Word Choice

Six Trait Writing

MPS Comprehensive Literacy Framework

4/21/04

MPS Comprehensive Literacy Framework

Writing Reading

Agencies School
Oral

Learner Communicates Effectively

Communication Processes

Language

Home & Community

Media & Technology Research & Inquiry

References National Council Teachers of English & International Reading Association. (1996). NCTE Executive Committee and IR Board of Directors. Urbana, IL: Author. Standards for the English language arts.

National Reading Panel. (2000). Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Reading Panel. Washington D.C.: U.S. Department of Health and Human Services. Wisconsin Department of Public Instruction. (1998). Planning curriculum in the English language arts. of Public Instruction. Madison, WI: Wisconsin Department of Public Instruction. Wisconsin Department

COMPREHENSIVE LITERACY FRAMEWORK MPS Comprehensive Literacy Framework Area - = Writing Area Writing Context ContextSchoolSchool = Audience - Teachers Audience = Teachers
4/21/04

Components of Writing

Approaches
Learner Communication Processes Communicates Effectively

Process

Developmental Stages

Curriculum Alignment

Components of Effective Writing

Ideas Organization Voice Word Choice Sentence Fluency and Variety Conventions Presentation

I L

LI

W
4

r i t i n g R u b ri c

ADVAN C ED / EX C EEDING Main idea clearly comm u nicated Ideas well organized and elab o rated A ut hors p ersonali t y im p rinted o n t he wri t ing t ask Effec t ive word choice and u sage Sen t ence fl u ency and v a rie t y C orrec t c a p i t aliza t ion, pu nct u a t ion and s p elling PRO F I C IENT Main idea comm u nica t ed Ideas s u fficien t ly organized and develo p ed Evidence of a ut hors res p onse t o t he wri t ing t ask A pp ro p r i a t e word choice a n d u s a ge Adeq u a t e sentence sense and mi n imal sen t ence err ors Occasional errors in ca p i t aliza t ion, pu nc tu a t ion and s p elling BASI C Main idea va g u ely comm u nica t e d Ideas p oorly organized a n d u n d e r develo p ed Li tt le p ersonal re l a t ionshi p t o t h e wri t ing t ask Occasional ina pp ro p ria t e or inco r rec t lang u age Poo r sen t ence s t r u ct u re; some sen t ence fragmen Inconsis t en t u se of ca p i t aliza t ion, pu nc t ua t ion conven t ions

u sage t s an d r u n - ons an d s p elling

MINIMAL PER F ORMAN CE Main idea u ncle a r or non e xis t ent Ideas u norganized an d u nde v eloped No p ersonal rela t ionshi p t o t he w ri t ing t ask Generally inap p ropria t e o r incor r ec t lang u age u sage Lack of sen t ence sense; sen t ence fragmen t s and r u n - ons Incorrec t u se of ca p i t aliza t ion, p u nc tu a t ion and s p elling conven t ions NOT S C ORABLE Blank, ille g ible

or

does

no t a d dr e ss

t he

p rom

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ivi s ion o f Teaching

an d Le a rning

When you teach me, teach me one thing at a time.

-Albert Einstein

Word Choice

Definition= The purposeful selection and use of effective words and phrases

What are the (Teachable) Components of Word Choice?

The words are specific and accurate. The author has included striking words and phrases. The language is natural, effective, and appropriate to the audience and purpose. The author has used lively verbs, specific nouns, and modifiers. The language clarifies and enhances the meaning of the writing.

A Helpful Extended Metaphor to Think About

Compare Word Choice to Clothing

Effective Word Choice

Adapts to audience and purpose

Formal vs. Informal

When you are dressing for an event you need to consider:

Who will be there? (audience)

For Example
Describe the audience that would most appropriately match the word choice of this sentence.

After Artie cleaned the ketchup off of his trousers with a tissue, he closed the ice box and went to relax on the davenport.
*How might you craft this same message for a younger crowd?

When you are dressing for an event you need to consider:

Whats the occasion? ( purpose) To Persuade

To Describe

To I form

To Entertain

Another Example of Figurative Language

His word choice was as lush and crisp as vibrant green grass. (a simile)

or not

Examples from Literature

Amos & Boris - by William Steig

The author uses language that reflects the theme of the storybeautiful friendship. story

House on Mango Street - by Sandra Cisneros

The author demonstrates how the use of finefinecrafted, chiseled words can make a good story great. * See the handout titled Eleven.

Where the Sidewalk Ends, A Light in the Attic, and Falling Up - by Shel Silverstein

Poetry Speaks to Children

- Edited by Elise Paschen

The Complete Collected Poems of Maya Angelou

- by Maya Angelou

2Poetry is all about precise word choice.

