This document provides an overview of strategies for teaching and assessing writing aligned with the Common Core State Standards. It contains the following information: - Teachers will learn how the writing standards in the Common Core impact their instruction and how to engage students in writing activities aligned to these standards. They will use the six traits of writing to identify and assess elements of good writing. - The document outlines the writing process, including the stages of prewriting, drafting, revising, editing, and publishing. It also lists the 10 anchor standards for writing in the Common Core and defines the six traits for assessing writing. - Examples are provided to illustrate concepts, such as how to use the six traits to assess writing and Stephen King

1. Routine Writing:
Teaching & Assessing Common Core Writing
with Six Traits
Hinton Public Schools
8:30am—12noon; 1:00pm—3:30pm | July 24, 2012
The advent of Common Core State Standards impacts teachers of all core subjects in that their
students are now expected to write at a level of preparedness for college and career readiness.
Through an examination of the writing strand of CCSS and the recursive writing process,
teachers will experience writing activities geared toward engaging students in writing aligned
with CCSS. Using the six traits, teachers will identify and assess elements of good writing.
Jason Stephenson
Twitter: @teacherman82
stephenson.jason@gmail.com
stephensonj@deercreek.k12.ok.us
Deer Creek High School  6101 NW 206th  Edmond, OK 73012  (405) 348-6100
Downloads: http://www.slideshare.net/teacherman82
Jeannine Rainbolt College of Education  University of Oklahoma
338 Cate Center Drive, Room 190 Norman, OK 73019-7441
(405) 325-3534  http://owp.ou.edu
Oklahoma Writing Project 2012 Jason Stephenson 1

2. The Writing Process1
Writing is a way of learning. This process is “a valuable tool for learning for all students in all
subject areas at all ages.” While writing to learn, students discover connections, describe
processes, express emerging understandings, raise questions, and find answers. Writing
instruction should encourage whole pieces of writing for real purposes and real audiences.
Writing is recursive and has five stages: prewriting, drafting, revising, editing, and publishing.
These stages do not always take place in sequential order. For example, a writer may draft a
work and revise it at the same time, and then do more prewriting. After publishing, a writer can
still return to the work and revise and edit it. If writing were a runner, it would be more like the
Energizer Bunny than a sprinter.
Prewriting is the process that helps writers get ready to write. Students gather ideas and
organize them. Prewriting should take more time than any other stage in the process. Activities
may include class discussion, reading, predicting, remembering, word banks, observing,
thinking, student notebooks, drawing, free writing, modeling, clustering or webbing, cubing, and
brainstorming.
Drafting is putting ideas down on paper with a focus on content, and begins with notes or ideas
generated during prewriting. The first draft may be kept in a journal, writer’s notebook, writing
center, or on a computer. During this stage, students are encouraged to simply get their ideas
down on paper, without worry about grammar, spelling, or punctuation. Perfectionist students
tend to revise and edit as they draft.
Revising, which means “to see again,” is refining of content, not mechanics. Students can revise
by adding, deleting, substituting, or rearranging the material. When students see their writing
with fresh eyes through the help of peers or a teacher, revision is much easier.
Editing is cleaning up errors in conventions. Positive reinforcement is more effective than
corrective comments to improve the quality of writing. Peer editing in writing groups helps teach
and reinforce proofreading skills. Students locate and correct errors in punctuation,
capitalization, spelling, usage, and sentence structure so that errors in conventions do not
interfere with a reader’s ability to understand the message. Teachers who correct every
mechanical error on a student’s piece should save their time and sanity by simply drawing a dot
at the end of each line where an error occurred. Students can then find their own mistakes.
Publishing the student’s work is essential to the composing process. Publication provides an
opportunity for the writer’s product to be shared with and/or evaluated by the intended audience
or reader in general. An authentic audience, one with whom the students want to communicate, is
necessary for effective writing. Students can publish by reading their writing to their friends,
sharing it with the class, posting it on a blog or wall, including it in a class book, etc.
1
Taken and modified from the Oklahoma State Department of Education.
http://sde.state.ok.us/Curriculum/PASS/Grade/langarts.pdf
Oklahoma Writing Project 2012 Jason Stephenson 2

