Six traits of writing anchor charts for 3rd

I love looking closely at an interesting character and trying to uncover what makes them tick. And in my experience, kids love this process, too. Unfortunately, for many kiddos, understanding character traits is a bit tricky.

Six traits of writing anchor charts for 3rd

Read grade-level text with purpose and understanding. Introduction Point of View really sets the tone of a story and influences the feel of the story for the reader. There are a few layers to Point of View that can be taught in steps. The first objective is for students to understand that Point of View is the voice that is telling the story, which is usually either a character or a narrator.

I like to spend a sufficient amount of time on each strategy to allow for an introduction, modeling, scaffolding, independent practice, assessment, and reflection. Therefore, I spend approximately 1 week on each strategy and follow a similar instructional routine.

I tell them that the way birds see the world is very different from the way we see the world. I then show them a piece of construction paper. The white side is visible to the students while the black side is facing me.

six traits of writing anchor charts for 3rd

I tell the students I have one simple question: They all say white. Eventually, I tell them that we are both right!

I show the students the other side of the paper and tell them that from their Point of View, where they were seeing, the paper was white. But from my Point of View, where I was seeing, the paper was black.

We all agree that we were both right. This is when I tell kids explicitly what we will be working on. Tales of a Fourth Grade Nothing. I ask students whose voice is telling this story and they say Peter Hatcher. In the story, Peter talks about his annoying little brother, Fudge, and shares stories where Fudge looks like a troublemaker.

This is where students get to try out the strategy that I just taught them. I give them a minute of thinking time and then ask them to turn and talk to their reading partner to share their answer. I love to hear their discussions about this because they most often fully understand that the story would be completely different and Fudge would probably make it seem like he is just an innocent little boy while Peter would seem like the annoying brother.

I tell the students to turn back and then call on a few to share their ideas. Link to Ongoing Work: During this portion of the mini-lesson, I give the students a task that they will focus on during Independent Reading time. I want them to notice who is telling their story, a character or a narrator.

I remind them that I will randomly choose a few students to share so that they make sure to complete their task. Point of View in Conflict Resolution Video.

Paragraph Writing Prompt and 6+1 Traits Foldable

Every day after the mini-lesson, students get 5 minutes of Prep Time to choose new books if neededfind a comfy spot, use the bathroom, and anything else they might need to do to prepare for 40 minutes of uninterrupted Independent Reading. I set it up that way so that students have no reason to get out of their spots.

They are expected to have 5 books in their browsing box at all times so if they finish a book they have others to choose from without moving around the room. I strongly encourage them to use the bathroom so they do not need to go during reading time.

At the end of the 5 minute Prep Time, I do a countdown, 5 4 3 2 1, Level 0 referring to volume level.


By the end of countdown, students must be in their spots and silent with all of the materials they need to sustain their reading. They are not to get out of their spots for any reason so that they can focus on their book and their task.

Because I use Independent Reading time to work with students one-on-one or in small groups, I really stress to the students that the teacher is not available to everyone during this time. I encourage them to problem solve on their own and hold all questions or comments until the end of Independent Reading time.

All of this takes practice but once it is all in place, Independent Reading becomes a magical time when students are engrossed in their books and the teacher is free to meet individual needs of students through conferencing, strategy groups, or guided reading.

Today, I would be conferencing with students right at their comfy spots and asking them to explain the Point of View of the book they are reading. This is also when I could pull students for assessments, one-on-one reading, strategy groups, or guided reading groups. Closing 5 minutes Closing: At the end of 40 minutes, I remind students that their job during reading time was to notice the Point of View of their books.The six researched components of all good writing (ideas, organization, voice, word choice, sentence fluency, and conventions) need to be introduced to students in a kid-friendly way.

Don't be the only one in the classroom who knows what a "good" one is. Post these 6 anchor charts to give your students a quick and easy-to-understand checklist, of all the things they should remember to include in their writing.

Dec 24,  · Eleven-year-old published author and seasoned presenter Adora Svitak talks about the Six Traits: Word Choice. This extensive website provides lesson plans that focus on 6 Trait Writing. The lesson plans are broken down by grade levels (, , , and ).

You are able to search the lesson plans by grade level AND the specific trait. This set includes +1 Traits of Writing Anchor Charts/Signs/Posters (Ideas, Organization, Voice, Word Choice, Sentence Fluency, Conventions, and Presentation) in Tangerine & Hot Pink.

I suggest that they be printed on cardstock and then laminated for longer life. Anchor Chart Sticky Notes (K–5) & Read-Aloud Sticky Notes (K–2) Large-format sticky notes help teachers create and evolve anchor charts across the units and preprinted sticky notes for grades K–2 highlight possible teaching points during read-alouds.

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