Charlottes Web by E.B. White

Many passages in this book beg to be read out loud.

Another Example
In a warm and sultry forest far, far away, there once lived a mother bat and her new baby. Oh, how Mother Bat loved her soft tiny baby. Ill name you Stellaluna, she crooned. Each night, Mother Bat would carry Stellaluna clutched to her breast as she flew out to search for food.

Stella Luna
by Janell Cannon

Effective word choice appeals to the senses.

Fragrant-Rustic-Squeaky-Smooth-Bitter-Coarse-Meandering-Tantalizing-Exotic

Now you try

If you could only use six words to describe this picture which words would you choose?

Words are like money.

$$$$

We will spend our words wisely.

When the Word Choice is Right the Message Works!

Political Messages Movie and Book Reviews HowHow-to Manuals Bumper Stickers Billboards Editorials Menus Letters of Request Resumes Brochures Restaurant Critiques Commercials Emails Business Signs Sports Broadcasts

Word Choice in Student Writing

Now lets look at a piece of student writing. See the Student Writing Sample titled Chicken. We will use the Word Choice Rubric for younger students. Lets read the piece together, then discuss and determine if it is stronger than weak or weaker than strong in the trait of Word Choice.

APPLICATION
Find the Student Writing Sample titled Crabmeat. Work with another person. Use the Word Choice Rubric for younger students. Discuss. Your goal is to come to consensus on feedback. Keep the feedback specific and positive. It should be crafted to allow the writer to transfer the feedback to other writings and improve as a writer--not only this writer--not particular piece. Be able to communicate why you chose to start with these comments--what lead you to decide which comments--what components of word choice to address first?

Providing Effective Descriptive Feedback:

Now Individually Choose one of the other student writing samples. Use one of the word choice rubrics to develop descriptive feedback that would help a student enhance his or her use of word choice. Do not give a number. Just write effective descriptive feedback designed to encourage and nudge--not overwhelm--the nudge--not overwhelm--the writer.

Other Samples to Use to Look at Word Choice:

Beefaroni New Third Grader Mashputadow Changing Places With My Mother New Student My Dad Friendship

Next Steps

Activities to use with students

Lessons for Word Choice Focus on Using:

Fresh and unique words and phrases Words that paint pictures Simple language used well Language written to inform or entertainnot to entertain impress Every word or phrase crystal clearor defined clear for me Strong, active verbs

To Help Students Continue to Enhance Their Ability to Use Effective Word Choice FOCUS ON:
Correct Use of Words (Grammar & Usage)
Flexible Use of Vocabulary (Judging and Adapting) Precise Use of Words and Phrases (Bigger Doesnt Always Equal Better) Understanding the Derivation of Words (Tracing Their Origins) Interesting Use of Figurative Language (Similes, Metaphors, Alliteration, Personification, etc.)

Key Strategies:
Help Students Learn to:
j Use words in appropriate contexts j Evaluate the use of everyday words in the writing j Look for limited and dull words j Select specific and precise words j Match word choices to the intended level of formality j Identify weak words and find stronger ones j Use powerful words to provide energy

Something Specific to Use In the Classroom

*See the Handout Titled Word Collector

j Student instructions: Use the space in the boxes below to collect words you might like to use in the future. A J S B K T C L U D M V E N W F O X G P Y H Q Z I R

Something Specific to Use In the Classroom

*See the Handout Titled, What did they say and how did they say it?

Have students practice adapting word choice to specific audiences and purposes.

Example: said (in a soft way = whispered; in a mean way= commanded; in a loud way = bellowed)
In a scared way = _______________ In a proud way = ________________ In a sad way = __________________ In an excited way= _______________or___________

To Summarize. . . Summarize.

Word Choice . . .
Encourage Students to Ask Themselves:

; Did I use interesting words? ; Do my words convey a clear message? ; Did I use precise words? ; Did I use descriptive words that help paint a picture? ; Do my words match my audience and purpose? ; Did I use the correct words?

How can you emphasize word choice in your classroom writing lessons?

Heres What You Can Do:

1. Read aloud from a variety of works. Point out how the author matches the word choice to the audience and purpose. 2. Help students identify an audience and write for that audience using appropriate word choice (talk about why and how the writing should adapt to the audience and purpose). 3. Teach students how to correctly use a thesaurus and a dictionary (proper usage affects the intended message).

The clearer the target, the better the results.

MILWAUKEE PUBLIC SCHOOLS

Our Goal:

Word Choice

All students have the knowledge and skills needed to hit the target!