3. Common Core’s 10 Anchor Standards for Writing
TASK:
 Place a check mark () next to the standards with which you feel comfortable.
 Place a circle () next to any standards for which you need help.
 Place a star () next to the most difficult standard.
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information
clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility
and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
Oklahoma Writing Project 2012 Jason Stephenson 3

4. Six Traits of Writing
1. Ideas: the content of the writing; the main message and meaning
2. Organization: the framework or structure of the piece
3. Voice: the writer’s personality demonstrated through stylistic choices
4. Word Choice: specific, intentional vocabulary
5. Sentence Fluency: the fluidity (variability and smoothness) of sentences
6. Conventions: grammar, mechanics, spelling, paragraphing, etc.
* Presentation: the overall appearance of the work
Ideas Organization
Voice Word Choice
Sentence Fluency Conventions
Presentation
Oklahoma Writing Project 2012 Jason Stephenson 4

5. Stephen King’s Guide to Movie Snacks
For a magazine that prides itself on the many aspects of the movie
business it covers, Entertainment Weekly hasn’t had much to say over the years
concerning the important subject of snacks. Oh, an occasional piece about how
much they cost, but few words on their culinary wonderfulness. This needs
correcting, because, while some people eat snacks while they are at the movies,
there are some who go to the movies so they can eat snacks. That would be me.
So let me impart a few lessons years of snacking have taught me.
First, support your theater. Buy at the snack bar and damn the expense.
You could probably sneak your own food in, but if you’re caught, you’ll be
thrown out. As for bringing healthier snacks from home: Did you really hire a
babysitter and drive six miles so you could snark cucumber slices half-drowned in
buttermilk ranch out of a slimy plastic bag? Is that what you call living it up?
If you want to get healthy, there are places for that: They’re called “health
clubs.” And I find there’s something giddy about tossing down $4.50 for a box of
Gummi Bears or a bag of chocolate raisins. It makes me feel like a high roller,
especially when the matinee ticket itself only costs 50 cents more.
I always start my order with the ritual drink — Diet Pepsi if possible,
Coke Zero as a fallback, Diet Coke the court of last resort. A big diet cola sops up
the calories and cholesterol contained in movie snack food just like a big old
sponge soaks up water. This is a proven fact. One expert (me) believes a medium
diet cola drink can lower your cholesterol by 20 points and absorb as much as one
thousand empty calories. And if you say that’s total crap, I would just point out I
don’t call it a ritual drink for nothing. Sometimes I add a strawberry smoothie
with lots of whipped cream, but I’m always sure to take enough sips of my ritual
drink to absolve me of those calories, too.
With my calorie-absorbent drink in hand, I can then safely order a large
popcorn with extra butter. Of course it isn’t really butter, it’s some sort of mystery
Oklahoma Writing Project 2012 Jason Stephenson 5

6. substance squeezed from the sweat glands of small animals, but I have developed
such a taste for it over my years of filmgoing that the real stuff tastes wrong,
somehow.
If the counter guy puts on the glandular butter substitute himself, I watch
carefully to make sure he greases the middle of the bag as well as the top layer. If
it’s self-serve (at the beginning I didn’t like this option, but now I do), I proceed
to hammer on that red button until I have what I call a “heavy bag.” You know
you have a heavy bag when the bottom starts to sag and ooze large drops of a
yellow puslike substance before you even get into the theater. And don’t forget
the salt. Popcorn salt is a little strong for my taste (and it looks like powdered
urine); I prefer plain table salt. Half a shaker is about right.
With a “heavy bag,” caution is a must. Don’t put it on your lap; when the
movie’s over and the lights come up, people will think you wet your pants.
Courtesy is also a must. Don’t put it on the seat beside you, or the next person is
going to sit on a seat that oozes. Not cool, bro.
My candy of choice is Junior Mints. And while I don’t bring bootleg food
into the movies, I do bring bootleg toothpicks. Then, as I relax in my seat, I take a
toothpick and poke five or six Junior Mints onto it. It ends the dreaded Chocolate
Hand, and it’s also kind of fun to eat candy off a stick. I call them Mint-Kebabs.
And although it’s a matter of personal choice, I myself don’t eat movie
meat (go on, snicker, I can take it). My motto is “Never buy a hot dog that’s been
waiting in a foil Baggie under a heat lamp.” For all you know, that stray dog
could have been there since Revenge of the Sith. Nachos are good, but only if you
get the reserve swimming pool of cheese sauce, because one is never enough.
Now that I think of it, the same could be said of snacks. But remember: Start with
the ritual drink. After that, you’re on your own.
Oklahoma Writing Project 2012 Jason Stephenson 6

