6+1 Traits Of Writing An instructional and assessment tool

What’s coming up??? 6+1 Traits Of Writing Agenda Agenda 1. Big picture overview of 6 +1 Traits of Writing 2. Model learning/teaching of the 6+1 Traits Have audience put what they want to learn on post it notes and post that in front of the room and try to address everyone’s concerns. 3. How to get started Agenda 4. Having fun!

Learning Targets: 6+1 Traits Of Writing 1. List and define the components of 6 ….Traits of Writing. 2. Develop connections to curriculum. Have audience put what they want to learn on post it notes and post that in front of the room and try to address everyone’s concerns. 3. Analyze and evaluate present evaluation ….system to the 6 Traits of writing rubrics. 4. Synthesize the information to create lesson ….plan(s).

Reading sample papers: Redwoods Fox

THE REDWOODS Last year, we went on a vacation and we had a wonderful time. The weather was sunny and warm and there was lots to do, so we were never bored. My parents visited friends and took pictures for their friends back home. My brother and I swam and also hiked in the woods. When we got tired of that, we just ate and had a wonderful time. It was exciting and fun to be together as a family and to do things together. I love my family and this is a time that I’ll remember for a long time. I hope we will go back again next year for more fun and an even better time that we had this year.

FOX I don’t get along with people to good, and sometimes I am alone for a long time. When I am alone, I like to walk to Forests and places where only me and the animals are. My best Friend is God, but when I don’t believe he’s around sometime’s, My dog stands in. We do every thing together. Hunt, Fish, walk, eat and sleep together. My dog’s name is Fox, ‘cause he looks like an Artic Fox. Fox and I used to live in this house with a pond behind. That pond was our property. The only thing allowed on it (that we allowed) was ducks & fish. IF another person or dog would even look like going near that place, Fox and I would run them off in a Frenzy. There was a lot of rocks around, so I would build Forts & traps for any body even daring to come near. The pond had a bridge that was shaded by willows, so on a hot day me and Fox would sit on that bridge & soak our Feet, well, I would soak me Feet, Fox just kinda jumped in. At night, the pond was alive with Frogs, so I would invite this Kid over (he was a guy like me) and catch frogs. After we had a couple each, we would pick the best looking one out of our group & race them. The winner gets the other guys Frog. In the winter, the pond would freeze over, and I got my ice skates out. The pond was now an ice skating rink. Fox would chase me as I went round & round the pond.

After about a year, I was riding my bike patrolling the area around the pond. With Fox at my side, I raced down hill toward the pond. I tried to stop, but my back tire sent into a skid. I went face first into murky, shadowy waters. When I went down, a minute later I felt something pull on my shirt, I grabbed it, not know what to think, when I hit the surface, I saw that it was Fox, pulling on my shirt as if he was trying to save me. He was to little to save me if I was really drowing, but it Was the thought that counts. I owe him one. Another year passed. One day my mom got home from the store, and she bought me a rubber raft. I was just a cheap one, but it was mine. I blew it up with a tire pump. It was just the right size for me & Fox. Out of respect for Fox, I name it the USS Fox & christened it right in the pond. On sunny days, I would take the raft out & law in the sun with Fox on my legs. One day, when I was asleep in the raft, the wind blew pretty hard and blew my raft right into a bunch of sticks and rocks, the USS Fox was given a sad salute, and then was no more. Another year passed, and this would be our last year by the pond. I adimired & respected that pone more than I ever did that year. But, at long last, all good things most come to an end, we moved to another town. Fox & I still visit the pond, but it’ll never be like them 3 years when she was mine.

6+1 Traits Of Writing Activity Directions Discuss the stories and list the 3-5 strengths and weaknesses you recognize in each story. Post those findings for each story on the chart paper in front.

6+1 Traits Of Writing Questions to Ponder: Did you have set criteria as you made your decision? What criteria did you use? What type of criteria do you use in your classroom and how do your students know and understand that criteria? The brainstorm list is teacher generated. Try to point that out…. Actually want some student input on criteria so they feel some ownership to it. Give them the self-evaluation to see where they are in 6 Traits knowledge.

