six trait writing: cozad 3-5
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Six Trait Writing: Cozad 3-5. Denise O’Brien ESU 10 February 8, 2012. Today’s Outcomes. NDE update Modes of writing Review the six traits Share resources and activities Share technology tips and sites. Self-assessment of Writing in My Classroom. Do you like to read and write? - PowerPoint PPT PresentationTRANSCRIPT
Six Trait Writing:Cozad 3-5
Denise O’BrienESU 10
February 8, 2012
NDE update Modes of writing Review the six traits Share resources and
activities Share technology tips and
sites
Today’s Outcomes
Do you like to read and write? Are you proficient as a writer? What experiences do you have
with the 6 Traits? When do your students write? Does Cozad have expectations for
using the 6 Traits?
Self-assessment of Writing in My Classroom
NeSA-W
2011 Testing Window: January 23- February 10 May 2012- NeSA-W scores released Analytic rubric available Domains weighted (2013)
Content /ideas- 35% Organization- 25% Word choice/Voice- 20% Conventions – 20%
4th Grade will continue to be paper pencil
Common language Basis for mini-lessons Consistency for assessment and growth
review The how-to for revision
6 Traits are all about revision. They are not your curriculum.
6 Traits of Writing provides…
Personal Narrative Characteristics
Has voice- Use I or we Strong verbs
Has a reflection Usually in the past tense
About an incident that really happened
Plenty of description
Appeals to senses Often includes conversation
Logical sequence Shows more than tells
Shows emotion or feelings
Might be embellished
Has beginning, middle, and end
Reflection
Fabulous 4
1. Use I or We2. About incident that
really happened3. Beginning, Middle
and End4. Reflection
Characteristics of Personal Narrative
The 5 Modes
Descriptive
Expository/
Informational
Imagin
ativ
e/
Expre
ssive
Narra
tive
Persuasive
The Reading-Writing
Connection
“Nobody but a reader ever became a writer”
~ Richard Peck
“Long before writers can create their own text, they can learn what good writing is all about by hearing
and loving the work of others.”
~Spandel & Stiggins, 1997
Provide opportunities for your students to write often and for many purposes
Write with students Model writing Use the language of writing Share books you love Use think-alouds Introduce the writing process to your
students
Where do you begin?
Explicit instruction on
writing skills and strategies
Opportunities to respond in lessons
Positive, corrective feedback on performance
Emergent and Developing Writers Need . . .
Have a strong, clear idea. Use details and pictures to paint a picture in your
reader’s mind. Write with authority and voice. Organize your information so that a reader can
follow it. Use words that make sense—and that are lively as
well. Write with fluency and variety—the way good
dancers dance. Make your conventions as strong as you can so that
readers can figure out your message.
“…the keys to writing well:”
Spandel, 2008, Creating Young Writers
Model I do it.
Prompt We do it.
Check You do
it.
Teaching Skills and Strategies
Ideas – Organization – Voice - Word
Choice - Sentence Fluency – Conventions
Discuss with partner what traits are focused on at your grade level
Share
6 Traits
IDEAS
Ideas are the heart of the story.
The paper is focused, clear, and
specific It all makes sense The topic is small enough to handle There are important telling details
that go beyond common knowledge Clear Interesting
Ideas
Teaching the trait of Ideas
Talk about where ideas come
from.
Model differences between
generalities and good details.
Read aloud from books with
striking detail or strong imagery.
Use questions to expand and
clarify a main idea.
19
UNDER THE RUG
Two weeks passed and it happened again.
Ideas Lesson
Using Literature to Enhance Writing Instruction ~ Rebecca Olness
The Heart of the Message
Use picture prompts
http://www.flickr.com
The Story Starter Jr. http://www.thestorystarter.com/jr.htm
Pic Lits http://www.piclits.com
Technology Tips & Sites for Ideas
Organization
Organization tells the beginning, middle, and end.
There is a snappy lead that
gets the reader’s attention. The paper is easy to follow. Everything fits in the right
place. Provides connections. Like a road map, easy to follow. There is a graceful ending. It
doesn’t just stop.
Organization
On each table is an envelope Remove the sentence strips and organize
them into a coherent paragraph Be prepared to share your paragraph with the
whole group Note the mental processes used when
deciding how to organize the paragraph
ORGANIZATION Activity
How the Universe Looks – at First
When our ancestors looked up at the sky at night, they assumed they were looking right at heaven. They thought the stars were on the “ceiling” of a great dome and that the Earth was flat. The Earth sure looks flat at first, especially when we look at a big smooth lake. Now, we all know it’s round-we’ve seen pictures from space, for crying out loud. There’s the Earth-round! Piece of cake, for us! But our ancestors didn’t have that luxury. They had to figure it out for themselves. To start with, our ancestors watched the sun. They kept track of the time of day so they knew when it would get too dark to walk around. Then they kept track of the days and months so that they would know when to plant their crops, when to harvest them, and when to have big wild parties. No kidding. Lots of ancient people had parties on the summer solstice (SOLE-stiss) – the longest day of the year. Some people around the world still hold big solstice parties .
From the Book by Bill Nye, “The Science Guy’s Big Blast of Science”.
Four Square for Organization
Demonstration pg 7
Graphic Organizers http://www.eduplace.com/graphicorganizer
Types and Examples of Transitions http://bit.ly/pU1cKK
Use a picture prompt and have students write beginnings or endings for the picture. Capture their ideas on a Google Doc.
Technology Tips & Sites for Organization
Voice
It sounds like me!
