. It is recommended that at this slide, you pause and have people turn to the person sitting next to them and discuss their understanding of voice.)*Just as students need to clarify what voice means to them, as teachers we need to be clear as well. After all, voice should shine through and reflect your personality .

    (After sharing audience descriptions of voice, these add to a more complete picture of the term.)*Your writing should sound like YOU. It should make the reader feel as though they are having a conversation with you or that you had them in mind when you were writing.

    (When sharing this slide, note that all of the bullet points refer to the personal relationship of the writer to the topic. When this passion comes through, thats voice.)*(Prepare to stop the slide show on the next slide and allow the audience to engage in an activity.)*Lets see if you can tell who wrote something just by the tone of the writing. Even taken out of context, the voice of these writers comes through loud and clear.(Instruct participants to take out a scrap paper and number it from 1-5 (It may be easier to complete this if you prepare a worksheet for this activity with the names on them so that people can see the names AND the quotes at the same time). After reading each


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