Six Trait OverviewBlue River Cohort

Mitzi Hoback and Suzanne WhislerESU 4

January 4, 2013

That’s MeOPlease shout out “That’s Me” if the

statement describes you.O I’m an elementary teacher.O I’m a secondary Language Arts

teacher.O I’m a secondary teacher.O I’m an administrator.O Other . . .

Quick WriteOThink about what you already know about

six trait writing. Take a few seconds to jot down your thoughts on your graphic organizer.

OWrite down one learning outcome or personal goal describing what you want to be able to do after attending this session.

Session GoalsOReview Six Traits and NeSA

Analytical Scoring RubricsOConnect strategies and

technology tips and tools to the four domains of the rubrics

Teaching the TraitsOTeach the concept first.OSurround students with writer’s

language.OShare strong and weak examples from

written words.OWrite and link writing activities to the

traits.ORead and link reading activities to the

traits.OPractice revision and editing on

anonymous texts.

Why bother with the six traits?

Because six trait writing provides . . .o Common languageo Consistency in assessmento The “how to” for revision

Six trait writing is all about revision!

“Every writer I know has trouble writing.”

~Joseph Heller

“Don’t tell me the moon is shining; show me the glint of light on

broken glass.”

~Anton Chekhov

Ideas

Ideas/Content 35%

Grade 4

• The writer creates a clear understanding of events of the story.

• Content is well-focused on the topic.

• Numerous, relevant details are included.

• Storyline is logical and easy to follow throughout.

Grade 8

• The picture of what is being described is clear and vivid.

• Content is well-focused on the topic.

• Sensory details are numerous and relevant

Grade 11

• Writer conveys a clear opinion or position about the topic.

• Content is well-focused on the topic.

• Reasoning is logical and compelling.

• Supporting examples or reasons are numerous and relevant.

Ask students to identify specific language on the rubric that

describes the writing for each trait.

Ideas/ContentWhat to look for . . .

OClarity and focus on the content

ORich and vivid detailsOClear sense of purposeOSubstance and accuracyOFresh and original thinking

Teaching the trait of Ideas

OTalk about where ideas come from.OModel differences between generalities

and good details.ORead aloud from books with striking

detail or strong imagery.OUse questions to expand and clarify a

main idea. Think quality, not quantity. It isn’t more ideas that make a paper strong but the writer’s effective use of just the right information.

I Don’t Know What to Write About

Lessons from the Writing Fix

OElementary Lesson IdeaOThe Memory Games for Kids

O http://bit.ly/12Ya0Lu

OSecondary Lesson IdeaOOne Minute in Time PoemsOhttp://bit.ly/W1KJsH

Technology & IdeasO Five Card Story

O http://5card.cogdogblog.com/index.phpO http://5card.cogdogblog.com/show.php?id=30334

O Always WriteO http://bit.ly/12Y6LUC

O Short Story IdeasO http://bit.ly/ZUlwsT

O Scholastic Story StartersO http://bit.ly/UFIajj

O AppsO Notability - $1.99O Penultimate - $0.99O Evernote - FreeO Writing Prompts - Free

“Organization is the internal structure of a

piece of writing, the

thread of central

meaning, the pattern.”

~Northwest Regional Educational Laboratory

Organization 25%

Grade 4

• Structural development of a beginning, middle, and end is effective.

• Pacing is well-controlled.

• Transitions effectively show how ideas connect.

• Paragraphing is sound.

Grade 8

• Structural development of an introduction, body, and conclusion is effective.

• Pacing is well-controlled.

• Transitions effectively show how ideas connect.

• Paragraphing is sound.

Grade 11

• Structural development of an introduction, body, and conclusion is effective.

• Pacing is well-controlled.

• Transitions effectively show how ideas connect.

• Paragraphing is sound.

Organization What to look for . . .

O Enticing lead sentence and an engaging introduction.

O Thoughtful transitions. One paragraphs should set the scene for the next paragraph.

O Logical sequencing and a systematic approach to exploring a topic.

O Controlled pacing that includes details in the right amounts and sentences that vary in length.

O Satisfying conclusion that wraps things up.

Teaching Organization

OWork on strong leads.OBrainstorm transition words and

use them.OPractice the art of sequencing.OMatch organization pattern with

the writing.OWork on interesting endings and

strong conclusions.

Lessons from the Writing Fix

OElementaryOThe Hamburger Paragraph Template

Ohttp://bit.ly/WkNG8x

OSecondaryOThe Power Paragraph and Essay

Ohttp://writingfix.com/6_traits/organization.htm#frame

Technology and Organization

O Text 2 MindmapO http://www.text2mindmap.com/

O Bubbl.usO https://bubbl.us/

O Types & Examples of TransitionsO http://bit.ly/pU1cKK

O AppsO iBrainstorm - FreeO SimpleMInd+ - FreeO Idea Sketch - Free

“The difference between the

right word and the almost right

word is the difference between

lightning and a lightning bug.”