It sounds like the particular writer. The writer seems engaged, involved with the
topic. It brings the topic to life. The paper is full of feelings. It makes me respond – laugh, smile, cry,
wince . . . I want to read it aloud. It has pizzazz!
Voice
Read Fly Away Home and
Smoky Night by Eve Bunting. Have students work in pairs or
groups to find the words used to convey the feelings in the book.
Chart the feeling words.
Voice Lesson
Using Literature to Enhance Writing Instruction ~ Rebecca Olness
Read Guess How Much I love You by Sam
McBratney.
Voice Lesson
Using Literature to Enhance Writing Instruction ~ Rebecca Olness
Idiom Site http://www.idiomsite.com/
The Writing Fix http://
writingfix.com/6_traits/voice.htm The Writing Fix – Feeling Game
http://writingfix.com/forkids/feelinggame.htm
Skype: www.skype.com Skype an Author Network
http://skypeanauthor.wetpaint.com/
Technology Tips & Sites for Voice
Word Choice
Word choice paints a picture.
There are moments that stick
with you. There are strong verbs and
precise nouns. The words are colorful, snappy,
vital, brisk and fresh. The words create word
pictures. The words are just right.
Word Choice
I do not choose the right word. I get rid of the wrong one.
~A.E. Housman
Read Bear Snores
On by Karma Wilson and Jane Chapman
Chart and discuss all of the “wow” words the students hear
Word Choice Lesson
Rock or Pebble Game – Creating Writers,
Spandel Some words have muscle. They carry a lot
weight. They have substance, meaning and impact.
Have an assortment of words and have children determine if the word is a “pebble” a vague word or a “rock” an impact word.
Make Word Posters
Word Choice
Wordle
http://www.wordle.net/ Snappy Words
http://www.snappywords.com/ Instant Poetry Forms
http://ettcweb.lr.k12.nj.us/forms/newpoem.htm
Synonyms for said http://www.cyberspaces.net/6traits/
Technology Tips & Sites for Word Choice
Sentence Fluency
Sentences can be short or long.
The paper is easy to read aloud. There are some short and some long
sentences. Sentence beginnings vary; they show
how ideas connect. There are carefully crafted sentences. There is consistency in tense. The paper flows.
Sentence Fluency
Have students list or circle the first word
in each sentence they have written.
Have students count the words in each sentence and make a list.
Phone Yourself Have students read their work into
phonics phone.
Lesson Ideas for Sentence Fluency
Demonstration: Sentence Length
It was a January morning. Grandma looked out the window. She saw snow on the porch. It was white and fluffy. It formed a big cloud on the porch.
Demonstration: Sentence Length
One January morning, Grandma looked out the picture window and saw snow on the porch. It was white and fluffy. The snow looked like cotton balls and formed a big cloud on the porch. I was ready to play.
I Caught It by Sarah Barchas
http://writingfix.com/6_Traits/Primary/I_caught_it.htm
Owl Moon by Jane Yolen http://writingfix.com/Process/Revi
sion/Owl_Moon.htm
Sample Sentence FluencyLessons
I went out with my Uncle Steve. He has a quad and a motorcycle. He wouldn’t let me ride the motorcycle. But I got to ride the quad. I was only allowed to ride with him on it with me. But then he let me ride it a little by myself. I really like my Uncle Steve. http://writingfix.com/Process/Revision/Owl_Moon.htm
“Alone Time with an Adult I Care about”
Conventions
Add capital letters and punctuation marks.
The paper looks clean, edited and
proofread. Capital letters are used correctly. Punctuation was used correctly. Spelling is accurate. Paragraphs are indented. The writer used good grammar. The reader does not need to do
any mental editing.
Conventions
CONVENTIONS: Look for the following…
Spelling
Punctuation
Capitalization, Grammar and Usage
Paragraphing,
Creative Use to Express Voice or Style
How would you read this?
That ThatIs Is
That That Is Not Is Not
That Is It Isn’t It
Now try it with a little punctuation help…
That thatis, is.
That that is not, is not.
That is it,isn’t it?
Model, model, model Keep expectations realistic Use word banks or personal
dictionaries Ask students to double-space Give students editing practice often Teach editor’s symbols Have students read their writing aloud
Lesson Ideas for Conventions
To teach the traits…
Teach the concept and language of the
traits
Share strong and weak examples from literature and samples of written work
Show students how to use the six trait rubrics to score their writing
How to Use Student Work to Teach the Traits
Project writing sample via overhead, PowerPoint, etc.
Read aloud the writing sample
Provide students with a rubric
Ask student to identify items on the rubric that describe the writing for specific traits
Scribble Press
By reading literature often and widely students more readily learn to write.
~Rebecca Olness
Picture Books for Teaching Six Trait Writing http://bit.ly/cOtrcH
Writing Fix Teacher Lessons http://writingfix.com/
Literature Resources
ESU 4 Six Trait Writing Wiki
http://esu4sixtraitwriting.wikispaces.com/ ESU 3 K-2 Six Trait Writing Wiki
http://writingextravaganza3.wikispaces.com/Six+Traits+K-2
ESU 3 3-6 Six Trait Writing Wiki http://
writingextravaganza3.wikispaces.com/Six+Traits+3-6
Sites to Check Out
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.
7 Things You Can Do Right Now
“If students are to make knowledge their own, they must struggle with the details, wrestle with the facts, and rework raw information and dimly understood concepts into language they can communicate to someone else.
In short, if students are to learn, they must write.”
- The Neglected “R”: The Need for a Writing Revolution. The National Commission on Writing in America’s Schools and Colleges (2003)
