six trait overview blue river cohort mitzi hoback and suzanne whisler esu 4 january 4, 2013
TRANSCRIPT
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