six trait power point

8/6/2019 Six Trait Power Point

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SIX-TRAIT WRITINGGRADES K-3

Presented by: SUSAN STUROCK, M.A.



http://teachertutor.blogspot.com/





THANK YOU FOR YOUR PATIENCE

We are waiting for a microphone. As soon as we get

one, we will begin!

(Isn’t writing just a wonderful concept?!)



AGENDAMORNING

Building Bridges: Real Kids/Real Classrooms

Where Reading and Writing Begin: Oral Language

Writer’s Workshop: Time and Organization

The Traits Ideas

Organization

Voice

AFTERNOON Word Choice

Sentence Fluency

Scoring Papers



Building Bridges

“We believe that when

children first come to

school, they havealready started

learning to write.”

Katie Wood Ray

Lisa B. Cleaveland



“… preschoolers in professional families talk

more and use more complex language than

do adults in the poorest families…”

Meaningful Differences in the Everyday Experiences of Young

American Children

Betty Hart and Todd Risley



Writing Goals & Sources

High Stakes TestsRuth CulhamLucy Calkins



We are born with a brain. A mind isdeveloped.

Words are the bricks and mortar

used to develop the mind.

The more words we have, and the

earlier we have them, makes ALLthe difference.



The reciprocal nature of the

language arts

G

Effective

teachers areactively

conscious of

the

relatednessof these skills.

Listening

Speaking Viewing

Reading

Writing THINKING



“The listening vocabulary is the reservoir that feeds the speaking

vocabulary, the reading vocabulary and the writing vocabularyall at the same time. Consider the word “enormous.” If a child has

never heard the word, he is unlikely to say the word. And if he’s

neither heard it or said it , imagine the difficulty when it comes time

to read it or write it.

The Read Aloud Handbook

Jim Trelease

When we grow our capacity in one of these areas, it

enriches all of the areas.



Letter Callersto

Word CallerstoMeaning Makers

Phonology•Identify Rhyme

•Syllabicate

•ID Beginning &Ending Sound

IntentionalDevelopment ofOral Language

PhysicalFluency

Teaching

Writing inGrades K-3

Phonics•Sight Words

•Pattern Words•WORD STUDY



Good First Teaching

Oral Language Capacity

Book experience

Story experience Phonology

Phonics

Writing experience Small muscle development

Hand-eye coordination

Letter/Sound

Because weknow our

children…



Good First Teaching

Anchor Charts for Behavior

Writing paper format Writer’s Workshop: Time &

Organization

Portfolio Organization

Because weknow our

children…



Behavior/Procedure Anchor charts

EXPLICIT

INSTRUCTION

andCONTINUED

SUPPORT in

Writer’s

Workshop

format and

studentbehavior.

Writer’s Workshop

Writer’s Gather

Notebook’s Open/Pencils Ready

Writing Folders closed but on our

desk.

Eyes up front.

Listening for Focus Point.We all attempt Focus Point.

Good writers keep on writing!



Your Job Until 10:00 a.m.

Critical

elements of

successful

writing

instruction .Not attending

to them may

well

sabotage your

best efforts

duringinstructional

time.

Shape of Writer’s Workshop (include

times).*

Anchor Chart for Behavior

Portfolio Goals for First Quarter

*Page 21 of hand-out provides an outline of Writer’s Workshop format.



Essential Questions

What are the traits?

What is the purpose of common language?

Who uses this language?

Does this approach really work?



Overview of the Traits

1. Ideas

2. Organization

3. Voice

4. Word Choice

5. Sentence Fluency

6. Conventions

Presentation



Why use this language?

Common language = shared understanding.



Who uses this language?

First the teacher, then the kids.

Tools. Tools. Tools.



Modes of Writing

1. Descriptive

2. Narrative

3. Imaginative

4. Expository

5. Persuasive



Six-Structures

• Sequence

• Compare/contrast

• Cause/effect• Question/answer

• Problem/solution and

• Description



Non-fiction writers use:

“…six basic structures to inform, show, describe and

explain information (Alvermann and Phelps, 19989;

Harvey, 1998: Robb, 2004; Vacca and Vacca,

2000).



All modes reflect all

Six-Traits



Common Characteristics of Effective

Instruction

Focus on academic achievement

Clear curriculum choices

Frequent assessment of student progress and

multiple opportunities for improvement

An emphasis on nonfiction writing

Collaborative scoring of student work



The 6-Trait Writing

approach

KNOWS this.



The Apprentice Method

Three Ways to Read

•Literal Comprehension•Inferential Comprehension

•Analytical Comprehension: Reading Like a Writer



“When teachers immerse students in reading and

studying the kind of writing they want them to do,they are actually teaching at two levels. Theyteach students about the particular genre or writingissue that is the focus of the study, but they also

teach students to use a habit of mind thatexperienced writers engage in all the time.”

“Language Arts”

January 2006, pg. 242



The Ideas Trait

Selecting an idea (topic)

Narrowing the idea (focus) Elaborating on the idea (development)

Discovering the best information to convey the idea(details)

Id G i Y S d



Idea: Getting Your Students

Involved

Selecting an idea:Notebooking:

What’s an idea?

