Foreword |
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ix | |
Preface |
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xi | |
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Chapter 1 Coming Face to Face with the Six Traits |
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1 | (14) |
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Where Do the Six Traits Come From? |
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2 | (2) |
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Creating a Vision of Success |
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4 | (1) |
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The Six "Keys to Good Writing" |
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5 | (7) |
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5 | (1) |
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6 | (1) |
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Voice: Fingerprints on the Page |
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6 | (1) |
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7 | (1) |
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Sentence Fluency: Rhythm and Flow |
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8 | (2) |
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Conventions & Presentation: Preparing to Publish |
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10 | (1) |
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10 | (2) |
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12 | (1) |
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13 | (1) |
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Study Group: Interactive Questions and Activities |
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13 | (1) |
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14 | (1) |
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Chapter 2 Setting the Stage |
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15 | (24) |
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What Does Writing Workshop Look Like? |
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16 | (2) |
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In Judy's Writing Workshop |
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18 | (2) |
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18 | (1) |
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18 | (1) |
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19 | (1) |
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19 | (1) |
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19 | (1) |
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Connecting Traits to Writing Process |
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20 | (11) |
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21 | (2) |
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23 | (1) |
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24 | (1) |
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25 | (1) |
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25 | (1) |
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Revision Strategies for Young Writers |
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26 | (2) |
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28 | (1) |
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28 | (1) |
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Speed Week: Process in a Nutshell |
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29 | (2) |
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31 | (6) |
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37 | (1) |
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Study Group: Interactive Questions and Activities |
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37 | (1) |
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38 | (1) |
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Chapter 3 Tracking Down ideas |
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39 | (18) |
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41 | (4) |
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Teacher Writing Guide for IDEAS |
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41 | (1) |
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42 | (1) |
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3 Parts to a Writing Guide |
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43 | (1) |
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Continuums: Another Way to View Writing |
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43 | (2) |
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45 | (1) |
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What to Look for---and What to Say |
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45 | (1) |
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46 | (8) |
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Using These Writing Samples in the Classroom |
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54 | (1) |
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55 | (1) |
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Study Group: Interactive Questions and Activities |
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55 | (1) |
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56 | (1) |
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Chapter 4 Teaching Ideas within Writing Process |
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57 | (28) |
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When Do I Teach the Traits? How Much Time Do I Spend? |
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58 | (1) |
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Which Trait Do I Teach First? |
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59 | (1) |
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60 | (1) |
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Teaching IDEAS Conceptually |
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60 | (2) |
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Ideas as Imagination and Observation |
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60 | (1) |
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Ideas as Pictures in the Mind |
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61 | (1) |
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61 | (1) |
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61 | (1) |
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Lessons & Strategies for Teaching IDEAS |
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62 | (8) |
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Modeling Suggestions for the Trait of IDEAS |
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70 | (6) |
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Some of the Best Books Around for Teaching IDEAS |
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76 | (7) |
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83 | (1) |
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Study Group: Interactive Questions and Activities |
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84 | (1) |
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84 | (1) |
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Chapter 5 Spotting Organization |
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85 | (18) |
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86 | (3) |
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Teacher Writing Guide for Organization |
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87 | (1) |
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Early Guide to Organization |
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87 | (1) |
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Continuum for Organization |
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88 | (1) |
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What to Look for---and What to Say |
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89 | (1) |
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Looking Inside the Writing |
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89 | (11) |
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Using These Writing Examples in the Classroom |
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100 | (1) |
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101 | (1) |
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Study Group: Interactive Questions and Activities |
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102 | (1) |
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102 | (1) |
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Chapter 6 Teaching Organization within Writing Process |
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103 | (26) |
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Why Teach Organization as the Second Trait? |
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105 | (1) |
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5 Ways To Teach Organization |
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105 | (1) |
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Teaching Organization Conceptually |
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105 | (2) |
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105 | (1) |
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106 | (1) |
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107 | (1) |
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Organization as Sculpting |
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107 | (1) |
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Lessons & Strategies for Teaching Organization |
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107 | (9) |
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Modeling Suggestions for the Trait of Organization |
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116 | (4) |
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Some of the Best Books Around for Teaching Organization |
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120 | (7) |
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127 | (1) |
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Study Group: Interactive Questions and Activities |
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128 | (1) |
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128 | (1) |
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Chapter 7 On the Hunt for Voice |
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129 | (17) |
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131 | (3) |
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Teacher Writing Guide for Voice |
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132 | (1) |
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132 | (1) |
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133 | (1) |
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What to Look for---and What to Say |
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134 | (1) |
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Looking Inside the Writing |
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135 | (8) |
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Using These Writing Samples in the Classroom |
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143 | (1) |
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144 | (1) |
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Study Group: Interactive Questions and Activities |
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145 | (1) |
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145 | (1) |
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Chapter 8 Teaching Voice within Writing Process |
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146 | (28) |
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147 | (1) |
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148 | (1) |
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Teaching Voice Conceptually |
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148 | (3) |
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148 | (1) |
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149 | (1) |
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149 | (2) |
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151 | (1) |
