Dear Parents/Guardians,
September 2013
The following outlines some modes of programming your child will be receiving in the area of writing
and other ways of representing, in grade six.
 We will examine the different “kinds” of writing (through reading and viewing, speaking
and listening) we see around us, what makes it unique and how a certain “form” of writing
can be used for very different purposes: persuasive (letters, debates, causes, concerns),
informational, instructional (surveys, “how-to” articles, news articles, political cartoons,
letter-writing, fact sheets, ads, research project folders), creative (short stories, comic
strips, poetry, folktales/fables), personal (journals, biographies, poetry, letter writing,
true stories from personal experiences).
 An introduction to writing by presenting mini-lessons on the six traits of good writing:
Ideas, Voice, Conventions, Organization, Word Choice, and Sentence Fluency. Students
will be presented these traits and we will be working towards learning what they are and
how we can achieve them in our own writing.
 Mini-lessons will be completed in class and occasionally reviewed in home assignments that
will focus mainly on one of the 6 traits. For example: Building Vocabulary: We will use
theme words, words with “rhythm”, character traits sheets, color words, transition words
(sheets will be kept in Writing Workshop Files to guide students in class and at home).
At other times, lessons may be in the area of dictionary/thesaurus use, understanding
language used in quotations, examining root words, suffix and prefix meaning, word
choices that make your work sound “wide awake”, creative, and mature.
 Pre-writing activities (brainstorming) including webs, charts, lists, time-lines, flow
diagrams, tree diagrams, etc.
 On their first draft, students will be encouraged to self-edit (for ideas and for
spelling/grammar/punctuation that is questionable to them). They are asked to find a
peer editor to help them to expand their ideas.
 A teacher or adult can help to edit the 2nd draft, after ideas/word choices are added.
 All idea webs and drafts should be attached (the latest draft on the top).
 The students will receive editing marks on their work that will include reference to ideas
and the Personal Dictionary and Word Banks). This is specifically used for “highfrequency words” or words that your child uses consistently within their writing and
reading and theme work. Students have often developed bad habits where they have
practiced spelling these common words incorrectly: “practice does not make perfect…
perfect practice makes perfect”. In other words, once we practice spelling certain words
incorrectly over and over again, we need to be very deliberate about spelling them
correctly if ever our habit is to be changed. A Word Study program will also be used to
assist in developing grammar and spelling in daily writing.
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Not EVERY piece is assessed as a final published piece…students need to explore the
process of writing, begin it, refine it, publish it… and sometimes even abandon it.
I will be working on developing correct spelling patterns during Word Study lessons. All
students have “Have a Try” or “Word Analysis” sheets in their writing workshop to use to
record common spelling errors (those that continue to show up in their edited writing).
If you see these errors in your child’s work do not be hesitant to ask them to correct
them by writing above incorrect spelling, ie;bec _ _ s_ . However, first help your child by
teaching them to help themselves. Do so by asking your child to first make an attempt to
self-edit their work, add or change ideas, write words correctly above approximations
(keep a dictionary near by), etc.
When spelling, leaving spaces where the incorrect spelling pattern or letter combination
was used will help your child to focus on the area that they are unfamiliar with. Don’t ask
your child to correct everything in their first draft of writing. Focus on ideas and
organization first and then on a few spelling patterns, endings, or rules that they notice
and then a couple that you notice. This makes it easier for your child to remember the
areas that they need to work on. A “COPS” and “SWEATS” self/peer editing sheet will
eventually be provided to help guide you.
Remember that I will also be looking at their work and commenting on strengths and
areas that need improvement. Students will receive a rubric marking sheet on their final
assessment piece.
Please jot down a note, email, or leave a message at the office if you have any questions or concerns
about your child’s progress in the area of writing development.
Thank you,
Mrs. Beattie