~Mark Twain

Word Choice/Voice

Voice/Word Choice 20%

Grade 4

• Wording is expressive and engaging, conveying a strong sense of the writer.

• Voice is well-suited for the purpose and audience.

• Language is specific, precise, and varied throughout.

Grade 8

• Wording is expressive and engaging, conveying a strong sense of the write throughout.

• Voice is well-suited for the purpose and audience throughout.

• Language is specific, precise, and varied throughout.

• Numerous vivid words and phrases used effectively.

Grade 11

• Writer demonstrates a strong commitment to the topic.

• Voice is well-suited for the purpose and audience.

• Language is specific, precise, varied, and engaging throughout.

• Writer consistently anticipates reader’s questions.

Word Choice & VoiceWhat to look for . . .

OPowerful, stunning verbs, unique phrasing

OWords capture what is hard to express

OWords are clear and preciseOExamples of vivid imagery

Teaching Word Choice & Voice

O Use word choice that catches the reader’s eye

O Replace vague vocabulary with precise words

O Emphasize imagery and sensory details

O Identify the audience and purposeO Encourage students to be

themselves and put their feelings into the writing.

Lessons for Word Choice & Voice

OElementary & SecondaryORAFT Writing Prompts

O http://bit.ly/ZbStiVOSensory Words Walls

O http://bit.ly/THqQJQOThe Unlikely Lost and Found Ad

Ohttp://bit.ly/10Owsr0

Technology & Word Choice/Voice

OBig Huge ThesaurusOhttp://words.bighugelabs.com/

OSnappy WordsOhttp://www.snappywords.com/

OWordleOhttp://www.wordle.net/

OAppsOFreeSaurus - FreeO iThesaurus - Free

“When something can be read without effort,

great effort has gone into its writing.”

~Enrique Jardiel Poncela

Sentence Fluency/Conventions

Sentence Fluency/Conventions 20%

Grade 4

• Sentences vary in length and structure throughout.

• Phrasing consistently sounds natural and conveys meaning.

• Fragments and run-ons, if present, are intended for stylistic effect.

• Grammar, usage, punctuation, and spelling are consistently correct and may be manipulated for stylistic effect.

Grade 8

• Sentences vary in length and structure throughout.

• Phrasing consistently sounds natural and conveys meaning.

• Fragments and run-ons, if present, are intended for stylistic effect.

• Grammar, usage, punctuation, and spelling are consistently correct and my be manipulated for stylistic effect.

Grade 11

• Sentences vary in length and structure throughout.

• Phrasing consistently sounds natural and conveys meaning.

• Fragments and run-ons, if present, are intended for stylistic effect.

• Grammar, usage, punctuation, and spelling are consistently correct and may be manipulated for stylistic effect.

Sentence Fluency & ConventionsWhat to look for . . .

OWell-built sentencesODifferent sentence lengthsOVaried sentence beginningsOSmooth phrasing OSpelling, punctuation and

capitalizationOGrammar usage OParagraphing

Teaching Sentence Fluency/Conventions

O Generate a list of transition words.O Teach difference sentence structures.O Teach grammar. O Have students read their writing aloud. O Have students circle or list the first word in

each sentence they have written. O Have students count the number of words in

their sentences. O Teach copy editor’s symbols and show how to

use them. O Provide many opportunities to practice

editing anonymous texts.

Sentence Fluency/Conventions

OPaperRater O http://www.paperrater.com/

OText Content AnalyzerO http://bit.ly/12TIQFP

OEditing and Proofreading Practice Ohttp://bbc.in/UED87C

7 Things You Can Do Right Now

1. Be a collector.

2. Be a reader.

3. Form a network.

4. Post the traits in your room.

5. Model (be a writer yourself).

6. Have your students write, write, and write more.

7. Include parents.

ResourcesOWriting Fix http://writingfix.com/OKim’s Korner 4 Teacher Talk

Ohttp://www.kimskorner4teachertalk.com/

OESU 4 Six Trait WikispaceOhttp://esu4sixtraitwriting.wikispaces.

com/

OESU 6 Writing WikispaceOhttp://esu6writing.wikispaces.com/

OLee’s Summit Technology Integration and Writing http://bit.ly/Z0oh5C

Time for Reflection

ORefer back to your learning outcome.

OWas your learning outcome met?

OWhat additional information or resources do you need?

ORead a lot.OBe a writer.OMake time to

write.OModel, model,

model!

Final Thoughts