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IntroductiontoSixTraitsWhatisit? Whodevelopedit? Whatisitspurpose? WhichSixTraitsmodel areweusing? HowdoesSixTraitsfit withCalkins?
WhatisSixTraits?SixTraitsis anassessmenttool amethodoflookingatthemaincharacteristicsof writingandassessingthemindependentfromone another.R.Culham,The6+1TraitModel anassessmenttoolthatworksinconcertwiththe curriculum.Itwasneverintendedtobethewriting curriculum.R.Culham
Themostcommonmethodofassessing writingisholisticassessment.Typically,a compositionisread,evaluatedaccordingtoa listofcriteria,andassignedanumberona scaleestimatingitsqualityrelativetothe criteria.
HolisticAssessmentQuickTime and a TIFF (LZW) decompressor are needed to see this picture.
Scoredholistically,this fourthgradepaper,mightbe givena3onscaleof1to4, suggestingthatonthewhole itisafairlygoodpaperfora studentthisage.
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AnalyticAssessmentQuickTime and a TIFF (LZW) decompressor are needed to see this picture.
SixTraitsisananalytic assessmenttool.Thatmeans thateachcharacteristicofa pieceofwritingisevaluated separately.Forinstance,in ananalyticmodelwemight lookfirstatorganization:
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OrganizationCentralideaclearlystatedinintroductory paragraphQuickTime and a TIFF (LZW) decompressor are needed to see this picture.
Focus
Asingleexampleillustratingmainideais developedindepthoverseveralparagraphs Lotsofdetailsgivethereaderaclearpicture oftheaction Thenarratorincludeshisreaction
Development
Writergeneralizeslesson/assignslarger meaningtothisexperience
Analysis
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Centralidearestatedwithaddedtwist.
Focus
Organizationandconcludethatthatthispaper iswellorganized.QuickTime and a TIFF (LZW) decompressor are needed to see this picture.
Similarly,inananalytic assessmentwewouldlookat othercharacteristics,suchas
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IdeaDevelopment Wordchoice Voice Sentencefluency Conventions
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andmakeadeterminationabouteach oftheothercharacteristics. Generallyspeaking,theinformation wegetusinganalyticassessmentis muchmoredetailedandusefulthan thatgleanedfromholisticassessment.
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WheredidSixTraitscomefrom?TheSixTraitsmodelwasdevelopedinthe1980sbya groupofresearchersattheNorthwestRegional EducationalLaboratory(NWREL)inPortland,Oregon. ItisderivedfromtheworkofPaulDiederich,Alan Purves,andotherwritingresearcherswhostudiedand wroteextensivelyaboutthecharacteristicsofwriting beginninginthe1970s.
NWRELresearchersfocusedonthenotionofempirical evidenceobservableevidencewithinthecomposition itselfasthebasisforusefulanalyticassessment. Theyfocusedonsixspecificcharacteristicsorqualities ofwriting:
IdeasThecontentofthepieceofwritingtheheartofthemessage.
OrganizationTheinternalstructureofthepiece,thethreadofmeaning,the logicalpatternoftheideas.
VoiceThesingularstylethatthewriterbringstobearinthepiece, revealinghisorherfeelingsandconvictionstowardthe subjectmatter.
WordChoiceThewords,phrases,andexpressionsthewriterincorporates intohisorherwriting.Weoftenthinkofwordchoiceas rich,colorful,precise,orevocative.
SentenceFluencyTheflowofthelanguage,thesoundofthewordpatternsthe waythewritingplaystotheear,notjusttotheeye.
ConventionsThecorrectnessofthepiecetheextenttowhichthewriter usesgrammarandmechanicswithprecision.
WhatisthepurposeofSix Traits?Ultimately,byadoptingacommonassessmenttoolwehopeto Developasharedunderstandingofwhatgoodwriting lookslike Useacommonvocabularyacrossgradesandacross disciplinestodescribequalitiesofwriting Practiceassessingwithconsistencyandaccuracy Providemeaningfulfeedbacktostudents Alignassessmentwithinstructiontoenhanceour teachingofwriting.
WhichSixTraitsModelarewe Using?AnumberofiterationsofSixTraitshavedeveloped overthepastfewyears.Weareusingthemostwidely usedversion,theversionthatwasdevelopedby NWRELmanagerRuthCulhamandpublishedinher twobooks
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TherubricsandthedescriptorsweareusinginNewton areCulhamsrubricsanddescriptors.
HowdoesSixTraitsfit withCalkins?Thesimpleansweris,itfitsbeautifully.Ruth CulhamisafanofLucyCalkinsandquotes herfrequentlyinherbooks.Sheisveryclear thattheSixTraitsanalyticassessmenttoolis meanttocomplementnotdisplacethe writingworkshopmodel.
Afewcriticalthingsto know WhenCulhamrefersto6+1TraitsofWriting.She isreferringtoPresentationastheadditionaltrait.We arenotusingthistraitinourmodel. Ingrades35,wehaveaddedAuthorsCraftthe deliberateuseofnarrativeorexpositorytechniquesto enhancestorytellingorthedeliveryofinformationto ourrubric.
WehavechangedCulhamslanguageslightlyingrades K2.Ourfivecategoriesofprogressare
1234 5 ReadytoBeginExploringDevelopingExpandingSoaring
4.
TheK2rubricisathreeyeardevelopmental continuum.Thatis,weexpectmoststudentsto advanceacrosstherubricoverthreeyears.Most studentsinkindergartenwouldnotbeexpectedto advancepasttheexploringstagebytheendof kindergarten.
12345 ReadytoBeginExploringDevelopingExpandingSoaring
5.
Bydesign,the35rubrichas5categories
12345 BeginningEmergingDevelopingEffectiveStrong
butdescriptorsforonlycategories1,3,and5
12345 BeginningEmergingDevelopingEffectiveStrong
Thisistogive
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teachersadded flexibilityinscoring apieceforagiven trait.Ifaparticular traitseemstobe abovelevel3but doesnotmatchthe languageoflevel5, wewillcallita4.
The35rubricisthe
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sameforeachgrade,but ismeanttobeameasure ofgradelevel sophistication.Overtime, wewilldevelopspecific anchorpapersand exemplarstorepresentthe levelofsophisticationfor eachgrade. Wewouldexpectmost studentstoperforminthe 4or5bandformosttraits bytheendoftheyear.
Finally, Whenscoringstudentworkintheclassroom,itisacceptable,even advisable,toshadethedifferencebetweentwocategoriesasyoufeel necessary.Thatis,youmayassignascoreof4/5or4+toapaperthat seemstobenotquitea5butfairlycloseforagiventrait.Afterall, thepurposeofthistoolistogiveaccurate,differentiatedfeedbackina positiveway. Forthepurposesoftodaysworkshop,wewouldaskthatyouassign onlywholecategoryscorestoeachpaperforeachtrait.Thatis,for todaystrainingsession,pleaseassignascoreof3or4,nota3/4. Talkoverdiscrepancieswithyourcolleaguesandtrytomakea decision.
IntroductiontoSixTraits
TheEnd
Writingminilessondebriefing
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