2. Conventions Woman: without her, man has no reason for living.
The conventions of any piece of writing are the grammar, punctuation, spelling, and usage - the mechanical appropriateness of the piece. Conventions, generally, enhance readability.
When a paper is well done, readers see a skillful use of grammar that makes the paper easy to read.
Woman: without her, man has no reason for living.

3. Introduce the Concept
As I read an excerpt from Ruth Culham’s book, think about how you (or how you could) inspire students to become writers. p

4. Conventions correct spelling correct/effective punctuation
appropriate grammar/usage
> The writer has corrected any spelling errors.
> Paragraphs begin at the right place.
> Punctuation enhances meaning.
> We want students to be able to edit their papers. They
should be able to present a clean copy that shows how
the writer spent time proofreading.
correct capitalization
designed to make reading easy

5. Conventions “The first editor of any piece is always the writer.”
Nance Atwell

6. Conventions Teaching Students Use Literature Read literature excerpts
Flowers for Algernon
“The Democratic Order” B.
Discuss C.
How are we making convention connections?

7. Such Things in Twenty Years I Understood
The Democratic Order:
Such Things in Twenty Years I Understood
by Alice Walker, Once: Poems
My father
(back blistered)
beat me
because I
could not
stop crying.
He’s had
enough ‘fuss’
he said
for one
____
voting day.

8. Such Things in Twenty Years I Understood
The Democratic Order:
Such Things in Twenty Years I Understood
by Alice Walker, Once: Poems
Why are there parentheses around the words ‘back blistered’?
Why are there quotation marks around the word ‘fuss’?
Why is there a colon in the title?

9. Conventions
This is one trait that has distinct expectations of performance for grade levels.
Know what editing skills you expect of your students.

10. “Dear John” Activity Read the “Dear John” letter from Gloria
At your table, create TWO new versions of the letter for two different intentions.
Rules:
You may not change the order of the words
You may not change/add/remove words.
Capitalization and punctuation are your only choices.

11. Dear John,
I want a man who knows what love is all about you are generous kind and thoughtful people who are not like you admit to being useless and inferior you have ruined me for other men I yearn for you I have no feelings whatsoever when we’re apart I can be forever happy will you let me be yours
Gloria

12. Dear John,
I want a man who knows what love is all about. You are generous, kind, and thoughtful. People who are not like you admit to being useless and inferior. You have ruined me for other men. I yearn for you. I have no feelings whatsoever when we’re apart. I can be forever happy; will you let me be yours?
Gloria

13. Dear John,
I want a man who knows what love is. All about you are generous, kind, and thoughtful people who are not like you. Admit to being useless and inferior. You have ruined me; for other men I yearn. For you, I have no feelings whatsoever. When we’re apart I can be forever happy. Will you let me be?
Yours,
Gloria

14. Conventions 1. Assess to see what kids know
Ruth recommends..
1. Assess to see what kids know
2. Teach skills that are developmentally appropriate
3. Time for practice, experimentation, & application
4. Accountability in future writings
6+1 Traits of Writing P. 216, Ruth Culham

15. Conventions Ruth recommends…… Walk by Stop & Stay Stop & Go
students have control:
Stop & Stay
students needing a lot
Stop & Go
students 1/2 there:
Use sticky notes with helpful comments
Provide comments as you scan the paper
Prioritize, coach, teach, follow up
6+1 Traits of Writing P. 222, Ruth Culham

16. Good, Everyday Practices for teaching Conventions
1.Wait! to edit until draft finished
2. Set Aside Editing Time - assign grade level appropriate tasks
3. Ask Why - question and coach

17. Good, Everyday Practices for teaching Conventions
4. Model - elicit student help
5. Keep writing tools handy -dictionaries, spelling lists, etc.
6. Get ‘em one by one - check for one kind of error at a time.
6+1 Traits of Writing P. 238, Ruth Culham

18. Conventions Use Sample Papers A. Look at and discuss rubric B.
Evaluate anonymous papers
Read story together 1.
Evaluate individually, then as small group 2.
Share score with large group 3.
Discuss the reasoning for the score 4.

19. Comments to share with students when they are using conventions well
Very cleanly written. Good job!
Your punctuation supports the voice of the piece.
Great use of conventions for added effect.
I had to look hard for any mistakes.

20. Comments to share with students when they are using conventions well.
You’re an editor!
Just an occasional “oops” here and there. Good work!
Nice control over grammar and usage.
Dialogue is hard to punctuate and capitalize. Good work!
Nice work with apostrophes. They can be tricky.

21. Conventions Spelling What Children Revise First Appearance
Other Conventions
Information & Content
Organization
Donald Graves

22. Editing vs Revision… Editing Revision Choose different words
Correct capitalization
Add specific details
punctuation
spelling
Different lead
grammar

23. Revision vs Editing… Revision Ideas and Content Organization Voice
Word Choice
Sentence Fluency
Presentation
Right side
Revision is done before editing: it involves adding detail, explanation of detail, and deleting unnecessary information. Conventions are different from the first five traits (ideas, organization, voice, word choice, and sentence fluency) because to improve those traits you have been learning how to revise - how to rethink and re-see your work.

24. Conventions Editing vs Revision… Editing Left side
Editing is fixing - to make sure the text is as error-free as possible. Editing involves the mechanics of writing: spelling, punctuation, grammar/usage, paragraphing, and capitalization that make your text correct and easy for other to read. When you follow the rules, readers don’t need to waste energy mentally editing; they can pay attention to your clever ideas, creative organization, unique voice, vibrant word choice, and lyrical fluency.
Left side

25. The teaching of conventions seems to work best when...
Students are responsible for their own editing
Editing mini lessons come from student work
Editing practice is frequent and short
Students are responsible for dealing with one kind or a few kinds of errors at a time
Student editors use real copy editor’s symbols to make their corrections

26. The teaching of conventions seems to work best when...
Students can practice first on text that is not their own
Students write on topics that are significant to them personally, so that real motivation to edit is there
Practice lessons are written in large, easy-to-read print and double-spaced so there is plenty of room to make corrections

27. Conventions
Do you: Ask students to proofread their work? Teach students to use copy editors’ symbols? Provide opportunities for students to practice editing on text that is not their own? Model editing using your own writing? Ask students to be editors for YOU? Post the 100 most frequently used words for easy spelling reference?
Then you’re teaching conventions!
I’m teaching conventions now when …….