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Lessons & Strategies for Teaching Voice |
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151 | (7) |
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Modeling Suggestions for the Trait of Voice |
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158 | (3) |
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Some of the Best Books Around for Teaching Voice |
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161 | (11) |
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172 | (1) |
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Study Group: Interactive Questions and Activities |
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172 | (1) |
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173 | (1) |
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Chapter 9 In Search of Word Choice |
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174 | (14) |
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175 | (2) |
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Teacher Writing Guide for Word Choice |
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176 | (1) |
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Early Guide to Word Choice |
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177 | (1) |
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Continuum for Word Choice |
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178 | |
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What to Look for---and What to Say |
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177 | (3) |
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Looking Inside the Writing |
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180 | (5) |
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Using These Writing Samples in the Classroom |
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185 | (2) |
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187 | (1) |
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Study Group: Interactive Questions and Activities |
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187 | (1) |
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187 | (1) |
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Chapter 10 Teaching Word Choice within Writing Process |
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188 | (21) |
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What Are We Teaching When We Teach Word Choice? |
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189 | (1) |
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5 Ways To Teach Word Choice |
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189 | (1) |
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Teaching Word Choice Conceptually |
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190 | (1) |
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190 | (1) |
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190 | (1) |
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Word Choice as the Target |
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191 | (1) |
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Lessons & Strategies for Teaching Word Choice |
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191 | (6) |
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Modeling Suggestions for the Trait of Word Choice |
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197 | (3) |
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Some of the Best Books Around for Teaching Word Choice |
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200 | (7) |
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207 | (1) |
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Study Group: Interactive Questions and Activities |
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208 | (1) |
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208 | (1) |
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Chapter 11 Stalking Sentence Fluency |
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209 | (16) |
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211 | (3) |
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Teacher Writing Guide for Sentence Fluency |
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212 | (1) |
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Early Guide to Sentence Fluency |
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212 | (1) |
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Continuum for Sentence Fluency |
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213 | (1) |
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What to Look for---and What to Say |
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214 | (1) |
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Looking Inside the Writing |
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214 | (8) |
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Using These Writing Samples in the Classroom |
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222 | (1) |
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223 | (1) |
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Study Group: Interactive Questions and Activities |
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224 | (1) |
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224 | (1) |
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Chapter 12 Teaching Sentence Fluency within Writing Process |
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225 | (24) |
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226 | (1) |
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5 Ways to Teach Sentence Fluency |
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227 | (1) |
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Teaching Sentence Fluency Conceptually |
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227 | (1) |
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Fluency as Dance & Rhythm |
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227 | (1) |
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Fluency as Personal Poetry |
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227 | (1) |
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Fluency as "Come Alive" Poetry |
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228 | (1) |
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Lessons & Strategies for Teaching Sentence Fluency |
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228 | (6) |
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Modeling Suggestions for the Trait of Sentence Fluency |
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234 | (3) |
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Some of the Best Books Around for Teaching Sentence Fluency |
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237 | (10) |
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247 | (1) |
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Study Group: Interactive Questions and Activities |
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247 | (1) |
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248 | (1) |
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Chapter 13 Celebrating Conventions & Presentation |
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249 | (21) |
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Conventions and Presentation |
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250 | (2) |
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252 | (3) |
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Teacher Writing Guide for Conventions & Presentation |
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253 | (1) |
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Early Guide to Conventions & Presentation |
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253 | (1) |
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Continuum for Conventions & Presentation |
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254 | (1) |
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What to Look for---and What to Say |
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255 | (1) |
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Looking Inside the Writing |
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255 | (12) |
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Using These Writing Samples in the Classroom |
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267 | (1) |
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268 | (1) |
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Study Group: Interactive Questions and Activities |
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269 | (1) |
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269 | (1) |
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Chapter 14 Teaching Conventions & Presentation within Writing Process |
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270 | (21) |
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271 | (1) |
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5 Ways to Teach Conventions & Presentation |
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272 | (1) |
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Teaching Conventions & Presentation Conceptually |
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273 | (1) |
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273 | (1) |
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273 | (1) |
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Presentation as Packaging and Design |
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273 | (1) |
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Lessons & Strategies for Teaching Conventions & Presentation |
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274 | (6) |
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Modeling Suggestions for the Trait of Conventions & Presentation |
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280 | (1) |
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Some of the Best Books Around for Teaching Conventions & Presentation |
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281 | (8) |
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289 | (1) |
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Study Group: Interactive Questions and Activities |
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289 | (1) |
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290 | (1) |
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Chapter 15 Assessing Young Writers Well |
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291 | (24) |
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Three Levels of Assessment |
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292 | (5) |
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Level 3 Large-Scale, Formal Assessment |
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292 | (1) |
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Level 2 Classroom Assessment |
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293 | (2) |
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Level 1 Personal Assessment |
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295 | (2) |
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Making Assessment All It Can Be at the Large-Scale Level |
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297 | (10) |
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Making Assessment All It Can Be at the Classroom Level |
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307 | (3) |
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310 | (3) |
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313 | (1) |
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313 | (1) |
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Study Group: Interactive Questions and Activities |
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314 | (1) |
Appendix Connection between College-and Career-Readiness Anchor Standards for Writing and the Six Traits of Writing |
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315 | (1) |
Sources Cited |
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316 | (3) |
Index |
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319 | |