1. ORGANIZATION KEY ELEMENTS? Examine Primary Rubric to identify key qualities of the trait 1

2. Organization 2

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4. Key Qualities of the Organization Trait --The writing has a brilliant beginning. --The writing has a mighty middle that develops logically. --The writing concludes with an excellent ending. --The details all tie together. --The writing is easy to follow. 4

5. Score, then comment Examine sample papers 5

6. Sample O Comments: Your captions help me see how your pictures go together. What is going to happen next? I can hardly wait to find out. This was a great way to begin (or end) the piece The way you put the events in order by time works well. 6

7. Teaching the Organization Trait the introduction—a lead that hooks the reader developing the middle—a core that is logically organized and contains clearly linked details writing the conclusion—and ending that leaves the reader satisfied 7

8. 1.Teaching Organization—any activity that allows students to practice: writing a lead sequencing in logical order identifying the turning point connecting ideas to a larger theme linking ideas together for the reader setting up a problem, then solving it crafting a conclusion that ties up loose ends 8

9. 2. Teaching Organization Comparing/contrasting LEADS WHICH? 1.“This will be a story about picnics on our apartment roof. Ready? Here goes.” 9

10. 2. “I will always remember when the stars fell down around me and lifted me above the George Washington Bridge.” Faith Ringgold Tar Beach 10

11. Organization Focus Lesson with picture books Zoom by Istvan Banyai Charlie Anderson by Barbara Abercrombie 11

12. Read, Reflect, Apply Examine pp. 117-133 in Culham Discuss in small group Fill out “Strategies to Try” sheet 12

13. VOICE Key elements? Examine Primary Rubric to identify key qualities of VOICE trait 13

14. Key Qualities of the Voice Trait The tone of the writing fits the purpose and audience. The writer and the reader have a powerful connection. The writing creates a reaction in the reader. The writer takes risks. The writer is excited about the topic. 14

15. Voice 15

16. VOICE… is not the personality of the student, but the personality of the student as writer. There’s a difference, and it’s all about… AUDIENCE 16

17. Score, then comment Examine papers: 17

18. Possible V Comments How might your story change if the principal was going to read it? I bet your mom really enjoyed this letter. I can tell it was meant for no one but her. I have never thought of it this way. Your voice is really coming through here! 18

19. Teaching the Trait of VOICE Voice emerges when the writer: speaks directly to the reader on an emotional level experiments with style to match the purpose and audience (validate in early works: color & detail, expressions on faces in drawings, action verbs, vivid descriptions in writing…) takes risks by revealing the person behind the words 19

20. Teaching Voice Expanding personally important topics…through “Borrowing Lists” “Think of a birthday gift you really liked. Write a story about receiving that gift. Be sure to tell what happened and how you felt.” 20

21. No Forms, but… The hardest thing… I can’t forget… Oops.. It almost worked… I’d love to do it again… Something worth saving… You’re old when… BUT, these are NOT replacements for students’ own topics!! 21

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23. My brother is a pain. I’ve been running up and down the field for 20 minutes. I’m having a birthday party. I miss my best friend since she moved away. etc…. 23

24. Teaching VOICE—any activity that allows students to practice: helping writers feel safe and accepted noting moments of voice in writing and pictures valuing and requesting diversity rewarding risk—even over success providing opportunities to hear the voices of others writing to someone asking students to write voice in…or out. 24

25. A VOICE Warm Up activity: Prep: Select pictures of paintings by done by 2 distinctly different artists—Picasso and Van Gogh or Rembrandt and Monet Exercise: Show students a painting or two by each. Then show another painting by one of them and have them explain how they can tell which artist painted it. Follow Up: Talk about how the ‘voice’ of the artist shows up in his/her works. 25

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31. Voice Focus Lessons with Picture books Picture Book Connection: The Dot by Peter H. Reynolds Miss Spider’s Tea Party by David Kirk 31

32. Read, Reflect, Apply Examine pp.153-169 in Culham Discuss in small group Fill out “Strategies to Try” sheet 32