using the 6+1 writing traits and developing student writing portfolios presented by cheri lynn...

Using the 6+1 Writing Traits and

Developing Student Writing Portfolios

presented by

Cheri Lynn Gregorywww.InHisDelight.com

[email protected]

What are the 6+1 Writing Traits?

They are NOT:• A “writing program”• A “quick fix”• Successful in

worksheet-dominated classrooms

• Meant to be learned in a 75 minute seminar

They ARE:

• A common language to talk about writing

• Shared vision of what good writing looks like in all forms of writing

• An assessment tool for teachers and students

• A model to use in a writing process classroom


Some “givens” about writing: Hard things take time.


Some “givens” about writing: Hard things take time. Writing is a hard thing to do.


Some “givens” about writing: Hard things take time. Writing is a hard thing to do. Tomorrow we’ll be better than we are today.


Some “givens” about writing: Hard things take time. Writing is a hard thing to do. Tomorrow we’ll be better than we are today. Next year we’ll be better than we are this year.


WRITE is too big an idea for our students to grasp So, we teach them the Writing Process with lots

of “baby steps” along the way


REVISE is too big an idea for our students to grasp So, we teach them to look at each of the 6+1

Traits individually


• Ideas• Organization• Voice• Word Choice• Sentence Fluency• Conventions• (Presentation)

How are the Traits Scored?

5 = STRONG Shows control and skill in this trait Many strengths present in this trait Not perfect, but on its way in this trait


4 = EFFECTIVE Strengths outweigh weaknesses in this trait Minimal revision needed in this trait Solid grade-level performance in this trait


3 = DEVELOPING Strengths and weaknesses are about equal in

this trait About “half-way home” in this trait Minimal grade-level performance in this trait


2 = EMERGING Need for revision outweighs strengths in this

trait Isolated moments hint at what writer is

attempting in this trait Below grade-level performance in this trait


1 = NOT YET A bare beginning in this trait Writer is not showing any control in this trait Far below grade-level performance in this trait


#1 concern is always the child, not the paper. Voice involves some risk; is my class a place where

some risk can be taken? Focusing on one trait at a time prevents you from

swamping the student with too much feedback at once Find one strength: excite student to build on it Pick one trait to work on: movtivate student to grow Only comment on papers that will still be re-worked!

Trait 1: IDEAS

• Topic is narrow and manageable• One, clear main idea supported with details• Quality details beyond the obvious• Accurate details• Readers’ questions anticipated & answered• Clear and focused• Details enrich and develop theme• Understanding of topic demonstrated• Fresh and original ideas apparent

Trait 1: IDEAS

Paper Title: SkateboardingGrade: 6th

My T-Shirt slogan would say “Skateboarding, What a life to live.” I would choose this slogan because skateboarding is one of my favorite hobbies.

I learned skateboarding from one of my old best friends. He taught me tricks.

But then he moved to Texas and I havent seen him for sevral years.

Trait 1: IDEAS

5 = STRONGShows control and skill in this trait . . . Many strengths present . . . Not perfect, but on its way

4 = EFFECTIVEStrengths outweigh weaknesses in this trait . . . Minimal revision needed . . . Solid grade-level performance

3 = DEVELOPINGStrengths and weaknesses are about equal for this trait . . . About “half-way home” . . . Minimal grade-level performance

2 = EMERGINGNeed for revision outweighs strengths for this trait . . . Isolated moments hint at what writer is attempting . . . Below grade-level performance

1 = NOT YETA bare beginning for this trait . . . Writer is not showing any control . . . Far below grade-level performance

Trait 2: ORGANIZATION

• Original title captures theme• Inviting introduction• Structure matches purpose and audience• Organization flows smoothly• Thoughtful ideas show how ideas connect• Logical and effective sequence of details• Effective placement of details• Controlled pace• Satisfying conclusion


Paper Title: Older vs. Younger (2nd paragraph of a paper)Grade: 9th

But being a younger sibling has its own problems. First of all, we have to deal with hearing, “Why can’t you be more like your big brother/sister?” We have to deal with the pressure of living up to the “example” of our older siblings. Then, there are those who think that they are so much better than we are, just because they are a year or so older: the power hungry ones. They even see one year as a big gap. Then we have to deal with being told, “I’ve lived longer, so I know better.” Plus, younger siblings are constantly having to put up with annoying older siblings who absolutely hate it when we go through their stuff, but somehow they exercise their right to go through ours. Such injustice!

