Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
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 ...
Isn’t reading student          writing fun?• Thomas Jefferson, a Virgin, and  Benjamin Franklin were singers of the  Decla...
What about these gems?• Miguel Cervantes wrote Donkey Hote. The  next great author was John Milton. Milton  wrote Paradise...
Foldable Format…•   Explaining the Traits•   Rubrics / Checklists•   Assessing Student Writing•   Revision & Editing•   Re...
Activity The Writing Sneeze:Write continuously forthree minutes using thefollowing sentencestarter as a springboard: My fe...
Activity    Talk at your table:What were you thinking asyou wrote?How did you organize yourthoughts / writing?Did you make...
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.•...
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 a...
History of the Six Traits Professional           Development Model• Developed in the 1980’s by teachers from  across the c...
Six Traits Helps Us      Teach the Qualities of Good Writing!                                                          *Id...
6+1 Traits                                                          *Ideas                                                ...
Connecting to Iowa Core…                     p. 22
6+1 Traits allows teachers to…• Use scoring guides to explain what is expected• Use samples of student writing to teach• H...
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 6+1 Trait Writing Model for ®  Assessment and Instruction 4. Word Choice     Word choice is the use of rich, colorful,...
The 6+1 Trait Writing Model for       Assessment and Instruction ®               +1. Presentation               Presentati...
ADVANTAGES OF SIX TRAIT        ANALYTIC SCORING• Gives us a model for responding to student’s  writing• Provides vocabular...
Hattie’s Work
Reflections on Assessment“Engaging young writers actively in the use ofcriteria, applied to their own or others’ writing,r...
Provide a Clear and Understandable    Vision of the Learning Target.“Good assessment always begins with a vision of succes...
Other Friendly Reminders for Scoring1. Refer to the scoring rubric. Do not rely just on   your memory or your intuition.2....
Other Friendly Reminders for Scoring4. Think of a 3 as the point on the scoring   continuum where strengths and weaknesses...
Other Friendly Reminders for Scoring6. Remember that you are assessing the writing—   not the writer—and only a single per...
Analytic Scoring Rubric
Activity: Practice Scoring1. Read the first sample paper and try your   hand at scoring using the rubrics. Compare   and d...
Helping WritersReviseTheir WritingIdeas/Content   Organization   Voice/Tone                               SentenceWord Cho...
Helping Writers Edit Their WritingIdeas/Content   Organization   Voice/Tone                               SentenceWord Cho...
Editing & Revising…• Teach editing 1st (Kids think  they’re the same)• Practice with a simple checklist• Introduce Revisio...
Four Ways to Revise…• Adding… Pushing in• Replacing… Trading• Reordering… Cutting & Sorting• Removing… Chopping outCunning...
Resources
Instruction
Ideas and Content•   Classroom Bank or List•   Journal Page•   Realia•   Literature Experience•   What else?•   http://www...
Pictures Spark Ideas    1                 32
Key Qualities…Organization            • Abrilliantbeginning            • A MIGHTY middle            • Anexcellentending   ...
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 ...
A MIGHTY middle…Options• Space…general to specific• Time…chronological order• Content…details in categories• Perspective…k...
A MIGHTY middle…• Teach Transitions:   –To show location   –Compare / Contrast   –Time   –Conclude / Summarize   –Add Info...
Anexcellent ending• Look to authors…  –A Profound Thought  –A Surprise  –A Quote  –A Tie-Up (common in primary)  –A Questi...
Anexcellentending• Look to authors…  –A Challenge  –A Summary  –A Literary Device  –A Laugh
Graphic Organizers• T-Chart• Stop Light• Sentence / Paragraph Frames
Organization for Primary       Lesson Ideas
Drawing and Internal Talk1. What will I draw/write about?2. What should come first?3. How should I draw it?4. Does this lo...
What to Look & Listen For• Pictures and/or text balanced on the page• Coordination between text and picture (they go  toge...
1       2    3   4
4   56   7
Bats are nocturnal. During the day when thesun is out, they hang upside down in darkplaces and sleep. At night, when the m...
For more information:• Kim’s Korner for  Teacher Talk    – http://www.angelfire.com/ks/tea      chme/ideasdescriptors.    ...
The End
Intro to 6 Traits Writing
Intro to 6 Traits Writing
Intro to 6 Traits Writing
Intro to 6 Traits Writing
Intro to 6 Traits Writing
Intro to 6 Traits Writing
Intro to 6 Traits Writing
Intro to 6 Traits Writing
Intro to 6 Traits Writing
Intro to 6 Traits Writing
Intro to 6 Traits Writing
Intro to 6 Traits Writing
Intro to 6 Traits Writing
Intro to 6 Traits Writing
Intro to 6 Traits Writing
Intro to 6 Traits Writing
Upcoming SlideShare
Loading in …5
×

Intro to 6 Traits Writing

14,703 views

Published on

Presented by Becky Ahern, GPAEA Language Arts Consultant, for Corse, Grimes, and Blackhawk Schools in Burlington, IA, Feb. 20, 2012.

