The +1 trait is presentation…wanted it to be in a category by itself…
With a partner, look through this section of the Iowa Core to see what writing instruction involves at your grade level. The Six Traits can certainly support that instruction. Also consider the Write Tools training you have had so far and the materials you have with you…and how those materials can support this instruction as well. (5 min.)
The traits can help you focus your instruction and what students should attend to in their writing.
This is a graphic that shows how 6+1 Traits can support the Writing Process…
1st Grade – “Fun Dough” Lsn…Writing Process (6:00)What is the teacher trying to teach the children about writing with this lesson?
Ideas – the heart of the message, the content or main theme and the details that add to add develop the theme.Organization – the structure of the writingVoice – the emotion…the magic and wit, the conviction of the writer
Word Choice – rich, colorful language usedSentence Fluency – rhythm and flow of the word and sentence patterns, the way the writing plays to the earConventions – mechanical correctness…spelling, grammar & usage, punctuation, capital letters
Presentation – the layout and its readability…pleasing to the eye
Sarah- sharing her understanding for where she is as a writer and where she needs to go…
Student understanding of the criteria for their writing provides them with the knowledge they need to not only produce better revisions, but also to produce better first drafts.
Purple DVD…Disc 1, Video 1…Clean Desk Rubric (13:00-20:52)…8:00
Purple DVD…Assessment, Using Scoring Guides (6:15) 6:45-13:00Listen for how the teachers “think” together.Keep your rubrics handy for reference.
We revise in every area of Six Traits except conventions…there are four ways to revise…
Share checklist handout
Adding…words or phrases…dialogue…a missing partReplacing… words or phrases (word choice – colorful adjectives)… “Showing” not “Telling”Reordering… don’t teach until students can manage the first two types of revision…need a firm sense of sequence and logical order (maybe not until 3rd grade) works well for a narrative where the middle of the story is at the beginning…Removing… last type of revision taught…kids don’t like to give up anything they’ve written…use examples where a writer goes on and on without making a point… use models of newspapers & magazines where writing is purposefully short & to the point…remove words or phrases that aren’t as preciseAt your table…discuss ways/strategies you use to teach revision in your classroom.
You Tube…Polar Bears…to hook students and get ideas started…can lead to more investigation & inquiry…read alouds, think-alouds, independent reading, research (2:00)
Visual support is very helpful to many students…PWIM posters or mini-pictures can be great for ideas
Kindergarten lesson on ideas…”Treasure Box” …learning to share ideas
From Ruth Culham
Question – Horns & Antlers, Moon Bear, Polar Bears and the Arctic,Set-Up ….sets up action for the story in a few sentencesSnapshot…Falling Down the PageLook for examples in the books on tables
Understanding the purpose of the writing and audience for the writing drives the organization of the writing. Kids need to understand the options.Space – start with a general/big idea and work to more specifics (ie. Describing a room. Tell big impression – size, color – then get more specificTime – chronological order…to explain events…be careful not to include EVERY detail, begin too far before the event, or continue after the event…keep focused on the event…tell what mattersContent – (information writing)…write down what they know about the topic…group details into categoriesPerspective – knowing the perspective from which they are writing…understanding the opposite side of an argument or opinion…keeping everything focused on the main issue
Location – above, beneath, amid, in back of, beyond, in front of, besideCompare/Contrast– similarly, but however, conversely even so, otherwise, even though, on the other hand, in the same wayTime – first, second, third, next, later, then, afterward, soon, after a while, in the meantimeConclude or Summarize – finally, to sum up, to clarify, as a result, in short, in summary, in conclusionAdd Information – besides, in addition, for example, furthermore, equally importantScan…pp. 93-95 (purple book)
pp. 97-99 (purple book)A Profound Thought – Matilda by Roald DahlA Surprise – Midnight Magic by AviA Quote – Holes by Louis SacharA Tie-Up – Homesick: My Own Story by Jean FritzA Question or Open-Ended Statement – Tuck Everlasting by Natalie Babbitt
A Challenge – Bud, Not Buddy by Christopher Paul CurtisA Summary – James and the Giant Peach by Roald DahlA Literary Device – (metaphor)A Christmas Memory by Truman CapoteA Laugh – Harry Potter and the Sorcerer’s Stone by J.K. RowlingLook for examples of ending in the books on tables.