Trait 3: VOICE

• Writing individual, compelling, engaging• Risks taken• Flavor and texture apparent• Appropriate voice chosen for audience• Writing honest and personal (narrative)• Commitment shown (persuasive/exposatory)• Voice makes reader think about point of view• Voice control and consistency throughout piece• Strong interaction between reader and writer

Trait 3: VOICE

Paper Title: Letter of ComplaintGrade: 8th

Hey Buddy!Listen up! This is your mouth speaking! I was invented for talking,

so you had better pay attention!First of all, man, what are you thinking? Here’s a lesson in life:

when food comes right off the stove, it’s hot. Do you understand second-degree burns? And please don’t shovel it all down in a half second! Trust me, buddy, it’s not going anywhere. I don’t need to work that hard.

Second, do you really need to eat your own cooking? I mean, that’s why McDonalds was invented, right? At least their food has flavor! (No, I don’t consider “burnt” a real flavor!) And when you eat your own “cooking,” please don’t bite the tongue. It’s in enough pain from having to deal with your concoction, anyway!

Trait 3: VOICE






Trait 4: WORD CHOICE

• Accurate and specific topic words• Words and phrases create pictures• Individual and effective natural language• Striking words and phrases• Lively and energetic verbs• Precise nouns and modifiers• Effective word and phrase placement• Everyday words used well• Standard American English used consistently


Paper Title: The Field (Paragraph 1)Grade: 9th

The warmth of the sun embraces the field like a mother hugging her child. The wind gently sways the overgrown grass, sending light kisses over my cheeks. I see at least five shades of green, each blending perfectly into the next so no one calls attention to itself. Speckles of tiny purple flowers adorn the pasture. Who would have thought green and purple could complement each other so? As my eyes roam this immense field, they are greeted with an occasional buttercup, glowing and vibrant as a young child, bringing life to an otherwise dull, subtle pasture.

Trait 5: SENTENCE FLUENCY

• Easy flow, rhythm, and cadence• Well-built and strong sentences for easy reading• Sentences underscore and enhance meaning• Sentences vary in length and structure• Sentence fragments used appropriately• Natural dialog, if used• Purposeful and varied sentence beginnings• Creative and appropriate use of connectives



In the background, I hear a live concert. Birds sing the melody to a song only they know, accompanied by bees’ monotone humming. A white butterfly dances happily above the pasture in pursuit of the perfect flower. Finding one suitable, it lands gracefully to partake of the sweetness behind the flower’s brilliant colors. An occasional lady bug dots the field.

Trait 6: CONVENTIONS

• Correct spelling• Correct choice of frequently confused homonyms• Accurate and creative punctuation• Consistent correct capitalization• Effective paragraphing• Correct grammar and word usage• Creative use of conventions to enhance meaning



Take in a deep breath, my friend. Be welcomed by a smell too magical for words. Close your eyes. Taste the sweetness of this quiet (yet annoyingly loud), dull (yet amazingly vibrant), overlooked (yet so richly enchanting), dead (yet buzzing with life) field. Hold onto it; do not let it go. For all too soon, it will be nothing more than a memory.

+1: PRESENTATION

• Handwriting has consistent slant, clearly formed letters, and uniform spacing

• Appropriate font and font size if word processed• White space directs reader to text• Proper use of title, side heads, page numbering,

and bullets• Effective illustrations, charts, graphs, and tables• Neat and readable

How Do 6+1 Help Us Teach Students to Write Well?

#1: We focus on their STRENGTHS so they know what they are doing well and can keep on doing it well!

#2: We note their areas needing growth, teach short lessons to help them

learn new skills, and have them practice on their own writing.


#1: We focus on their STRENGTHS so they know what they are doing well and can keep on doing it well!

What can we say are some STRENGTHS of this piece of writing?