7. Lookin’ Good
By Danielle B., Deer Creek HS sophomore, Class of 2011
For a gender that thinks oh so highly of itself, the male sex seems to be
lacking basic knowledge. I understand you like girls, and that’s about your only
thought. However, to get what you want, it takes hard work. Girls as a whole want
a well groomed and put together man. You cannot expect females to flock to you
if you smell like McDonalds and appear to have just awoken from a coma. So do
the female gender a favor please, and spend a few minutes making yourselves
presentable for dates with your girlfriend or crush.
The first step in this seemingly impossible process is to bathe. Please, dear
God, bathe. I don’t care what the commercials say; you cannot simply douse
yourself in body spray. Once in the shower, locate the shampoo, and squeeze a
generous amount into your hand. Lather your hair, short or long, and rinse. If it’s
been awhile since you last showered, feel free to lather again once or twice. Once
the water runs clear, use the conditioner (it’s the stuff that’s thicker than
shampoo) and put a small amount into your hair to prevent tangles. Before you
rinse, use soap and wash your body, including your feet. Rinse off in warm water
and proceed to rinse your hair. Once free of residue, dry off and prepare to shave.
Being between the ages of thirteen and nineteen, I doubt you look as
attractive and manly as you think you do with facial hair, so get rid of it. When
you go in for that first kiss on your date, you don’t want her feeling like she just
got attacked by sandpaper. Carefully shave, avoiding nicks and cuts. Rinse off
excess shaving cream. Once your face is clean, it’s time to move to oral hygiene.
Brushing and flossing your teeth, though apparently strenuous activities,
are necessities. Nothing is quite as big of a turn off as bad breath. Remove about
Oklahoma Writing Project 2012 Jason Stephenson 7

8. six inches of floss from the container and gently push the thin string between each
tooth; I know this is time consuming, but you can do it! Next, apply a generous
amount of toothpaste to a dampened toothbrush and begin scrubbing your teeth.
Keep brushing. More. Do not stop until it has been a full two minutes. If you’re
feelin’ really crazy, you could even rinse with mouthwash. Now that we’ve
tackled from the clean-shaven neck-up, it is time to address the neck-down.
When deciding what to wear, stop trying to match to the point that you
end up in orange shorts and an OSU orange shirt. Blue on blue and red on red are
also generally a bad idea. Shorts and a t-shirt are a great option depending on the
occasion, but generally it’s acceptable and makes you seem comfortable around
her. If going the jeans route, wear a belt. As awesome as your seahorse boxers
are, I don’t want to see seven inches of them. Once dressed, style your hair as
usual and put on deodorant. Seeing as the girl you’re trying to impress is likely
shorter than you, you don’t want her gagging when you put your arm around her.
For the final touch, make sure your hands are presentable. Your nails
should be clean and not overgrown. If the skin on your knuckles is beginning to
crack, I would suggest lotion. Don’t worry: there are some odorless lotions on the
market. After a final look in the mirror, retrieve your wallet including your
money, driver’s license, and anything else you’ll need. A well groomed and
prepared man is sure to sweep any girl off of her feet. However, once you’re out
of the door, you’re on your own. “What to Say to a Woman to Keep Her Semi-
Interested in You” is a whole different paper.
Oklahoma Writing Project 2012 Jason Stephenson 8

