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6+1 Traits Of Writing6+1 Traits Of Writing

An instructional and assessment tool


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Whats coming up???

1. Big picture overview of 6 +1 Traits ofWriting

2. Model learning/teaching of the 6+1 Traits3. How to get started

4. Having fun!

AgendaAgendaAgendaAgenda

AgendaAgenda



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LearningTargets:1. List and define the components of 6

.Traits of Writing.

2. Develop connections to curriculum.

3. Analyze and evaluate present evaluation.system to the 6 Traits of writing rubrics.

4. Synthesize the information to create lesson

.plan(s).



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Reading sample papers:Reading sample papers:

RedwoodsRedwoods

FoxFox


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Last year, we went on a vacation and we had a wonderful time.

The weather was sunny and warm and there was lots to do, so we

were never bored.

My parents visited friends and took pictures for their friends back

home. My brother and I swam and also hiked in the woods. Whenwe got tired of that, we just ate and had a wonderful time.

It was exciting and fun to be together as a family and to do things

together. I love my family and this is a time that Ill remember for a

long time. I hope we will go back again next year for more fun and

an even better time that we had this year.

THE REDWOODS


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FOX

I dont get along with people to good, and sometimes I am alone for

a long time. When I am alone, I like to walk toForests and places

where only me and the animals are. My bestFriend is God, but when I

dont believe hes around sometimes, My dog stands in. We do every

thing together. Hunt, Fish, walk, eat and sleep together. My dogs

name is Fox, cause he looks like an Artic Fox. Fox and I used to live

in this house with a pond behind. That pond was our property. The

only thing allowed on it (that we allowed) was ducks & fish. IF anotherperson or dog would even look like going near that place,Fox and I

would run them off in a Frenzy. There was a lot of rocks around, so I

would build Forts & traps for any body even daring to come near. The

pond had a bridge that was shaded by willows, so on a hot day me

and Fox would sit on that bridge & soak ourFeet, well, I would soak

me Feet, Fox just kinda jumped in.

At night, the pond was alive with Frogs, so I would invite this Kid over (he

was a guy like me) and catch frogs. After we had a couple each, we would

pick the best looking one out of our group & race them. The winner gets the

other guys Frog.

In the winter, the pond would freeze over, and I got my ice skates out. The


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After about a year, I was riding my bike patrolling the area around the

pond. With Fox at my side, I raced down hill toward the pond. I tried to

stop, but my back tire sent into a skid. I went face first into murky,

shadowy waters. When I went down, a minute later I felt something pull onmy shirt, I grabbed it, not know what to think, when I hit the surface, I saw

that it was Fox, pulling on my shirt as if he was trying to save me. He was

to little to save me if I was really drowing, but it Was the thought that

counts. I owe him one.

Another year passed.One day my mom got home from the store, andshe bought me a rubber raft. I was just a cheap one, but it was mine. I

blew it up with a tire pump. It was just the right size for me &Fox. Out of

respect forFox, I name it the USS Fox & christened it right in the pond.

On sunny days, I would take the raft out & law in the sun withFox on my

legs. One day, when I was asleep in the raft, the wind blew pretty hard andblew my raft right into a bunch of sticks and rocks, the USSFox was

given a sad salute, and then was no more.

Another year passed, and this would be our last year by the pond. I

adimired & respected that pone more than I ever did that year. But, at long

last, all good things most come to an end, we moved to another town.Fox& I still visit the ond but itll never be like them 3 ears when she was


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Activity Directions

1. Discuss the stories and list the 3-5strengths and weaknesses you recognizein each story.

2. Post those findings for each story on thechart paper in front.



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Questions to Ponder:

1. Did you have set criteria as you made yourdecision?

2. What criteria did you use?

3. What type of criteria do you use in yourclassroom and how do your students knowand understand that criteria?



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Lets think about this..Lets think about this..

How did you learn to write in school?How did you learn to write in school?

