2. Six + 1Traits of Writing A Work Shop Approach WORK THE CLOCK Unfortunately, as teachers, that’s exactly what we do all day. We are given those little morsels called time and expected to fit a huge amount of productivity into those little pieces of time. People who do not teach cannot possibly understand the exhaustion we feel. Not that we want to exhaust our students, but one major way to encourage rigor among students is to have them work the clock. Most students (and many adults as well) would simply be content to procrastinate or work at a too-relaxed state, and then not stress out when tasks did not get completed. As teachers, we must communicate that there are time limits and that a result of some specified sort should be emergent at the end of the time limit. That’s why the Instruction Framework PDs have specific time limits to each activity. Participants are constantly reminded that they only have a specific number of minutes to achieve a specific task. Then another task is presented, with a specific time limit revealed. The pacing continues until the objective is met. This kind of pacing should be evident in our classrooms, too. When you walk around a classroom (or an entire school) and students do not show up on time, teachers are late to class, lessons start late to accommodate stragglers, assignments are accepted late, inaction is accepted because someone is having a “bad day,” needed materials have not been secured---you get the idea. We all “work the clock.” Sometimes the clock wins, and the ball is dropped. Understood. But dropping the ball should not be the norm. It should be the extremely rare occasion. There are not a whole lot of valid excuses for lateness. When we fail to make students “work the clock,” we are insulting them. We are saying, in effect, that they do not have the self-control and self-regulation skills to do things correctly. So teach them to self-pace, if that’s what’s needed. But don’t let them stagnate. Teach them that, although time limits can be stressful, it is possible to both work the clock and beat the clock. Enjoy the weekend. WORK THE CLOCK Unfortunately, as teachers, that’s exactly what we do all day. We are given those little morsels called time and expected to fit a huge amount of productivity into those little pieces of time. People who do not teach cannot possibly understand the exhaustion we feel. Not that we want to exhaust our students, but one major way to encourage rigor among students is to have them work the clock. Most students (and many adults as well) would simply be content to procrastinate or work at a too-relaxed state, and then not stress out when tasks did not get completed. As teachers, we must communicate that there are time limits and that a result of some specified sort should be emergent at the end of the time limit. That’s why the Instruction Framework PDs have specific time limits to each activity. Participants are constantly reminded that they only have a specific number of minutes to achieve a specific task. Then another task is presented, with a specific time limit revealed. The pacing continues until the objective is met. This kind of pacing should be evident in our classrooms, too. When you walk around a classroom (or an entire school) and students do not show up on time, teachers are late to class, lessons start late to accommodate stragglers, assignments are accepted late, inaction is accepted because someone is having a “bad day,” needed materials have not been secured---you get the idea. We all “work the clock.” Sometimes the clock wins, and the ball is dropped. Understood. But dropping the ball should not be the norm. It should be the extremely rare occasion. There are not a whole lot of valid excuses for lateness. When we fail to make students “work the clock,” we are insulting them. We are saying, in effect, that they do not have the self-control and self-regulation skills to do things correctly. So teach them to self-pace, if that’s what’s needed. But don’t let them stagnate. Teach them that, although time limits can be stressful, it is possible to both work the clock and beat the clock. Enjoy the weekend.

3. The Six Traits approach to writing instruction makes writing accessible for all learners by breaking a complex cognitive process into six key component processes.

4. : Writers use Writing Strategies to solve problems they encounter while writing.

5. :Why Use the 6+1 Traits By teaching the Six Traits and Writing Strategies for each of the traits, we teach students to solve problems for the major components of the writing process..

6. What are the 6+1 Traits of Writing They are: Ideas, Organization, Voice, Word Choice, Sentence Fluency, Conventions, and Presentation

7. “When you teach me, teach me one thing at a time.” -Albert Einstein

8. One Component at a time: So as not to overwhelm students our focus will be on: Ideas Organization You could count

9. Collaboration is the key to generating interesting ideas

10. Question students on content related topics. Give them prompts that guide them towards real life ideas that are content related and worthy of arguing. Ready?

11. Teach research strategies

12. Guide students on where to go to research support for their ideas. a) Sirs Knowledge Source Sirs Knowledge Source b) Community Community surveys c) Google etc

13. Teach them the format or structure they should use Introduction 1. Hook 2. Give background on hook 3. Make a strong claim/thesis about an issue 4. Give three strong reasons why your claim is valid 5. Body Evidence to support claim 6. Conclude leaving your reader thinking and ready to act

14. An inviting introduction draws the reader in. I make sure the introduction is interesting and convinces the reader to continue reading

15. Teach students about including thoughtful transitions. I write sentences and paragraphs that are logical and connected to each other.

16. Help your children to dispel their fear of writing. Generate a working Rubric that is has Student Friendly language

17. Work at the writing process! It is like money in the bank growing Interest for both teacher & learner.

18. Words are like money. Spend it wisely

19. We all will celebrate the rewards of hard work!