6+1 TRAITS

Sentence Fluency

Common Core Standards

CCSS.ELA-LITERACY.W.6.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

CCSS.ELA-LITERACY.W.6.3.AEngage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

CCSS.ELA-LITERACY.W.6.3.BUse narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

CCSS.ELA-LITERACY.W.6.3.CUse a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

CCSS.ELA-LITERACY.W.6.3.DUse precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

CCSS.ELA-LITERACY.W.6.3.EProvide a conclusion that follows from the narrated experiences or events.

Production and Distribution of Writing: CCSS.ELA-LITERACY.W.6.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-LITERACY.W.6.5With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 here.)

CCSS.ELA-LITERACY.W.6.6Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Objectives

Students will Compare and contrast pieces of literature for rhythm

and flow focusing on word choice.Compose a neighborhood poem using participles and

prepositionsIdentify prepositions and participlesCompile a class book of “Neighborhood Poems”Write phrases and sentences following a pattern that

creates text with rhythm and flow

Higher Order Thinking Questions

What is a preposition?Have you used a participle lately?How does word choice effect sentence

fluency?

Volunteers Please

4 students and a desk

Prepositions

Where is each student in relation to the desk? Under, next to , on top of… these are prepositions! What do they tell us?

Where things are in relation to the subject.

Prepositions: A word used before nouns and pronouns to show their relation to another part of the clause.

Example: He fell off his bike. What did he fall off of?

• His bike

Fluency

Ease, confidence, smoothness

Participle

Form of a verb that is used to form complex tenses, as are “loving” and “loved” in English

May be used as an adjective Past participle usually ends in

-edpresent participle ends in

-ing

Sentence Fluency

The sentence fluency trait shows us how the author puts words and phrases together to create a musical phrasing. We listen to the sound of the language to determine whether it is fluent. To be strong in this trait, writing must flow smoothly so that it’s easy to read. Here are some qualities of fluent writing: The words and phrases read smoothly and rhythmically. The sentences are correctly constructed. The sentences are correctly constructed. The fragments, if present, are intentional and work as a stylistic effect. The sentences begin in different ways. The sentences are varied and have different lengths. When texts are

fluent, it’s pleasure to hear the words and phrases aloud. The rhythm and cadence of the writing move the reader along smoothly from beginning to end.

Before We Read

Distribute copies of the Key Qualities of the Sentence Fluency Trait (page 9) and Where Did the Flow Go: ( page 10)

Group student into pairsPlease read the first set of sentences on: Where did the

Flow Go? As if it were a paragraph.Talk about the way the sentences are constructed, and

decide whether they are fluent.Read the sentences aloud to hear the way the words and

phrases sound.Write in the space provided what you think is wrong

with this set of sentences. Remember to use your sources: Key Qualities handout.

Second Set of Sentences

Partners read aloud the second set of sentences on the activity page and comment on the fluency problem you hear.

Record your answers in the space provided.

Your Turn!

Select the sentences either in group 1 0r 2, and with your partners, revise several to make them more fluent.

You have 10 minutes and then we will share them as a class.

Share

Possible Revision of First Set of Sentences

After school, I ran home to get my little brother before we went to the zoo. I could hasrdly wait to get there. However, it was so hot, I thought I’d pass out. Luckily, I found a person whoe was selling snow cones, and bought one to quench my thirst. While I was eating it, I watched the monkeys playing. They were really interesting to watch as they swung around and played with each other.

Possible Revision of Second Set of Sentences

It was a fall, pie-baking kind of day. Iasked my mom if we could bake a yummy apple pie, and she said, "Yes!” She told me I had to go buy apples at eh store so I ran all the way there. Whew! I got some crisp, tart apples and brought them home to my mom. The result was so scrumptious we ate the whole pie that night.

What Does Fluency Do Again?

Fluency creates a beautiful-sounding piece and one way to do that is to focus on writing sound words and phrases that have a pleasing sound as they are rad aloud.

Give students a copy of Think About: Writing with Rhythm and Flow (page 11)

Refer to this as you listen to Black Cat and plan your writing later in this lesson.

My Part is to Read, Your Part is to…

Raise your hand when you hear: A repeating refrain Phrases that begin with the same part of speech to

link them together rhythmically Different sentence types, such as questions and

statements Metaphors and similes that add interest and visual

apeal

Record of Students Observations

Interesting Word Choice

PrewriteFluent Phrasing: Working with ParticiplesLook at the first phrase:

“creeping down our city streets” What does “creeping” mean? Look at the page.

Does the word creeping fit? How about sauntering? And edging?

Participle, Participle!

Fluent Phrasing: Working with ParticiplesFill in what you think the participle in each of

the practice example suggests to the reader.What comes right after the participle?

Prepositional Phrases…

Link nouns, pronouns, and phrases to other words in a phrase or sentence by showing their relationship.

Share in commonPass out Preposition reference sheets

Common Prepositions

What does the prepositional phrase add to the sentence?

“creeping down our city streets”“edging over roof tops”

Writing a Place Poem

You will be writing a place poem to take the reader on a tour of your home neighborhood.

Consider “neighborhood” in a very broad sense.

Wherever you live is your neighborhood.

With Your Neighborhood Fluency Planner…

As you write, think about the special features that make your neighborhood unique, such as interesting people, businesses, play areas, etc.

Are there special memories that were created in the neighborhood?

The stray dog that adopted you and your family or school? Are there memorable people?

The quiet elderly gentleman down the street who you recently learned is a D-Day veteran?

What are the sights and sounds of your neighborhood? A car of teenagers down the street that has music blaring so loud you can

hear it from your kitchen? Example: “dancing to the bet of passing jeeps”

Are their unique places or features? An old house that your friends thin is haunted?

Creative Points to Ponder…

What actions do you see? (cleaning, reading, running, riding, shopping,

napping, yelling, playing, etc.)What sounds do you hear around the

neighborhood? ( Crying, laughing, sneezing, yawning, snoring,

mooing)How do you move around your

neighborhood? (bike, walk, golf cart, skateboarding)

Just Imagine…

You are roaming through your neighborhood.Decide where you want to start and finish

your neighborhood tour.Remember to use some of the phrases nad

sentences you wrote on your poem planner to make sure your piece will have rhythm and flow.

Draft your poem and read it to a partner. Use the Student –Friendly Guide for Scoring Sentence Fluency for peer review.

Peer Review

First, score your neighbor’s poem for sentence fluency trait by using the language form the scoring guide

Next, share with a partner the line or phrase that you think is the strongest in each poem.

Then, work together to revise the phrases you both thought were not fluent.

Finalize

Write a second draft of your neighborhood poem

Expand the poem to 8-10 linesPrepare to read it to the class.

Coffee Houses in the 1960s

When people met in coffee shops in the 1960s to share their poems, they expressed their appreciation of the poets’ work by snapping their fingers instead of applauding .

So, let’s snap!

Take It On The Road!

Share with reading buddiesMake a class bookPost around the school