2. 2
“Young children are writers as
soon as they draw or put a
symbol on paper and tell us
what it says. We should call
them writers and treat them as
writers from that moment on.”
-Marcia S. Freeman
Teaching the Youngest Writers, p. ix
3. 3
“My beliefs about children and writing
are based on three assumptions:
1. Young children can write
2. Young children want to write
3. Young children possess the
knowledge, interests, and
experiences to write about.”
-Carol Avery
And With a Light Touch, p. 65
4. 4
HLo! IUS TLVNSTL
WEMVDNDNW IHV A
DGNMDBN I HLPMYMOMCK
Hello! I used to live in Seattle.
We moved, and now I have a
dog named Ben. I help my
mom cook.
5. 5
Helping very young [any] writers
Find what is right and strong
Give supporting detail
Suggest one kind of addition
Title, punctuation, words, picture, etc.
Honor the writing
Link writing and reading
6. 6
Helping very young writers
Read, read, read
Model, model, model
Assess together
Revise together
Having time to write
Keeping portfolios
7. 7
Helping very young writers
Celebrate the writing!
Writer, editor, reviser
Not merely task completer
8. 8
Six+1Traits Analytic Model
Ideas and Development
Organization
Voice
Word Choice
Sentence Fluency
Conventions
+1 Publication / Presentation
9. 9
Six Traits Analytic Model
• History
• Who does it belong to?
• 6 + 1 Traits and NWREL
• What’s so great about it?
• Is it a writing program?
– Writing is complex
– Doesn’t come in a box
– Your skill/caring are essential
10. 10
Six Traits Analytic Model
• Shared vision of good writing
• Common language
• Assessment to increase student
learning
• Vocabulary / expectations shared
with students thru rubrics
• Students / peers revising own /
peers’ work
• Elements in all disciplines
• Compliments writing process
11. 11
From R. Culham’s book
• Useful feedback
• Systematic way
• Aligns assessment with instruction --
assessment to guide instruction
• NOT a final evaluation of student as
writer
• IS assessment of student’s writing at
a point in time
• Student’s chance to show
remarkable growth
12. 12
Old Paradigm . .
• Avoid errors at all costs!
• Papers bleeding with red ink!
• Mistakes & failures
• Error-free vs taking risks
• Writing is a final product
• Every assignment becomes high-
stakes by grading
13. 13
New Paradigm . .
• Take risks
• Look at and comment on content
• Mistakes and errors mean it is not
finished
• Comments and feedback, not grades
• Writing relates to the real world
• Assignments can be fun
• Self, peer, and teacher assessments
• Empower students
14. 14
Six+1Traits Analytic Model
Ideas and Development
Organization
Voice
Word Choice
Sentence Fluency
Conventions
+1 Publication / Presentation
15. 15
Ideas
• Content, or main theme
• Heart of the message
• Clear and focused
• Holds reader’s attention
• Relevant anecdotes
• Details enrich
• Accurate details
• Insight
16. 16
Organization
• Internal structure
• Showcases central idea or theme
• Moves reader through the text
• Inviting introduction
• Satisfying conclusion
• Thoughtful transitions
• Organized progression of thought
• Logical and effective sequencing
17. 17
Voice
• Personal voice of author comes
through
• Sense of a real person speaking
• Awareness and respect for audience
• Honest, personal, and engaging
18. 18
Word Choice
• Precise, colorful and rich words to
communicate
• Intended message is conveyed
• Precise, interesting, and natural
• Powerful and engaging
• Specific and accurate
• Enhance meaning
• Clarify understanding
• Paints a mental movie
• Creativity
19. 19
Fluency
• Easy flow, rhythm
• Well built sentences
• Strong and varied sentence
structure
• Creative and appropriate
connectives
• Cadence
21. 21
Presentation/Publication
• Form and presentation enhances
reader’s understanding and
connecting
• Pleasing to the eye
• Handwriting/fonts and white space
• Consistent and not distracting
• Effective integration of visuals
22. 22
The Traits in Your School
• Will it help the students?
• Will it help test scores?
• Will it help teaching?
• What about parents’ perceptions?
• What if ALL teachers don’t agree?
– Looking at Student Work
• Support