What type of training did you have toWhat type of training did you have toteach writing?teach writing?

Think, pairThink, pair--square share, activitysquare share, activity



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Information is PowerStudents must haveclear targets to meet

our expectations.


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Effective Criteria

Speak the users language.1.

Give the user a vocabulary for talking about andthinking about performance in a given area.

2.

Zero in on whats really important, whats reallyvalued.3.

Narrow the performance area down tomanageable scope and size.

4.



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Effective Criteria contd

Establish realistic, attainable goals and standards.5.

Establish beginning points, not signs of failure.6.

Define and clearly separate levels of performance,making it easy to observe and chart growth.

Are easy to internalize and remember.

7.

8.

Are always open to refinement and new thinking.9.



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We must changeWe must changefrom a model thatfrom a model that

pickspicks winners towinners toone thatone that createscreates

winners.winners.Harold HodgkinsonHarold HodgkinsonMichigan: The State and Its Educational SystemMichigan: The State and Its Educational System


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Teachers ask the wrong question firstWhat do we do? -- putting the focusimmediately on designing tasks - when

they need to askWhat do we want kidsto know and be able to do? How well?What does quality look like?[We] need

to ask these questions very clearly first.Mike Hibbard, Education Update,38(4), p. 5, ASCD, June, 1996

PerformanceAssessment


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ADVANTAGES OF ANALYTIC SCORING

Offers a broad perspective

Challenges us to think of writing in new ways

Gives us a model for responding to studentswriting

Provides vocabulary for talking with studentsabout writing

Provides a solid foundation for revision andediting

Allows students to become evaluators


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Analytical TraitModel forWriting Assessment

1. Ideas

2. Organization

3. Voice

4. Word Choice

5. Sentence Fluency

6. Conventions

+1 Presentation



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Ideas

Clarity and control Focused and relevant

Details that matter

Fresh and original

Substance and accuracy



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Organization

An inviting introduction

Thoughtful transitions

Logical sequencing

Pacing is under control

A satisfying conclusion



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Voice

Individual and engaging

Aches with caring

Honest, committed, responsive

Suits audience and topic

Strong interaction with reader



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Word Choice

Lively verbs and adjectives Original and deliberate choices

Special moments

Visual

Specific and precise



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Sentence Fluency

Rhythm, flow, and natural cadence Smooth phrasing

Well-built sentences

Sentence length enhances the meaning

Varied sentence beginnings



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Conventions Spelling, capitalization, punctuation, grammar/

usage, and paragraphing (indenting)

Ready for a public audience

Control brings out style and enhances the ideas

Experimentation that works well

Conventional style guidelines change over time

and may vary by topic and audience



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Presentation

Visual elementsInviting to read

Attract attention

Use of maps, graphs, visuals that go along withthe text.

Do you want to read my piece of writing?



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RUBRICS

IDEAS

Satisfying

Intriguing Meaningful

PurposefulInformative

Interesting tidbits

Sumptuous detail

General statements

Topic too big

Intriguing possibilities

FunctionalComing into focus

Just a taste

Perplexing

clich

Topic not clear

Searching for ideas Random thoughts

A bare beginning

Hard to paraphrase1

3

5


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RUBRICS- 5,4,3,2,1 IDEAS

Focused, clear,specific, & enhanced bysignificant

detail thatcapturesreaders interest:

Somereallygoodparts,somenot thereyet:

Just beginning to figureout what I want tosay:

Paper creates a vivid impression, makes a clear point, or tells a whole story

Thoughts are clearly expressed and directly relevant to main theme orstory

Writer selectively & purposefully uses information to make the topicunderstandable & interesting.

Quality details interest the reader

It is easy to see where the writer is headed, even if some telling detailsare needed to complete the picture

The reader can grasp the big picture, though general observations still

outweigh specifics

The writer still needs to clarify topics

The reader often feels information is limited, unclear,or simply a loosecollection of facts or details that, as yet, do not add up to a coherent

whole.