6+1 Traits Of Writing Lets think about this….. Think, pair-square share, activity How did you learn to write in school? The brainstorm list is teacher generated. Try to point that out…. Actually want some student input on criteria so they feel some ownership to it. Give them the self-evaluation to see where they are in 6 Traits knowledge. What type of training did you have to teach writing?

“I always did well on essay tests “I always did well on essay tests. Just put everything you know on there, maybe you’ll hit it. And then you get the paper back from the teacher and she’s written just one word across the top of the page, “vague”. I thought “vague” was kind of vague. I’d write underneath it “unclear,” and send it back. She’d return it to me, “ambiguous”. I’d send it back to her, “cloudy.” We’re still corresponding to this day…“hazy”…“muddy”…” Jerry Seinfeld (SeinLanguage Bantam Books: 1993)

Information is Power Students must have clear targets to meet our expectations. Richard Stiggins

6+1 Traits Of Writing Effective Criteria 1. Speak the user’s language. 2. Give the user a vocabulary for talking about and thinking about performance in a given area. 3. Zero in on what’s really important, what’s really valued. 4. Narrow the performance area down to manageable scope and size.

6+1 Traits Of Writing Effective Criteria cont’d 5. Establish realistic, attainable goals and standards. 6. Establish beginning points, not signs of failure. 7. Define and clearly separate levels of performance, making it easy to observe and chart growth. Are easy to internalize and remember. 8. 9. Are always open to refinement and new thinking.

“We must change from a model that picks winners to one that creates winners.” Harold Hodgkinson Michigan: The State and Its Educational System

Performance Assessment “Teachers ask the wrong question first… “What do we do?” -- putting the focus immediately on designing tasks - when they need to ask “What do we want kids to know and be able to do? How well? What does quality look like?” [We] need to ask these questions very clearly first.” Mike Hibbard, Education Update, 38(4), p. 5, ASCD, June, 1996

ADVANTAGES OF ANALYTIC SCORING • Offers a broad perspective • Challenges us to think of writing in new ways • Gives us a model for responding to students’ writing • Provides vocabulary for talking with students about writing There is a copy of a whining rubric. However, you will have to use the transparency to share with audience if so choose. • Provides a solid foundation for revision and editing • Allows students to become evaluators

Analytical Trait Model for Writing Assessment 6+1 Traits Of Writing Analytical Trait Model for Writing Assessment 1. Ideas 4. Word Choice 2. Organization 5. Sentence Fluency 3. Voice 6. Conventions +1 Presentation

Ideas 6+1 Traits Of Writing • Clarity and control • Focused and relevant • Details that matter Use notes from section 1 page 10 and 11 to give audience more descriptors…. • Fresh and original • Substance and accuracy

6+1 Traits Of Writing Organization • An inviting introduction • Thoughtful transitions • Logical sequencing • Pacing is under control • A satisfying conclusion

Voice 6+1 Traits Of Writing • Individual and engaging • “Aches with caring” • Honest, committed, responsive • Suits audience and topic • Strong interaction with reader

6+1 Traits Of Writing Word Choice • Lively verbs and adjectives • Original and deliberate choices • Special moments • Visual • Specific and precise

6+1 Traits Of Writing Sentence Fluency • Rhythm, flow, and natural cadence • Smooth phrasing • Well-built sentences • Sentence length enhances the meaning • Varied sentence beginnings

6+1 Traits Of Writing Conventions Spelling, capitalization, punctuation, grammar/ usage, and paragraphing (indenting) • Ready for a public audience • Control brings out style and enhances the ideas • Experimentation that works well • Conventional style guidelines change over time and may vary by topic and audience

Do you want to read my piece of writing? 6+1 Traits Of Writing Presentation Visual elements • Inviting to read • Attract attention • Use of maps, graphs, visuals that go along with the text. Do you want to read my piece of writing?

