2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
Intro to 6 Traits Writing
1. Six Traits Writing
Overview
Burlington Elementary Schools
February 20, 2012
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. 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. 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.
6. Activity
The Writing Sneeze:
Write continuously for
three minutes using the
following sentence
starter as a springboard:
My fears / concerns for writing instruction are…
7. Activity
Talk at your table:
What were you thinking as
you wrote?
How did you organize your
thoughts / writing?
Did you make changes as
you wrote?
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. What is 6+1 Traits Writing?
It is NOT a program or curriculum.
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. 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. Six Traits Helps Us
Teach the Qualities of Good Writing!
*Ideas
*Organization
*Word Choice
*Sentence Fluency
*Voice
*Conventions
The 6Traits of Writing by Jennifer Heidl-Knoblock and Jody Drake.
http://www.coehs.uwosh.edu/fox_valley_write/writings/2005writings/jenniferheidl-knoblochjodydrakepro.ppt
14. 6+1 Traits
*Ideas
*Organization
*Word Choice
*Sentence Fluency
*Voice
*Conventions
*Presentation
The 6Traits of Writing by Jennifer Heidl-Knoblock and Jody Drake.
http://www.coehs.uwosh.edu/fox_valley_write/writings/2005writings/jenniferheidl-knoblochjodydrakepro.ppt
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
19. 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.
20. 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.
21. 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 Conference
presentation. www.nwrel.org/ascd05/Traits.ppt+
22. 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
25. Reflections on Assessment
“Engaging young writers actively in the use of
criteria, applied to their own or others’ writing,
results not only in more effective revisions but in
superior first drafts….Most of them show
significant gains…, suggesting that the criteria
learned act not only as guides for revision but as
guides for generating new material.”
-George Hillocks, Jr.
Research on Written Composition: New Directions for Teaching, 1986, p. 160.
27. 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
31. Other Friendly Reminders for Scoring
1. 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.
32. Other Friendly Reminders for Scoring
4. 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.
33. Other Friendly Reminders for Scoring
6. 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.
35. Activity: Practice Scoring
1. 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.
37. Helping Writers Edit Their Writing
Ideas/Content Organization Voice/Tone
Sentence
Word Choice Conventions
Fluency
38. 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 writing
Cunningham, Particia M. & Cunningham, James W. (Spring 2000). What Really Matters in Writing
(p. 114). Boston, MA: Pearson Education.
39. Four Ways to Revise…
• Adding… Pushing in
• Replacing… Trading
• Reordering… Cutting & Sorting
• Removing… Chopping out
Cunningham, Particia M. & Cunningham, James W. (Spring 2000). What Really Matters in Writing
(p. 115). Boston, MA: Pearson Education.
48. 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
54. 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
55. A MIGHTY middle…Options
• Space…general to specific
• Time…chronological order
• Content…details in categories
• Perspective…know the
perspective from which they are
writing
56. A MIGHTY middle…
• Teach Transitions:
–To show location
–Compare / Contrast
–Time
–Conclude / Summarize
–Add Information
57. Anexcellent ending
• Look to authors…
–A Profound Thought
–A Surprise
–A Quote
–A Tie-Up (common in primary)
–A Question or Open-Ended
Statement
62. Drawing and Internal Talk
1. 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?
63. 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
66. Bats are nocturnal. During the day when the
sun is out, they hang upside down in dark
places and sleep. At night, when the moon
and stars come out, they fly about and go
hunting for food.
67. 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 Writing
http://www.nwrel.org/assessment/
• 6 Trait Lesson Plans
http://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
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
Make handouts
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