Focus on Strengths

A Christmas tree. It all starts out when afarmer plants the seeds to make some trees. About one year later it comes to that time of year to where it is time to have that special tree in your house. So that tree sees people come and go, taking all the other trees around him being cut down, roped, and taken home. The Christmas tree is really sad, because he is the last one left and nobody wants him, so he doesn’t drink water from his roots for two days.

Focus on Strengths

Wait. A little boy comes to the tree and says, “Wow! Mommy! Daddy! I want this one!”

So the parents come over to it and ask the boy, “Are you sure you want this one?” And the boys replies, “Yes! Yes! Please!” They find the owner of the farm, ask him how much he wants for the tree. He says, “You can have it for free!” They put it in the back of their truck and take it home.

Focus on Strengths

They get home and the boy helps his fathertake the tree inside and set it up. When the treeis finally in the place they want it in, the boy andhis mother start to decorate the tree. The treeis so happy that he sticks his branches out asfar as he can and makes them as green as could be. Finally about an hour later the tree isfinally finished.

Focus on Strengths

The boy tells his mom, “Okay, one morething.” The boy goes running into the kitchenand comes out with what appears to be a glassof water. The boy walks over to the tree, bendsdown, and pours it into the vase holding thetree’s trunk. The tree loves it. Then the boy’s father lifts the boy up and the boy puts the star on top of the tree. And that’s how the tree made the best Christmas ever.

Focus on Strengths

IDEAS: 1 2 3 4 5ORGANIZATION: 1 2 3 4 5VOICE: 1 2 3 4 5WORD CHOICE:1 2 3 4 5SENTENCE

FLUENCY: 1 2 3 4 5CONVENTIONS:1 2 3 4 5(Presentation): 1 2 3 4 5


#2: We note areas needing growth, teach short lessons to help them

learn new skills, and have them practice on their own writing.

What can we say are some areas needing growth, based on this piece of writing?

What skills does this student need to learn and practice?

Areas Needing Improvement

A Christmas tree. It all starts out when afarmer plants the seeds to make some trees. About one year later it comes to that time of year to where it is time to have that special tree in your house. So that tree sees people come and go, taking all the other trees around him being cut down, roped, and taken home. The Christmas tree is really sad, because he is the last one left and nobody wants him, so he doesn’t drink water from his roots for two days.


Wait. A little boy comes to the tree and says, “Wow! Mommy! Daddy! I want this one!”

So the parents come over to it and ask the boy, “Are you sure you want this one?” And the boys replies, “Yes! Yes! Please!” They find the owner of the farm, ask him how much he wants for the tree. He says, “You can have it for free!” They put it in the back of their truck and take it home.


They get home and the boy helps his fathertake the tree inside and set it up. When the treeis finally in the place they want it in, the boy andhis mother start to decorate the tree. The treeis so happy that he sticks his branches out asfar as he can and makes them as green as could be. Finally about an hour later the tree isfinally finished.


The boy tells his mom, “Okay, one morething.” The boy goes running into the kitchenand comes out with what appears to be a glassof water. The boy walks over to the tree, bendsdown, and pours it into the vase holding thetree’s trunk. The tree loves it. Then the boy’s father lifts the boy up and the boy puts the star on top of the tree. And that’s how the tree made the best Christmas ever.


IDEAS: 1 2 3 4 5ORGANIZATION: 1 2 3 4 5VOICE: 1 2 3 4 5WORD CHOICE:1 2 3 4 5SENTENCE

FLUENCY: 1 2 3 4 5CONVENTIONS:1 2 3 4 5(Presentation): 1 2 3 4 5

Skills to Teach/Practice

• Organization: Strong openings• Organization: Pacing

• Voice: Express “personality”

• Word Choice: Avoiding repetition• Word Choice: Specific, vivid words

• Sentence Fluency: Varied lengths• Sentence Fluency: Varied styles

Teaching the Traits

Set up a filing system Collect lesson plans for each Trait Keep samples of writing for each Trait

If one piece of writing demonstrates several Traits, make several copies and file one in each folder

Materials to use when teaching specific aspects of a Trait Start looking at the world through ”6+1 eyes”

Find/Make bad samples of my own writing

Teaching the Traits

Set up Writing Portfolios for each student After teaching a writing skill lesson, have students

select a piece of their own writing with which to practice the new skill Don’t start a totally new writing project Draw from pre-written work Assess informally by walking around and reading Have students “flag” this revision with a Post-It note with

date and assignment name so you can find it easily in their portfolio for formal assessment

Worksheets are not practice; real writing is practice!