Published in: Education, News & Politics
  • Be the first to comment

Intro to 6 Traits Writing

  1. 1. Six Traits Writing OverviewBurlington Elementary Schools February 20, 2012
  2. 2. 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
  3. 3. 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.
  4. 4. 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.
  5. 5. Foldable Format…• Explaining the Traits• Rubrics / Checklists• Assessing Student Writing• Revision & Editing• Resources
  6. 6. Activity The Writing Sneeze:Write continuously forthree minutes using thefollowing sentencestarter as a springboard: My fears / concerns for writing instruction are…
  7. 7. Activity Talk at your table:What were you thinking asyou wrote?How did you organize yourthoughts / writing?Did you make changes asyou wrote?
  8. 8. The Dreaded Writing Assessment……….• What is the key tobetter writing ?
  9. 9. 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.
  10. 10. What is 6+1 Traits Writing?It is NOT a program or curriculum.
  11. 11. 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
  12. 12. 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
  13. 13. 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
  14. 14. 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
  15. 15. Connecting to Iowa Core… p. 22
  16. 16. 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
  17. 17. Connecting the Writing Process and Six Trait Writing
  18. 18. 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.
  19. 19. 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.
  20. 20. 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+
  21. 21. 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
  22. 22. Hattie’s Work
  23. 23. 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.
  24. 24. 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
  25. 25. 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.
  26. 26. 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.
  27. 27. 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.
  28. 28. Analytic Scoring Rubric
  29. 29. 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.
  30. 30. Helping WritersReviseTheir WritingIdeas/Content Organization Voice/Tone SentenceWord Choice Fluency
  31. 31. Helping Writers Edit Their WritingIdeas/Content Organization Voice/Tone SentenceWord Choice Conventions Fluency
  32. 32. 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.
  33. 33. 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.
  34. 34. Resources
  35. 35. Instruction
  36. 36. Ideas and Content• Classroom Bank or List• Journal Page• Realia• Literature Experience• What else?• http://www.madison.k12.wi.us/tnl/lan garts/pdf/6traits/ideas.pdf
  37. 37. Pictures Spark Ideas 1 32
  38. 38. Key Qualities…Organization • Abrilliantbeginning • A MIGHTY middle • Anexcellentending • Well-ordered details
  39. 39. OrganizationTaking Ideas, moving them around, and grouping them to make sense… …to convey a message.
  40. 40. 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
  41. 41. A MIGHTY middle…Options• Space…general to specific• Time…chronological order• Content…details in categories• Perspective…know the perspective from which they are writing
  42. 42. A MIGHTY middle…• Teach Transitions: –To show location –Compare / Contrast –Time –Conclude / Summarize –Add Information
  43. 43. Anexcellent ending• Look to authors… –A Profound Thought –A Surprise –A Quote –A Tie-Up (common in primary) –A Question or Open-Ended Statement
  44. 44. Anexcellentending• Look to authors… –A Challenge –A Summary –A Literary Device –A Laugh
  45. 45. Graphic Organizers• T-Chart• Stop Light• Sentence / Paragraph Frames
  46. 46. Organization for Primary Lesson Ideas
  47. 47. 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?
  48. 48. 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
  49. 49. 1 2 3 4
  50. 50. 4 56 7
  51. 51. Bats are nocturnal. During the day when thesun is out, they hang upside down in darkplaces and sleep. At night, when the moonand stars come out, they fly about and gohunting for food.
  52. 52. For more information:• Kim’s Korner for Teacher Talk – http://www.angelfire.com/ks/tea chme/ideasdescriptors. html• 6 Traits Homepage – http://6traits.cyberspaces.net/• 6 + 1 Trait Writinghttp://www.nwrel.org/assessment/• 6 Trait Lesson Planshttp://www.kent.k12.wa.us/staff/LindaJancol a/6Trait/lessons.htm#Word%20Choice • A GREAT Site!! http://www.madison.k12.wi.us/tnl/langarts/sixtrtcrsmtrl.htm
  53. 53. The End

×