Draw-Label-Caption

Making Lists

Questions

Storytelling: The Personal Narrative

The Relatives Came

Notebook Know-How. Aimee Bruckner



Illustrating

precedes formal

writing

production.

Teach me to draw

and label.



DRAW, LABEL, CAPTION

An Experience

DRAW FIRST; LABEL SECOND; CAPTION THIRD



DRAW, LABEL, CAPTION

An Experience

TURN LABELS INTO SENTENCES; SENTENCES INTO STORIES



How is problemsolved?

Setting

Characters

Problem

1.

2.

3.

4.

5.

Sequence ofEvents

Narrative Retelling

LessonLearne

d



WHO (did)WHAT WHEN

WHY WHERE HOW

BASIC SIGNAL WORDS

Expository Retelling

PERSONAL CONNECTION:

__________________________________________________________

Title ____________________________________________________



Setting

ConflictProblemDecisionIssue

DilemmaConfusionPleasant Memory

QuandryWorryScare

Embarrassing MomentA sadness

Characters



Narrowing the Idea

Strategies:

Seeds Not WatermelonsTime-lines

Six-Boxes



TITLE OF STORY FIRST NEXT

THEN AFTER THAT FINALLY

TITLE: ____________________________________________



My name is India Opal Buloni and last summer my

daddy, the preacher, sent me to the store for a box of macaroni-

and-cheese, some white rice and two tomatoes and I came back

with a dog. This is what happened: I walked into the produce

section of the Winn-Dixie grocery store to pick out my two

tomatoes and I almost bumped right into the store manager. He

was standing there all red-faced screaming and waving his arms

around.

“Who let a dog in here?” he kept shouting. “Who let a

dirty dog in here?”

Because of Winn Dixie

Kate Di-Camillo



•school was just out

•I had just finished the 3rd grade

•my mother had finally gotten tosit down! for the evening

•my teacher had let me help her clean her supply closet

•I had LOTS of papers

•the whole front room was layered in paper•my mother was finally reading her paper

•neighbor, Mr. Syriani, came to the screen door

•strange dog bounded in, started jumping all over

“Please, get your dog!”

“That’s not my dog - I thought that was your dog!”



Elaborating an Idea

The Magic Camera

Snapshots

Thoughtshots

Spinoffs

Building a Scene



Building a Scene

VISUALIZING



“We hadn’t seen my dad in years and

years because he was drinking but whenhe came back he was with us kids allthe time.”

Excerpted from 4 pages of writing by a 7th

grader on the prompt of “A Hero to Me”

Able coaches of writing areEXCELLENT LISTENERS



They had an old station wagon that smelledlike a real car, and in it they put an icechest full of soda pop and some boxes ofcrackers and some bologna sandwiches, andup they came – from Virginia.

They left at four in the morning when itwas still dark, before even the birds wereawake.



“You’re right,” Eva said, wishing Mr.

Morley would one day find the poetryin his pudding. Taking his advice, shetried to think up a new way todescribe the look of Mr. Morley’s

mousse. Smooth and dark asmidnight. Or maybe more like a mink! Yes, that was it! Eva thought, writing

in her notebook.



But Elmer himself wasn’t happy. “Whoeverheard of a patchwork elephant?” he thought.“No wonder they laugh at me!” One morning,Just as the others were waking up, Elmer

slipped away.



Response to Literature

Dear David,

Our class thinks you should know

about these rules. We hope you have a

better day tomorrow! •If you need something, ask for• help to get it.

•Take your shoes off before youcome in the house.



The Organization Trait

1. Organizing student thought Beginning, Middle and End

Sequencing thought

2. Organizing text structure Basic Signal Words

Summary Writing

Narrative Retelling



How is problemsolved?

Setting

Characters

Problem

1.

2.

3.

4.

5.

Sequence ofEvents

Narrative Retelling

LessonLearne

d

TRANSITION STATEMENTS



TRANSITION STATEMENTS

Just when we finally thought it was done….

FirstNextThenFinally

At long last..

Although..Suddenly…

Eventhough…Eventually

The last time we spoke…Several hours passed…Many hours passed…




WHO (did)WHAT WHEN

WHY WHERE HOW

BASIC SIGNAL WORDS


PERSONAL CONNECTION:

__________________________________________________________

Title ____________________________________________________

SETTING CHARACTERS



SETTING CHARACTERS

PROBLEM SOLUTION



Voice, Word Choice & Vocabulary

Reading like a writer.



The Voice Trait

Voice is the heart and soul, the magic,

the wit, along with the feeling of

conviction of the individual writer

coming out through the words.



Books can’t have light.

If books could have more, givemore, be more, show more,they would still need readers,

who bring to them sound andsmell and light and all the restthat can’t be in books.

The book needs you.



TWO STARS and a WISH

PRAISE

PRAISE

WISH



TAG

T ell something you liked.

Ask a question.