Teaching the Traits

Proper student:teacher time ratios Student spends 30 minutes, I spend 1 minute If the student spent 5 minutes, I should not spend 20

minutes

Writing is thinking Quit telling, telling, telling Let them think

They won’t be mature writers for many years Mimic their errors back to them Let them fix their own errors

Teaching the Traits

• IDEAS Children’s Books

• Read aloud

• Brainstorm ideas

• Write & share aloud

Writing Prompts (modify as needed!)• http://www.canteach.ca/elementary/prompts.html

• http://www.creativewritingprompts.com/

• http://www.writingfix.com/dailypromptgenerator.htm

Teaching the Traits

• ORGANIZATION Sentence Strips:

• Select a paragraph more than 3 sentences long

• Type it up

• Cut it up

• Have students put it back together

Students learn about text from text!

Teaching the Traits

• VOICE It is not the student’s voice; it is the student’s

ability to express personality in writing• Define purpose• Define audience

Teacher is not an effective audience Students need a real audience they care about

Alternate point-of-view writing• A PoV other than Christ at crucifixion• A unique PoV at Christmas

Teaching the Traits

• WORD CHOICE Select a rich segment from a good writer

(Leave them in suspense, and some will read the book!)

• Play audiobook (if possible) while reading copied text

• Highlight the effective words

• Analyze: they’ll be specific NOUNS and VERBS

Strong Word Choice creates Voice

Teaching the Traits

• SENTENCE FLUENCY It’s more than just sentence structure

• It’s about flow; there’s an auditory component• College students are still struggling

Read, Read, Read aloud to my students! Students need to hear their writing read aloud

• Have students read their own writing aloud, slowly• Have students listen to a partner read their writing aloud

Make a graph counting # of words in each sentence, beginning words, types of sentences, etc.

• Strengths? Celebrate! “I am a writer who . . . “• Weaknesses? Deal with one issue at a time!

Teaching the Traits

• CONVENTIONS No more insulting the teacher

• Stop enabling my students Dr. Phil approach: “How’s that working for you?”

• Post my expectations Refuse papers that demonstrate laziness

Quit showing them their errors Expect them to find their own

Standard English = access to power in America• Conventions are not teachers imposing on students

• Conventions are teachers trying to help students express themselves clearly

Teaching the Traits

• PRESENTATION Do not assume students know what you want Show students exactly what you expect

• Demonstrate and name the materials they’ll need• Tell them where to purchase anything special• Provide the basics

Show students samples of unacceptable work• Your lowest standard of acceptable work is set by

the worst piece of work you allow; be persnickity• Return unacceptable work immediately

Teaching the Traits

Add Humor to Teaching the Traitshttp://www.tallrite.com/LightRelief/churchbloopers.htm

"Ladies, don't forget the rummage sale. It's a chance to get rid of those things not worth keeping around the house. Don't forget your husbands.”

“Remember in prayer the many that are sick of our community. . . . Smile at someone who is hard to love. . . . Say ‘hell’ to someone who doesn't care much about you.”

“Don't let worry kill you off - let the Church help.”

“Attend and you will heal an excellent speaker and heave a healthy lunch.”

Teaching the Traits

“During the absence of our Pastor, we enjoyed the rare privilege of hearing a good sermon when J.F. Stubbs supplied our pulpit.”

“A bean supper will be held on Tuesday evening in the church hall. Music will follow.”

“At the evening service tonight, the sermon topic will be "What is Hell?" Come early and listen to our choir practice.”

“This evening at 7 pm there will be a hymn sing in the park across from the Church. Bring a blanket and come prepared to sin.”

.“Please place your donation in the envelope along with the

deceased person you want remembered.”

