Agenda 1 st Activity – Intro or Review of the 6 Traits of Writing 2 nd Activity – What are the Expectations of the C3 and Writing in the Content Areas 3 rd Activity – Conley’s Key Cognitive Strategies and Implementation with Writing in the Content Areas

Brilliance Begins at Home  “Teaching, as you know, is ever evolving. We need to constantly balance what we professionals feel is right, with what the stakeholders and the politicians feel is necessary. ”  Scott Christensen, April 13, 2011

Program Evaluation HHow much writing and what kind of writing are students expected to produce? DDoes the complexity of expectations increase with each passing year WWhat writing styles are emphasized? WWhat type of feedback do students receive?

Why Learn the Traits?  Provides a Common Vocabulary  Identify Qualities of Good Writing  Aligns Assessment and Writing Instruction  Develop Student Self- Reflection Skills

The Six +1 Traits of Writing Ideas Organization Voice Word Choice Sentence Fluency Conventions

Stimulating IDEAS  The content of a piece  Move from general to specific  Describe the ordinary in extraordinary ways  Clear, not garbled message or argument

Logical ORGANIZATION  Internal Structure (openings/endings)  Logical Pattern of Ideas  Sticking to a Main Idea, Topic, Argument  Text Shows Connections or Sequence

Teaching about Engaging the VOICE … VOICE  Individuality  Sparkle  Personality  Liveliness, playfulness  Emotion  Recognition that the writing is for self and others  “Your feelings come through loud and clear.”  “I could tell this was you!”  “This essay made me…”  “You make the reader see/feel the things you are seeing/feeling.”

Original WORD CHOICE WORD CHOICE  Stretching to use new content vocabulary – write and speak like an “historian”, a “scientist”, a “scholar”, a “professional”  Energy verbs  Precise or unusual use of words or phrases  Imitation of words or phrases heard in literature or videos, and read in journals or text

Effective SENTENCE FLUENCY  Graceful, not choppy  Varied  Rhythmic, almost musical  Natural, not awkward word patterns  Flow of language

Revision vs. Editing  The Art of Writing  Revision: individual, creative, complex, clarify  CONVENTIONS  Editing: correct, technically accurate, and standardized

Use of Rubrics  One trait area at a time  Focus on common language  Set clear goals – Trait(s) and Power Standard(s)  Improve quality of writing – self evaluation  More complex and lengthier written pieces

Tying this together…  Types of Writing and Rubrics from 6 Traits Types of Writing and Rubrics from 6 Traits  More 6 Traits Resources More 6 Traits Resources

C3 Writing  Texts and Purposes  Production and Distribution  Research to Build and Present Knowledge  Range of Writing

Group 1

Group 2

Group 3

Writing Re- Launched Technology-Based Writing Inspirations Group 4

Group 5

Key Cognitive Strategies  Problem Formation  Research  Interpretation  Communication  Precision and Accuracy  Instruction needs to engage students in challenging applications of key content knowledge.  Content Mastery is not sufficient  Curriculum demands engagement to help maximize retention of key content and concepts

Academic Skills and Behaviors  Goal Setting  Persistence  Effort over Luck  Study Skills  Time Management  Self-Reflection  Active Participation

Assessment for C3 IInformational Texts present challenges for testing Reading and Writing RResearch Projects and Larger Pieces versus writing to a prompt EEssays featuring argument, support and verified claims CCommon Assessments – aligned with power standards