5

3

1


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Self-assessment

IDEAS

My reader will learn a lot. Its really clear.

This is just what I wanted to say. It all makes sense.

You might have some questions.Im working on it!

I need to add details.My reader will get the general idea.

Its hard to get started.The picture is not clear.I need more time to think.

Im afraid my reader wont follow.

5

3

1


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w

S

Characteristics of a 5 Paper

Strengths Outweigh Weaknesses


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S W


Strengths and Weaknesses are Equal


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W

s


Weaknesses Outweigh Strengths


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Each trait can be taught in stepsEach trait can be taught in steps--Step 1:Step 1:

Teachers can chooseTeachers can choosefrom a wealth offrom a wealth ofappropriate literatureappropriate literature

for teaching a givenfor teaching a giventrait. Use the 6 Traitstrait. Use the 6 TraitsLanguage.Language.


READ!!


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Step 2.Step 2. Students work onStudents work onseveral writing activities toseveral writing activities todevelop the trait. Teacherdevelop the trait. Teacher

modeling very important.modeling very important.

Step 3.Step 3. Students work with anonymousStudents work with anonymous

sample student papers, as a class and insample student papers, as a class and ingroups. They rate the papers using the 6groups. They rate the papers using the 6Trait rubric & discuss their ratings. PracticeTrait rubric & discuss their ratings. Practicerevision strategies on sample papers.revision strategies on sample papers.



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Step 4.Step 4. Teacher provides an assignmentTeacher provides an assignmentconnecting to curriculum (focusing on oneconnecting to curriculum (focusing on onetrait at a time). Can use R.A.F.T.Strait at a time). Can use R.A.F.T.S

assignments.assignments.

Step 5.Step 5. Teacher assesses.Teacher assesses.


Students then use a rubricStudents then use a rubricof that trait to peerof that trait to peerrespond/edit eachrespond/edit eachothers work.others work.


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Step 7.Step 7. Guide students through theGuide students through therevision process based on feedback theyrevision process based on feedback theyreceived.received.

66+1+1 Traits Of WritingTraits Of Writing

Step 8.Step 8. Use the specifiedUse the specified

rubric to assign a rating.rubric to assign a rating.


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6 +1 Writing Assessment Traits and the WritingProcess

conventionpresentation

purposeaudience

form

IdeasOrganizationVoiceWord choiceSentence fluency

+1TraitsofWriting


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R.A.F.T.S Assignments

Role of the writer-helps the writerdecideonpointof viewand voice.

Audience for thepieceofwriting- reminds thewriter thats/hemustcommunicate ideas tosomeoneelse; helps thewriterdeterminecontentandstyle.

Formatof thematerial-helps thewriterorganizeideasandemploy theconventionsofformat,suchasletters, interviews,andstoryproblems.


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R.A.F.T.S Assignments

Topicorsubjectof thepieceofwriting-helpsthewriterfocusonmain ideas.

Strong Verb-directs thewriter to thewritingpurpose,e.g.,persuade,analyze,create,predict,compare,defend,evaluate.


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R.A.F.T.S.

Role: Turkey

Audience: Farmer

Format: Friendlynote

Topic: ExcusesforstayingalivepastThanksgiving

Strong Verbs:

analyze,identify,justify,defend


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R.A.F.T.S.

Role: Carnieat thefair

Audience: crowdofpeople

Format: Salespitch

Topic: Whypeopleshouldpay toseeyourattractionorplayyourgame.

Strong Verbs: capture,

encourage, urge,persuade,entice


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R.A.F.T.S.

Role: teacher

Audience: schoolboard

Format: 2minutepresentation

Topic: Extending theschoolyearStrong Verbs:

analyze,identify,justify,defend


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6+1 Traits Of Writing6+1 Traits Of Writinghttp://www.aea11.k12.ia.us/curriculum/

6_traits/home.html

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