Developing Writing Portfolios

DANGER: Students usually don’t value school-assigned writing, and they often don’t value their own writing, period.



CRIME: What do they often do with their school-assigned writing?



CRIME: What do they often do with their school-assigned writing? THROW IT ALL AWAY!



CRIME: What do they often do with their school-assigned writing? THROW IT ALL AWAY!

PREVENTION: The teacher KEEPS all student writing, all year long, and then passes it -- in an organized manner -- along to the next teacher.

Goals of a Writing Portfolio

• Save all student writing from an early death Teacher keeps EVERYTHING Students may copy anything they want to take


• Chronicle the student’s writing journey EVERYTHING must be dated! Question/Assignment is helpful (but not necessary)


• Provide a goldmine of “diamonds in the rough” “I don’t know what to write about today!” “I don’t remember writing this -- it’s pretty good!”


• Preserved “polished gems” Store all revisions -- document the writing process Store all final drafts


• Model vital life skill: preserving valuable records Yes, their writing is a valuable record! Yes, they will have to organize and store papers for the

rest of their lives! (Bills, tax records, etc.)

Setting Up a Writing Portfolio

Funding the materials Give a specific list at registration and require

uniformity Purchase identical materials for everyone and charge

parents at registration for the exact cost Make do with what you’ve got


Container: Notebook Expandable file Portable file box (narrow) Folder


Dividers: Notebook

• Tabbed dividers• Clear pocket dividers

Expandable file• File folders (colored if possible!)

Portable file box (narrow)• Hanging file folders (colored if possible!)

Folder• Paper clips, colored paper


Labels for Dividers: Writing Process

(Pre-Writing, Rough Drafts, Revisions, Final Editing, Published)

Assignment(Quick Writes, Autobiographical Narrative, Persuasive Essay,

Comparison/Contrast Article, etc.) Simple

(Started, In Process, Done)

Starting Student Writing Portfolios

Have all materials ready Decide on labels, colors, etc. ahead of time Walk students through the set-up process one step

at a time Create your own portfolio along with your students Be prepared for mistakes and frustrations Realize that for many students, this is their first time

setting up any kind of filing/organizational system

Maintaining Student Writing Portfolios

Don’t randomly hand writing back to students Have volunteers/readers divide the writing by

student Return writing ONLY when the student has

his/her portfolio ready to receive it Schedule writing return days so it doesn’t stack up Allow time for students to enjoy re-reading their

writing and informally sharing with peers

Relinquishing Student Writing Portfolios

For students staying at your school, pass them along to the next teacher

For students leaving your school, give them to parents (beware of private writing) or to the student if he/she promises to keep all writing

Resources

Recommended Books (all published by Scholastic)

6+1 Traits of Writing: The Complete Guide Grades 3 and Up by Ruth Culham

6+1 Traits of Writing: The Complete Guide for the Primary Grades by Ruth Culham

Using Picture Books to Teach Writing with the Traits by Ruth Culham Writing to Prompts in the Trait-Based Classrom: Literature Responses

by Ruth Culham & Amanda Wheeler Writing to Prompts in the Trait-Based Classroom: Content Areas by

Ruth Culham & Amanda Wheeler 40 Reproducible Forms for the Writing Traits Classroom by Ruth Culham

& Amanda Wheeler

Resources

Recommended Websites:

http://www.nwrel.org/assessment/department.php?d=1This is the official NorthWest Regional Educational Laboratory web site, where it all began! Lots of writing samples and lesson plans are available here.

http://www.madison.k12.wi.us/tnl/langarts/sixtrtcrsmtrl.htmThis is an excellent reference site with a number of excellent .pdf handouts

http://www.webenglishteacher.com/6traits.htmlAbout a dozen ideas, lesson plans, handouts, etc.

http://www.writingfix.com/Traits.htmAn elaborate interactive site packed with ideas, plans, activities, you name it!

Using the 6+1 Writing Traits and

Developing Student Writing Portfolios

presented by

Cheri Lynn Gregorywww.InHisDelight.com

[email protected]

using the 6+1 writing traits and developing student writing portfolios presented by cheri lynn...

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