9. Writing Modes in Common Core
In each of the following boxes, write down any writing prompts, activities, or assignments that
you currently use in your classroom. Which modes, if any, need improvement in your
classroom?
Argument Informational/Explanatory
Narrative Blending of the 3 Genres
Oklahoma Writing Project 2012 Jason Stephenson 9

10. Arguments
Sometimes I have my students grade themselves before I grade them. They already know what
the rubric looks like before they turn in their essay. I ask them to evaluate each aspect of their
writing using the left rubric. When I grade, I use the right rubric. By comparing the student’s
self-analysis with my own assessment, I can see how well they can analyze their own writing.
PERSUASIVE ESSAY RUBRIC PERSUASIVE ESSAY RUBRIC
Great 3 (A) Great 3 (A)
Good 2 (B) Good 2 (B)
Okay 1 (C) Okay 1 (C)
Missing 0 (F) Missing 0 (F)
Criteria Score Criteria Score
Title Title
MLA formatting MLA formatting
Thesis Thesis
Authority / Ethos Authority / Ethos
Logic / Logos Logic / Logos
Personal Appeal / Pathos Personal Appeal / Pathos
Rhetorical Question Rhetorical Question
Order of Arguments Order of Arguments
Concession Concession
Rebuttal Rebuttal
Signal phrase Signal phrase
Direct quote Direct quote
Paraphrase Paraphrase
Grammar Grammar
Works Cited Works Cited
Total (out of 45 points) Total (out of 45 points)
Name ______________________________ Name ______________________________
Oklahoma Writing Project 2012 Jason Stephenson 10

11. The Opportunity Gap
Source: David Brooks | The New York Times | July 9, 2012
http://www.nytimes.com/2012/07/10/opinion/brooks-the-opportunity-gap.html
Instructions:
Over the past few months, writers from Charles Murray to Timothy Noah have produced
alarming work on the growing bifurcation of American society. Now the eminent Harvard
political scientist Robert Putnam and his team are coming out with research that’s more
horrifying.
While most studies look at inequality of outcomes among adults and help us understand
how America is coming apart, Putnam’s group looked at inequality of opportunities among
children. They help us understand what the country will look like in the decades ahead. The
quick answer? More divided than ever.
Putnam’s data verifies what many of us have seen anecdotally, that the children of the
more affluent and less affluent are raised in starkly different ways and have different
opportunities. Decades ago, college-graduate parents and high-school-graduate parents invested
similarly in their children. Recently, more affluent parents have invested much more in their
children’s futures while less affluent parents have not.
They’ve invested more time. Over the past decades, college-educated parents have
quadrupled the amount of time they spend reading “Goodnight Moon,” talking to their kids about
their day and cheering them on from the sidelines. High-school-educated parents have increased
child-care time, but only slightly.
A generation ago, working-class parents spent slightly more time with their kids than
college-educated parents. Now college-educated parents spend an hour more every day. This
attention gap is largest in the first three years of life when it is most important.
Affluent parents also invest more money in their children. Over the last 40 years upper-
income parents have increased the amount they spend on their kids’ enrichment activities, like
tutoring and extra curriculars, by $5,300 a year. The financially stressed lower classes have only
been able to increase their investment by $480, adjusted for inflation.
As a result, behavior gaps are opening up. In 1972, kids from the bottom quartile of
earners participated in roughly the same number of activities as kids from the top quartile.
Today, it’s a chasm.
Richer kids are roughly twice as likely to play after-school sports. They are more than
twice as likely to be the captains of their sports teams. They are much more likely to do

