6 + 1 Writing Traits

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6 + 1 Writing Traits. Lindsey Shreck Towson University Spring 2012. Objectives. Participants will Use words and pictures to define the 6 + 1 traits of writing Identify strategies to use in the classroom to support the 6 + 1 traits of writing - PowerPoint PPT Presentation

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<p>PowerPoint Presentation</p> <p>6 + 1 Writing TraitsLindsey ShreckTowson UniversitySpring 2012ObjectivesParticipants will</p> <p>Use words and pictures to define the 6 + 1 traits of writing Identify strategies to use in the classroom to support the 6 + 1 traits of writingUse the 6 + 1 traits rubric to assess sample writing piecesLindsey Shreck Spring 2012</p> <p>Pre-AssessmentTurn and Talk:What process do your students complete to create a writing piece?How do you conference with your students during writing?Do your students use checklists during writing? If so, describe its purpose? How do you assess your students writing?</p> <p>Lindsey Shreck Spring 2012</p> <p>3Background ResearchChoice, time, and feedback are important elements in teaching children to write effectively (Higgins, Miller, &amp; Wegmann, 2006). </p> <p>To address the need for effective feedback, an analytic scoring system was developed by a group of teachers in the early 1980s. The Northwest Regional Educational Laboratory (2004) identified six key qualities that define strong writing. These qualities are ideas, organization, voice, word choice, sentence fluency, and conventions. </p> <p>Lindsey Shreck Spring 2012</p> <p>WRITING TRAITS</p> <p>IdeasDid you choose an interesting topic?Did you support your ideas with juicy details?Are your ideas clear?OrganizationDoes it have a clear beginning?Does it have a middle where details are in clear order?Does it have an ending?VoiceIs my writing different from everyone elses?Have I added some sparkle?Does the writing sound like you?</p> <p>Lindsey Shreck Spring 2012</p> <p>WRITING TRAITS</p> <p>Word ChoiceIs my writing different from everyone elses?Have I added some sparkle?Does the writing sound like you?Sentence FluencyDoes the writing flow?Does each sentence have a subject and verb?Does each sentence begin with a different word?ConventionsIs the spacing correct between the letters and words?Is the spelling readable?Are capitals at the beginning of sentences and punctuation at the end?PresentationIs it neat and legible?Is their balance between text, pictures, and white space?Are there margins around the edges of the paper?</p> <p>Lindsey Shreck Spring 20126 + 1 Traits in ActionWatch and Ponder:What language did the teacher useWhat resources did the teacher use?What were the children doing?</p> <p>Lindsey Shreck Spring 2012Video clip of sentence fluency mini-lesson( I will be attaching a video clip of myself modeling a lesson)http://www.youtube.com/watch?v=S6BEyUmtUZ4http://www.youtube.com/watch?v=yldtbXSAd5Y</p> <p>Research SupportBeginning writers benefit from trait-driven instruction because the traits are specific, are easily taught and reinforced, and make sense. (Culham, 2005, p. 15).</p> <p>Through mini-lessons, students are taught how to assess their writing by the definitions of the six traits (Higgins, Miller, &amp; Wegmann, 2006). </p> <p>Lindsey Shreck Spring 2012Why Teach 6 + 1 Traits?It is imperative for students to have specific and constructive feedback in the writing classroom so that they are knowledgeable about what their strengths are and what areas need improvement (Culham, 2005). </p> <p>Creates consistencyCommon languageStudents think critically and self-assess their writing</p> <p>Lindsey Shreck Spring 2012How are you feeling?Look around the room. There are colored posters hanging up.Stand next to the colored poster that best describes how you are feeling about 6 + 1 traits of writing at this moment.Turn and talk with the people at your poster and explain your color choice. Say Hello to your group members for the small group activity. Lindsey Shreck Spring 2012</p> <p>Small GroupIdeas TraitDraw a picture or a symbol to define the ideas trait. Open up the envelope in your groups basket. Read the directions and complete the activity.