Give a WISH

h W d Ch



The Word Choice Trait

Word choice is the use of rich, colorful, preciselanguage that moves and enlightens

the reader.

“Vocabulary is background knowledge revealed.”

Marzano, 2005

Ti f V b l



Tiers of Vocabulary(Beck & McKeown)

TIER I TIER II TIER III• Common nouns andverbs; have toteach to ELL andpoverty kids.

door, turn, raise your hand,

• Words ofsophisticatedlanguage user.

bruise, fragile,frustrated, beside,under, favorite,confused

•Domain specific;concepts; words ofhigh stakes tests.

circle, line, square,beginning, middle,end, problem, main character

W d Ch i S i



Word Choice Strategies

“Sheep weep….”

Visualization

Sparkle Word Board

Expando!!



In the fall of 1777, Philadelphia sat twitchinglike a nervous mouse. The British were going

to attack, but no one knew where or when.Congress had fled inland to York. The Liberty Bellwas secreted to Allentown. Folks thought the yearresembled a hangman’s gallows and took it as a

a bad sign. Now, all the church bells were beingremoved to keep the British from melting themdown into firearms.

The Scarlet Stockings Spy

Trinka Hakes Noble



Prologue

Long, long ago a king arrived in the North. They called him theRed King because he wore a scarlet cloak and his shield was

emblazoned with a burning sun. It was said that he came out ofAfrica. This king was also a marvelous magician and each of

his ten children inherited a small part of his power. But whenthe King’s wife died, five of his children turned to wickednessand the other five, seeking to escape the corruption that

surrounded their evil siblings, left their father’s castle forever.

Midnight for Charlie Bones Jenny Nimmo



Brokenhearted, the Red King vanished into the forests thatcovered the kingdoms of the North. He did not go alone,however, for he was followed by his three faithful cats –

leopards to be precise. We must never forget the cats!

The manifold and fabulous powers of the Red King were passeddown through his descendents, often turning up quite unexpectedly

in someone who had no idea where they came from. This is what happened

to Charlie Bone and to some of the children he met behind the grim,gray walls of Bloor’s Academy.

Midnight for Charlie Bones Jenny Nimmo

Th S Fl T i



The Sentence Fluency Trait

1. Establishing flow, rhythm, and cadence

2. Varying sentence length and structure

3. Constructing sentences that enhancemeaning



The principal followed the trail of sand, and when shearrived, Miss Deaver was teaching the hula to some kidsnear the front of the room, and a tall, thin, shirtless boywith chestnut hair was just spiking a Nerf volleyballover a net made from six T-shirts tied together.

The third-grade trip to the South Seas ended. Suddenly.

Frindle. Andre Clements

Mending



Judith Viorst

A giant hand inside my chestStretches out and takes

My heart within its mighty graspAnd squeezes till it breaks.

A gentle hand inside my chest,With mending tape and glue,

Patches up my heart untilIt’s almost good as new.

I ought to know by now thatBroken hearts will heal again.But while I wait for glue and tape

The pain!The pain!The pain!

St t i f S t Fl



Strategies for Sentence Fluency

Phrase-Cued Reading

Reader’s Theatre

The Poetry Assignment

Th C ti T it



The Conventions Trait

We know this one!

M d li *



Modeling*

Morning Message

Shared Writing

Response to Literature

*Inquiry Trait…most effective

Salutations!



It’s Wednesday, a joyous day of success! By 9:10 this morning, you should have:

• the four math problems belowcompleted and ready for correcting,

• your Social Studies text on yourdesk along with last night assignment,

• your permission slip for tomorrow’sfield trip on your desk.

Also, in case you forgot, we dismiss at 12:15 p.m. today.

Yours until Niagara Falls,

Mrs. S.

Our Motto : Bus hands are ha hands!!



R.A.F.T.S.

An acronym for:

R – Role of the writer

A – Audience for the piece of writing

F – Format of the material

T – Topic of subject of the piece

of writing.

S – Strong Verb

Scope and Seq ence



Scope and Sequence

All grades, all Traits

Teach explictly, use globally

Adopt K-12

Focus on informational writing

Putting the Traits to Use



Putting the Traits to Use

Essential Questions:

How do I use the 6-Traits to score a paper?How does this information drive my instruction?

Will using the 6-Traits method interfere with mystudents’ state assessment performance?

The Benefits of Writing Scoring



The Benefits of Writing Scoring

Writing strengthens understanding and fosterscritical thinking*

Drives classroom instruction Aligns professional PD

*The strongest writing instruction!

Data Pictures



Data Pictures

Individual Instruction

Whole Class Instruction

Scheduling Writing Assessment



Scheduling Writing Assessment

Write to a common prompt

Fall, Winter, Spring

Intra/Inter-school

3 2 1



3, 2, 1...

In your notebook –

3 - Connections you’ve made between

content and writing

2 - Ideas you plan to try in content area writing

1 - Challenge you think you might

face in implementing your plan(s)



“It can change the world, yourwriting.”

Shelly Harwayne, Principal

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