12. nonsporting activities, like theater, yearbook and scouting. They are much more likely to attend
religious services.
It’s not only that richer kids have become more active. Poorer kids have become more
pessimistic and detached. Social trust has fallen among all income groups, but, between 1975
and 1995, it plummeted among the poorest third of young Americans and has remained low ever
since. As Putnam writes in notes prepared for the Aspen Ideas Festival: “It’s perfectly
understandable that kids from working-class backgrounds have become cynical and even
paranoid, for virtually all our major social institutions have failed them — family, friends,
church, school and community.” As a result, poorer kids are less likely to participate in voluntary
service work that might give them a sense of purpose and responsibility. Their test scores are
lagging. Their opportunities are more limited.
A long series of cultural, economic and social trends have merged to create this sad state
of affairs. Traditional social norms were abandoned, meaning more children are born out of
wedlock. Their single parents simply have less time and resources to prepare them for a more
competitive world. Working-class jobs were decimated, meaning that many parents are too
stressed to have the energy, time or money to devote to their children.
Affluent, intelligent people are now more likely to marry other energetic, intelligent
people. They raise energetic, intelligent kids in self-segregated, cultural ghettoes where they
know little about and have less influence upon people who do not share their blessings.
The political system directs more money to health care for the elderly while spending on
child welfare slides.
Equal opportunity, once core to the nation’s identity, is now a tertiary concern. If
America really wants to change that, if the country wants to take advantage of all its human
capital rather than just the most privileged two-thirds of it, then people are going to have to make
some pretty uncomfortable decisions.
Liberals are going to have to be willing to champion norms that say marriage should
come before childrearing and be morally tough about it. Conservatives are going to have to be
willing to accept tax increases or benefit cuts so that more can be spent on the earned-income tax
credit and other programs that benefit the working class.
Political candidates will have to spend less time trying to exploit class divisions and more
time trying to remedy them — less time calling their opponents out of touch elitists, and more
time coming up with agendas that comprehensively address the problem. It’s politically tough to
do that, but the alternative is national suicide.
Writer’s Notebook Topics:

13. Bike Riding 101: a Fable about Teaching Writing
By Jason Stephenson
One summer morning when school was a distant thought, a group of teachers gathered to
discuss a problem they were all facing: Their students still could not ride bikes well.
“I don’t know why they keep falling off,” said one teacher. “I made them learn all the
terms assigned to our grade. They know brake and chain and shifter.”
“Vocabulary isn’t the only answer,” said another teacher. “Sometimes I show videos of
people riding bikes. I think that’s been helpful. Still, I think there’s room for improvement.”
“My middle school students aren’t ready to ride bikes yet,” said one teacher. “We talk
about what bikes they want to ride, and we research different kinds of bikes, just like the
curriculum says.”
“In freshman year, the students are still getting used to high school,” said the only male
teacher. “I try to ease them in by having them draw pictures of bikes. Later on, we do the big
project. Students have to take a bike apart and put it back together. That’s always a big hit.”
“When they are sophomores, they obviously need to get a lot of feedback on their bike
riding abilities. I hate all the grading, but that’s the only way they’ll learn to ride a bike.”
“So how does grading work for you?” asked the new teacher.
“Well, I have students record themselves riding a bike, and then they email the video to
me. I have to watch their techniques and tell them what they’re doing wrong. They make so
many careless mistakes. It’s like they don’t even know the basics.”
“I have a silly question,” said the new teacher. “Can everyone here ride a bike?”
“Huh!” scoffed the oldest teacher. “I’ve been teaching students how to ride a bike for
over twenty-five years. Of course I can ride a bike.”
“Then let’s see,” said the new teacher. “I rode my bike to this meeting. Let’s go out to the
parking lot. You have lots of experience, so we’ll watch you ride. Maybe we’re missing
something.”
The experienced teacher looked surprised, but she didn’t say anything. The rest of the
teachers agreed that a riding experiment might be helpful in finding new ways to teach bike
riding.
Near the entrance to the school, a shiny red bike was chained to the bike rack. The new
teacher removed the chain and handed her helmet to the experienced teacher.
“Oh, helmets are very important in bike riding,” said one of the middle school teachers.
“We spend a six-week unit on helmets. I even have my students design their own helmets as a
culminating activity.”
The experienced teacher examined the helmet, but didn’t put it on. “I’m not really
dressed appropriately for bike riding,” she said. “I really ought to be wearing a better pair of
shorts, and my shoes are kind of old.”
“Nonsense!” the male teacher said. “If you won’t ride it, I will.”
Upon hearing that challenge, the experienced teacher swung her leg over the bike, sat
down on the seat, and snapped on the helmet. She flipped the kickstand up with the heel of her
shoe and pushed the pedals up and down. The other teachers clapped and cheered as she snaked
across the parking lot, but she soon stopped in the shade of the big oak tree.
“What’s wrong?” one of the teachers shouted.
“Nothing,” the teacher called back, but she remained motionless.
“Let’s go see what’s going on,” the new teacher said.
Oklahoma Writing Project 2012 Jason Stephenson 13