Second Grade Classroom…1st Grade Hamburger Helper…(6:00)
Think about the Write Tools you have that can support the 6+1 Traits of Writing
When young children make books, they engage in a process of constant decision making. These process decisions are given over to children as they build ideas across the pages of books, and the experience of making so many decisions over time nurtures their development in important ways. (Katie Wood Ray)
Details in pictures (little people)Balance on the pageCoordination between text and picturesSequence with pictures
Clay is in a kindergarten classroom. He works at making picture books each day in a writing workshop. Because it takes some time for children to become fluent and proficient with getting words down on paper, being able to represent meaning in illustrations makes so much more possible for beginning writers.Figure 1.1 Clay’s book about bats. (1) Bats. (2) 1. Bats are nocturnal. 2. Bats can climb. 3. Bats hang down. 4. Boo! Bats can fly. 5. Cool! (3) Bats are nocturnal. (4) Bats are nocturnal.
continued (5) Bats can climb. (6) Bats hang down. (7) Boo! Bats can fly. (8) Cool.The understandings Clay is using to compose his illustrations are the same understandings he’ll need to compose well-written text—compare/contast (diurnal and nocturnal settings)
Ultimately the hope would be that Clay would learn to write this meaning instead of illustrate it:What we need to know is what our expectations for writing are at each grade level, the learning progressions for getting to that expectation, where each student is on that continuum, and what is will take to move them to the next level. (think back to Sarah)
What makes one piece of writing more powerful and effective and “better” than another?...turn to your neighbor and share your thinking
Intro to 6 Traits Writing
Six Traits Writing OverviewBurlington Elementary Schools February 20, 2012
Purpose• Examine the characteristics of 6+1 Traits of Writing• Consider the connections between 6+1 Traits to Iowa Core and the Write Tools• Collaborate with colleagues to develop a toolbox of resources for writing instruction
Isn’t reading student writing fun?• Thomas Jefferson, a Virgin, and Benjamin Franklin were singers of the Declaration of Independence. Franklin discovered electricity by rubbing cats backwards and declared, “A horse divided against itself cannot stand alone. Franklin died and is still dead.
What about these gems?• Miguel Cervantes wrote Donkey Hote. The next great author was John Milton. Milton wrote Paradise Lost. Then his wife died. And he wrote Paradise Regained.• Voltaire invented electricity. Gravity was invented by him. It is chiefly noticeable in the autumn when the apples are falling off the trees.• Louis Pasteur discovered a cure for rabbis.• Charles Darwin was a naturalist who wrote the Organ of Species.• Madman Curie discovered radio.• Karl Marx became one of the Marx brothers.
Activity The Writing Sneeze:Write continuously forthree minutes using thefollowing sentencestarter as a springboard: My fears / concerns for writing instruction are…
Activity Talk at your table:What were you thinking asyou wrote?How did you organize yourthoughts / writing?Did you make changes asyou wrote?
The Dreaded Writing Assessment……….• What is the key tobetter writing ?
Key to Better Writing…• Write daily.• Integrate writing with content areas.• Require students to do more than one draft.• Model writing.• Save student work in portfolio or folder.• Strive for school-wide continuity of instruction.• Follow a checklist for best practices.
What is 6+1 Traits Writing?It is NOT a program or curriculum.
What is 6+1 Traits Writing?• Shared vocabulary…teachers and students• An analytical scoringguide• Tool for writing and using the writing process• System to provide Feedback to students / Guide for instruction
History of the Six Traits Professional Development Model• Developed in the 1980’s by teachers from across the country• Thousands of papers evaluated at all grade levels…identified “common characteristics of good writing”• “qualities”… became the six-traits
Six Traits Helps Us Teach the Qualities of Good Writing! *Ideas *Organization *Word Choice *Sentence Fluency *Voice *ConventionsThe 6Traits of Writing by Jennifer Heidl-Knoblock and Jody Drake.http://www.coehs.uwosh.edu/fox_valley_write/writings/2005writings/jenniferheidl-knoblochjodydrakepro.ppt
6+1 Traits *Ideas *Organization *Word Choice *Sentence Fluency *Voice *Conventions *PresentationThe 6Traits of Writing by Jennifer Heidl-Knoblock and Jody Drake.http://www.coehs.uwosh.edu/fox_valley_write/writings/2005writings/jenniferheidl-knoblochjodydrakepro.ppt
6+1 Traits allows teachers to…• Use scoring guides to explain what is expected• Use samples of student writing to teach• Help students discuss specific features of their writing• Improve student writing through helping students understand the qualities of good writing• Incorporate a variety of lessons/activities to teach the strategies for each trait
Connecting the Writing Process and Six Trait Writing
The 6+1 Trait Writing Model for Assessment and Instruction ®1. Ideas Ideas are the heart of the message, the content of the piece, the main theme, together with the details that enrich and develop that theme.2. Organization Organization is the internal structure, the thread of central meaning, the logical and sometimes intriguing pattern of ideas within a piece of writing.3. Voice Voice is the magic and the wit, along with the feeling and conviction of the individual writer coming out through the words.