5 3 1 IDEAS RUBRICS Intriguing Meaningful Satisfying Purposeful Sumptuous detail Informative Interesting tidbits General statements Functional Coming into focus Topic too big 3 Intriguing possibilities Just a taste Samples of rubrics… they have a whole section of just rubrics that they can copy and use in the handouts. Perplexing cliché Searching for ideas Random thoughts 1 Topic not clear A bare beginning Hard to paraphrase

RUBRICS- 5,4,3,2,1 IDEAS 5 Focused, clear, specific, & enhanced by significant detail that captures reader’s interest: Paper creates a vivid impression, makes a clear point, or tells a whole story Thoughts are clearly expressed and directly relevant to main theme or story Writer selectively & purposefully uses information to make the topic understandable & interesting. Quality details interest the reader 3 Some really good parts, some not there yet: It is easy to see where the writer is headed, even if some telling details are needed to complete the picture The reader can grasp the big picture, though general observations still outweigh specifics 1 Just beginning to figure out what I want to say: The writer still needs to clarify topics The reader often feels information is limited, unclear,or simply a loose collection of facts or details that, as yet, do not add up to a coherent whole.

IDEAS 5 3 1 My reader will learn a lot. It’s really clear. Self-assessment IDEAS 5 My reader will learn a lot. It’s really clear. This is just what I wanted to say. It all makes sense. 3 I’m working on it! You might have some questions. I need to add details. My reader will get the general idea. 1 I need more time to think. The picture is not clear. It’s hard to get started. I’m afraid my reader won’t follow.

S Characteristics of a “5” Paper w Strengths Outweigh Weaknesses A visual of the rubrics. Strengths Outweigh Weaknesses

Characteristics of a “3” Paper W Strengths and Weaknesses are Equal

Characteristics of a “1” Paper W s Weaknesses Outweigh Strengths

Each trait can be taught in steps- 6+1 Traits Of Writing Each trait can be taught in steps- Step 1: Teachers can choose from a wealth of appropriate literature for teaching a given trait. Use the 6 Traits Language. These are the 8 steps from Dr. Jim Blasingame. Use if you want. They are ONLY a description not a prescription. READ!!

6+1 Traits Of Writing Step 2. Students work on several writing activities to develop the trait. Teacher modeling very important. Step 3. Students work with anonymous sample student papers, as a class and in groups. They rate the papers using the 6 Trait rubric & discuss their ratings. Practice revision strategies on sample papers.

6+1 Traits Of Writing Step 4. Teacher provides an assignment connecting to curriculum (focusing on one trait at a time). Can use R.A.F.T.S assignments. Students then use a rubric of that trait to peer respond/edit each other’s work. Step 5. Teacher assesses.

6+1 Traits Of Writing Step 7. Guide students through the revision process based on feedback they received. Step 8. Use the specified rubric to assign a “rating”.

6 +1 Writing Assessment Traits and the Writing Process editing convention presentation + 1 Ideas Organization Voice Word choice Sentence fluency revising Traits of Writing prewriting purpose audience form Talking about the writing process is key. This is in place in a strong writing curriculum. So if it’s not in place in your district…talk about what this should be and how it needs to be in your standards and benchmarks. drafting responding

R.A.F.T.S Assignments Role of the writer-helps the writer decide on point of view and voice. Audience for the piece of writing- reminds the writer that s/he must communicate ideas to someone else; helps the writer determine content and style. Format of the material-helps the writer organize ideas and employ the conventions of format, such as letters, interviews, and story problems. . YOU may want to wait and do RAFTS with each of the traits. Depends on the time you have.

R.A.F.T.S Assignments Topic or subject of the piece of writing-helps the writer focus on main ideas. Strong Verb-directs the writer to the writing purpose, e.g., persuade, analyze, create, predict, compare, defend, evaluate.

R.A.F.T.S. Role: Carnie at the fair Audience: crowd of people Format: Sales pitch Topic: Why people should pay to see your attraction or play your game. Strong Verbs: capture, encourage, urge, persuade, entice

6+1 Traits Of Writing http://www.aea11.k12.ia.us/curriculum/6_traits/home.html Heartland homepage on the left click on Curriculum and Instruction and go to 6 Traits.