14. Before the teachers arrived at the oak tree, they could hear the experienced teacher’s
heavy breathing. Once closer, they could see beads of sweat dripping down her brow. Her face
was red. It was obvious that she had not ridden a bike in a long time. No one wanted to
embarrass her, so they thanked her for sharing her ability.
“It’s very hot today. Let’s go back inside. I miss the air conditioning,” said the new
teacher. She was beginning to realize something.
Back in the classroom, the teachers sat back down in a circle. The experienced teacher
fanned herself with a piece of paper. “It’s a good thing we have the summer off,” she said. “Our
students could not ride bikes in this heat.”
“They would need to stay hydrated if they did,” the male teacher said.
“Are there any other teaching strategies we use?” asked the new teacher. “I’ve heard you
all discuss terms, research, projects, grading, and videos of bike riders. Have I missed anything?”
“I don’t think so,” said one teacher. “And with the new state curriculum arriving next
year, students will be expected to be even better bike riders. They’ll have to learn how to pop a
wheelie! That’s some really advanced bike riding.”
“I have an idea,” said the new teacher.
“What?” asked the teacher to her left.
“How about we let our students ride bikes during class time? They can’t become better
bike riders if they aren’t riding bikes.”
“But that would take away from class time,” one teacher said. “How am I supposed to
teach all the terms if they’re riding bikes all the time?”
“And how am I supposed to grade all their riding?” said another teacher. “I’m already
overwhelmed with the grading I already do. I can’t imagine what it would be like it they rode
their bikes every day.”
“If they ride, they might get hurt, even while wearing helmets,” said the experienced
teacher. “What if our school gets sued?”
“Where would we store all their bikes?” asked the male teacher. “Our parking lot is not
very big. Where would we get the money to purchase all the bike racks that we need?”
The new teacher listened patiently to all these questions. She now understood why
students could not ride bikes well at the end of high school. She wondered how her colleagues
would respond when during the first week of school she took her students out to the parking lot
and coached them in their bike riding abilities.
Oklahoma Writing Project 2012 Jason Stephenson 14

15. Oklahoma Writing Project
What is the Oklahoma Writing Project?
The Oklahoma Writing Project, an affiliate of the National Writing Project, is a network of
teachers dedicated to improving the quality of composition instruction in elementary and
secondary schools. Founded in 1978, the Oklahoma Writing Project has over 175 in-service titles
available for schools across the state. In fact, the 250 teacher consultants with OWP have held
over 5,000 workshops for teachers. The Oklahoma Writing Project is sponsored by the
University of Oklahoma, the College of Education, the National Writing Project, the State
Regents for Higher Education, and the State Department of Education.
How can you become an OWP Teacher Consultant?
If you are interested in becoming certified as a teacher consultant for the Oklahoma Writing
Project, you must first participate in the three-week Invitational Summer Institute at the
University of Oklahoma. Participants must submit an application including samples of student
writing and go through an interview process. Please contact Priscilla Griffith, Director of OWP
(pgriffith@ou.edu), or Audra Plummer, Co-Director of Inservice (owpcodirector@yahoo.com).
Check the OWP website (http://owp.ou.edu) for details on registration.
Where do some OWP teacher consultants teach?
• Moore • Noble
• Norman • Fletcher
• Putnam City • Chickasha
• Deer Creek • Oakdale
• Wagoner • Shawnee
• Lawton • Tecumseh
• Midwest City • Elgin
• Dickson • Bishop McGuiness
• Mid-Del • All Saints Catholic School (Norman)
• Blanchard
Oklahoma Writing Project 2012 Jason Stephenson 15