The 6+1 Trait Writing Model for ® Assessment and Instruction 4. Word Choice Word choice is the use of rich, colorful, precise language that moves and enlightens the reader. 5. Sentence Fluency Sentence fluency is the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear—not just to the eye. 6. Conventions Conventions refer to the mechanical correctness of the piece—spelling, paragraphing, grammar and usage, punctuation, and use of capitals.
The 6+1 Trait Writing Model for Assessment and Instruction ® +1. Presentation Presentation zeros in on the form and layout of the text and its readability; the piece should be pleasing to the eye.SOURCE:Overview the 6+1 Trait®Writing Model and Scoring Rubrics by Dr. Michael Kozlow,Northwest Regional Educational Laboratory April 3, 2005 ASCD Conferencepresentation. www.nwrel.org/ascd05/Traits.ppt+
ADVANTAGES OF SIX TRAIT ANALYTIC SCORING• Gives us a model for responding to student’s writing• Provides vocabulary for talking with students about writing• Provides a solid foundation for revision and editing• Allows students to become evaluators
Reflections on Assessment“Engaging young writers actively in the use ofcriteria, applied to their own or others’ writing,results not only in more effective revisions but insuperior first drafts….Most of them showsignificant gains…, suggesting that the criterialearned act not only as guides for revision but asguides for generating new material.” -George Hillocks, Jr.Research on Written Composition: New Directions for Teaching, 1986, p. 160.
Provide a Clear and Understandable Vision of the Learning Target.“Good assessment always begins with a vision of success.” ~Richard Stiggins, Student-Centered Classroom Assessment
Other Friendly Reminders for Scoring1. Refer to the scoring rubric. Do not rely just on your memory or your intuition.2. Physically marknumberss on the rubric while scoring to ensure your judgments are being made based upon the characteristics the rubric provides.3. Remember to score each trait individually without allowing the score from one trait to influence your scoring of another trait.
Other Friendly Reminders for Scoring4. Think of a 3 as the point on the scoring continuum where strengths and weaknesses balance. Any score above a 3 indicates dominant strengths; any score below a 3 indicates dominant weaknesses.5. Do not dwell on a particular essay’s weaknesses. Focus your attention on identifying the set(s) of descriptors that best describe the characteristics of the essay.
Other Friendly Reminders for Scoring6. Remember that you are assessing the writing— not the writer—and only a single performance at that.7. Keep in mind that the prompt is only meant to motivate the writer and provide a springboard for the student to begin generating ideas. Readers should score the quality of the writing, not the student’s adherence to the prompt.
Activity: Practice Scoring1. Read the first sample paper and try your hand at scoring using the rubrics. Compare and discuss your scores with a partner.2. Compare your scores to the scores provided.3. Now try your hand at scoring the second practice set of papers. Again, compare and discuss your scores with a partner.4. Compare your scores to the scores provided.5. One more time! Score…Discuss…Compare.
Editing & Revising…• Teach editing 1st (Kids think they’re the same)• Practice with a simple checklist• Introduce Revision by modeling• Edit after you revise your writingCunningham, Particia M. & Cunningham, James W. (Spring 2000). What Really Matters in Writing (p. 114). Boston, MA: Pearson Education.
Four Ways to Revise…• Adding… Pushing in• Replacing… Trading• Reordering… Cutting & Sorting• Removing… Chopping outCunningham, Particia M. & Cunningham, James W. (Spring 2000). What Really Matters in Writing (p. 115). Boston, MA: Pearson Education.
OrganizationTaking Ideas, moving them around, and grouping them to make sense… …to convey a message.
A brilliant beginning…• A thought-provoking question• A hint of the conclusion• A funny story / personal anecdote• A list of serious, logical points• A dramatic statement• An expert quote• A set-up / Snapshot
A MIGHTY middle…Options• Space…general to specific• Time…chronological order• Content…details in categories• Perspective…know the perspective from which they are writing
A MIGHTY middle…• Teach Transitions: –To show location –Compare / Contrast –Time –Conclude / Summarize –Add Information
Anexcellent ending• Look to authors… –A Profound Thought –A Surprise –A Quote –A Tie-Up (common in primary) –A Question or Open-Ended Statement
Drawing and Internal Talk1. What will I draw/write about?2. What should come first?3. How should I draw it?4. Does this look the way I want it to look?5. What should come next?6. And next?
What to Look & Listen For• Pictures and/or text balanced on the page• Coordination between text and picture (they go together)• Multiple pictures that show sequence• Grouping of details, ideas• Text that shows sequence: First ... then... after... next... later... last• Text that shows connections: because... so... when ... however• Sense of ending: So finally... That’s all ...At last...The end• Sticking with one main topic or idea