</p> <p>Lindsey Shreck Spring 2012</p> <p>Envelope ActivitiesIdeas TraitIm Making Dinner</p> <p>Begin by asking, Im sure making dinner and what do I need? Then come up with a word that begins with the letter A, such as apple. Write the word on the board and select a student to do the next letter. Continue onto the next student until everyone has had a turn. Ask students to pick their favorite two or three and write them in their notebooks. Tell them to record at least three details they know about each word. Lindsey Shreck Spring 2012</p> <p>Envelope ActivitiesIdeasDrawing the Idea</p> <p>Select a common activity, such as grocery shopping. Ask students to draw a picture of what the activity looks like. Help them set the scene by asking, for example, What is the name of this grocery store? Who are you with? Who else is around? Are you happy to be there? Are you taking your time or rushing? Collect all the pictures and show them to the class one at a time, pointing out that even though everyone wrote about the same idea, each person did it differently. Lindsey Shreck Spring 2012</p> <p>Envelope ActivitiesIdeas TraitPicture This</p> <p>Find a picture from a magazine showing a person expressing a strong emotion: happiness, sadness, anger, fear, worry, and so on. Put the picture up for all students to see and ask them to tell you the persons story: Who is the person and why is he or she feeling the emotion? Jot down your responses on the overhead and have students use them as starting points for stories about the person. Lindsey Shreck Spring 2012</p> <p>AssessingIdeas RubricDirections:Read the sample writing pieceUse the Ideas Rubric to score the writing pieceDiscuss the score with your small group membersLindsey Shreck Spring 2012Sample Writing PieceIdeas TraitLindsey Shreck Spring 2012</p> <p>Ideas RubricLindsey Shreck Spring 2012</p> <p>Future Professional DevelopmentBook ClubClassroom Demonstration LessonsSmall Group MeetingsObservations and FeedbackCoaching SessionsLindsey Shreck Spring 2012</p> <p>Available Resource6 + 1 Traits of Writing: The Complete Guide For The Primary Grades (Culham, 2005)This book will be used in the Book ClubAll participants will receive a copyEach trait is defined, along with sample activities, lists of childrens books, scoring rubrics, and more! Lindsey Shreck Spring 2012</p> <p>EvaluationPlease take a few minutes to complete the workshop evaluationPlease be honest with your feedback as it will be used to help plan future professional development sessions/activities!</p> <p>Lindsey Shreck Spring 2012</p> <p>Minute ReflectionWhat challenges do you face in implementing this concept/strategy in your classroom?What support or assistance do you need to implement this concept/strategy in you classroom?</p> <p>Lindsey Shreck Spring 2012</p> <p>ReferencesCulham, R. (2005). 6 + 1 Traits of Writing: The Complete Guide For The Primary Grades. New York, NY: Scholastic Inc.Culham, R. (2006). The Trait Lady Speaks Up. Educational Leadership, 64(2), 53-57.</p> <p>Gibson, S. A. (2008). An Effective Framework for Primary Grade Guided Writing Instruction. The Reading Teacher, 62(4), 324-334.</p> <p>Higgins, B., Miller, M., Wegmann, S. Teaching to the testnot! Balancing best practice and testing requirements in writing. The Reading Teacher, 60(4), 310-319. Jacobson, J. R. (2005). Six Traits Writing Using Literature as a Model. Book Links, 14(5), 44-47. James, L. A., Abbott, M., Greenwood, C. H. (2001). How Adam Became a Writer: Winning Writing Strategies for Low-Achieving Students. Teaching Exceptional Children, 33(3), 30-37. </p> <p>Northwest Regional Educational Laboratory (2004). Experimental Study on the Impact of the 6 + 1 Trait Writing Model on Student Achievement in Writing. Portland, Oregon: Kozlow, M., Bellamy, P. </p> <p>Northwest Regional Educational Laboratory (2011). An Investigation of the Impact of the 6 +1 Trait. Portland, Oregon: Coe, M., Hanita, M., Nishioka, V., Smiley, R.</p> <p>Paquette, K. (2007). Encouraging Primary Students Writing through Childrens Literature. Early Childhood Educational Journal, 35(2), 155-165. </p> <p>Paquette, K. (2009). Integrating the 6 + 1 Writing Traits Model with Cross-Age Tutoring: An Investigation of Elementary Students Writing Development. Literacy Research and Instruction, 48(1), 28-38. </p> <p>Lindsey Shreck Spring 2012</p>