16. WORKS CITED
6 Traits
Culham, Ruth. 6 + 1 Traits of Writing: the Complete Guide. New York, NY: Scholastic, 2003.
---. 6 + 1 Traits of Writing: the Complete Guide for the Primary Grades. New York,
NY: Scholastic, 2005.
---. Using Picture Books to Teach Writing with the Traits. New York, NY: Scholastic, 2004.
Spandel, Vicki. Creating Writers: through 6-Trait Writing Assessment and Instruction, 3rd ed.
New York, NY: Addison Wesley Longman, 2001.
“Six Trait Analytic Writing Rubric.” Arizona Department of Education. Web. 22 July 2012.
<http://www.azed.gov/standards-development-assessment/six-traits>.
“Writing Traits.” Writing Fix, 2011. Web. 22 July 2012. <http://writingfix.com/Traits.htm>.
“6+1 Traits of Writing.” LiveBinders, 22 June 2011. Web. 22 July 2012.
<http://www.livebinders.com/play/play_or_edit?id=126365>.
“6+1 Trait® Rubrics (aka Scoring Guides).” Education Northwest, 2012. Web. 22 July 2012
< http://educationnorthwest.org/resource/464>.
Writing Instruction
Anderson, Jeff. Everyday Editing: Inviting Students to Develop Skill and Craft in Writer’s
Workshop. Portland, ME: Stenhouse, 2007.
Gallagher, Kelly. Write Like This: Teaching Real-World Writing Through Modeling & Mentor
Texts. Portland, ME: Stenhouse, 2011.
Kittle, Penny. Write Beside Them: Risk, Voice, and Clarity in High School Writing. Portsmouth,
NH: Heinneman, 2008.
Rief, Linda. 100 Quickwrites. New York: Scholastic Teaching Resources, 2003.
Exemplars
King, Stephen. “Stephen King’s Guide to Movie Snacks.” Entertainment Weekly. 27 July 2008.
Web. 22 July 2012. <http://www.ew.com/ew/article/0,,20215177,00.html>.
Stein, David Ezra. Interrupting Chicken. New York, NY: Scholastic, 2010.
Reading Instruction
Gallagher, Kelly. Readicide: How Schools are Killing Reading and What You Can do about it.
Portland, ME: Stenhouse, 2009.
Jago, Carol. With Rigor For All: Meeting Common Core Standards for Reading Literature.
Portsmouth, NH: Heinemann, 2011.
Miller, Donalyn. The Book Whisperer: Awakening the Inner Reader in Every Child. San
Francisco, CA: Jossey-Bass, 2009.
Tovani, Cris. So What Do They Really Know?: Assessment That Informs Teaching and Learning.
Portland, ME: Stenhouse, 2011.
Oklahoma Writing Project 2012 Jason Stephenson 16

17. OWP Workshop Reflection
OWP Teacher Consultant: Jason Stephenson Date: July 24, 2012 School: Hinton
Title of Presentation:
Routine Writing: Teaching & Assessing Common Core Writing with 6 Traits
On a scale of 5-1 (5 = excellent, 3 = average, 1 = poor), please evaluate the following:
Clarity of objectives 5 4 3 2 1
Writing Process Explanation 5 4 3 2 1
Writing activities 5 4 3 2 1
Student samples 5 4 3 2 1
Handouts / Packet 5 4 3 2 1
Works Cited 5 4 3 2 1
Knowledge / Research 5 4 3 2 1
Audience involvement 5 4 3 2 1
Relevance to my classroom 5 4 3 2 1
OWP Explanation 5 4 3 2 1
The most important thing I got from this presentation was....
You did a good job of...
If you present to other audiences, consider....
_____Yes, please send my school information about the OWP Summer Institute.
________________________________________ __________________________________
Printed Name (optional) Name of School (optional)
Oklahoma Writing Project 2012 Jason Stephenson 17