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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
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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
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Program Evaluation HHow much writing and what kind of writing are students expected to produce? DDoes the complexity of expectations increase with each passing year WWhat writing styles are emphasized? WWhat type of feedback do students receive?
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Why Learn the Traits? Provides a Common Vocabulary Identify Qualities of Good Writing Aligns Assessment and Writing Instruction Develop Student Self- Reflection Skills
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The Six +1 Traits of Writing Ideas Organization Voice Word Choice Sentence Fluency Conventions
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Stimulating IDEAS The content of a piece Move from general to specific Describe the ordinary in extraordinary ways Clear, not garbled message or argument
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Logical ORGANIZATION Internal Structure (openings/endings) Logical Pattern of Ideas Sticking to a Main Idea, Topic, Argument Text Shows Connections or Sequence
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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.”
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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
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Effective SENTENCE FLUENCY Graceful, not choppy Varied Rhythmic, almost musical Natural, not awkward word patterns Flow of language
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Revision vs. Editing The Art of Writing Revision: individual, creative, complex, clarify CONVENTIONS Editing: correct, technically accurate, and standardized
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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
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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
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C3 Writing Texts and Purposes Production and Distribution Research to Build and Present Knowledge Range of Writing
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Group 1
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Group 2
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Group 3
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Writing Re- Launched Technology-Based Writing Inspirations Group 4
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Group 5
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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
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Academic Skills and Behaviors Goal Setting Persistence Effort over Luck Study Skills Time Management Self-Reflection Active Participation
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Assessment for C3 IInformational Texts present challenges for testing Reading and Writing RResearch Projects and Larger Pieces versus writing to a prompt EEssays featuring argument, support and verified claims CCommon Assessments – aligned with power standards
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