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SIX-TRAIT WRITING
GRADES 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 have already 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 is developed.
Words are the bricks and mortar
used to develop the mind.
The more words we have, and the earlier we have them, makes ALL the difference.
The reciprocal nature of the language arts
G
Effective teachers
are actively
conscious of the
relatedness of 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 vocabulary all 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 Callersto
Meaning Makers
Phonology•Identify Rhyme
•Syllabicate•ID Beginning &Ending Sound
IntentionalDevelopment of Oral Language
Physical Fluency
Teaching Writing in Grades 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 we know
our children…
Good First Teaching
Anchor Charts for Behavior Writing paper format Writer’s Workshop: Time &
Organization Portfolio Organization
Because we know
our children…
Behavior/Procedure Anchor charts
EXPLICIT INSTRUCTI
ON and CONTINUED SUPPORT in Writer’s Workshop format and
student behavior.
Writer’s WorkshopWriter’s GatherNotebook’s Open/Pencils
ReadyWriting 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 during
instructional 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. Ideas2. Organization3. Voice4. Word Choice5. Sentence Fluency6. Conventions
Presentation
Why use this language?
Common language = shared understanding.
Performance Informs Instruction
The three primary purpose for reading and grading students’ papers are:
to improve their writing to build their confidence with editing and revision;
and to inform you (the teacher) of the writing
instruction they (the students) need.
SUPER!!!
Who uses this language?
First the teacher, then the kids.
Tools. Tools. Tools.
Modes of Writing
1. Descriptive2. Narrative3. Imaginative4. Expository5. 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 allSix-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
Instructional Strategy Impact
Grammar -0.30 negative
Models 0.217 small
Sentence Combining Systematically search for sentence forms that suit writing purpose.
0.35* strong
Scales Criteria to evaluate work. (6-Traits)
0.36* strong
InquiryGood thinking = Good writing. Learning strategies for transforming raw data into usable information. APPRENTICE MODEL.
0.57* very strong
Free WritingWriting whatever interests the student.
Research on Writing Composition. George Hillocks, 1986. NWREL
0.16 weak
The 6-Trait Writingapproach
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. They teach students about the particular genre or writing issue that is the focus of the study, but they also teach students to use a habit of mind that experienced 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)
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 problem solved?
Setting
Characters
Problem
1.
2.
3.
4.
5.
Sequence of Events
Narrative Retelling
Lesson Learne
d
SETTING CHARACTERS
PROBLEM SOLUTION
WHO (did)WHAT WHEN
WHY WHERE HOW
BASIC SIGNAL WORDS
Expository Retelling
PERSONAL CONNECTION: __________________________________________________________
Title ____________________________________________________
Setting
ConflictProblemDecision
IssueDilemmaConfusion
Pleasant MemoryQuandryWorryScare
Embarrassing Moment
A sadness
Characters
Narrowing the Idea
Strategies:Seeds Not WatermelonsTime-linesSix-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 to
sit 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 are EXCELLENT LISTENERS
They had an old station wagon that smelled like a real car, and in it they put an ice chest full of soda pop and some boxes of crackers and some bologna sandwiches, and up they came – from Virginia.
They left at four in the morning when it was still dark, before even the birds were awake.
“You’re right,” Eva said, wishing Mr. Morley would one day find the poetry in his pudding. Taking his advice, she tried to think up a new way to describe the look of Mr. Morley’s mousse. Smooth and dark as midnight. 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 you come 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
How is problem solved?
Setting
Characters
Problem
1.
2.
3.
4.
5.
Sequence of Events
Narrative Retelling
Lesson Learne
d
TRANSITION STATEMENTS
Just when we finally thought it was done….FirstNextThen
FinallyAt 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
Expository Retelling
PERSONAL CONNECTION: __________________________________________________________
Title ____________________________________________________
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 ofconviction of the individual writer
coming out through the words.
Books can’t have light.
If books could have more, give more, be more, show more, they would still need readers, who bring to them sound and smell and light and all the rest that can’t be in books.
The book needs you.
TWO STARS and a WISH
PRAISE
PRAISE
WISH
TAG
Tell something you liked.
Ask a question.
Give a WISH
The Word Choice Trait
Word choice is the use of rich, colorful, precise language that moves and
enlightensthe reader.
“Vocabulary is background knowledge revealed.”
Marzano, 2005
Tiers of Vocabulary(Beck & McKeown)
TIER I TIER II TIER III• Common nouns and verbs; have to teach to ELL and poverty kids.
door, turn, raise your hand,
• Words of sophisticated language user.
bruise, fragile, frustrated, beside, under, favorite, confused
•Domain specific; concepts; words of high stakes tests.
circle, line, square, beginning, middle, end, problem, main character
Word Choice Strategies
“Sheep weep….” Visualization
Sparkle Word Board Expando!!
In the fall of 1777, Philadelphia sat twitching like a nervous mouse. The British were goingto attack, but no one knew where or when.Congress had fled inland to York. The Liberty Bellwas secreted to Allentown. Folks thought the year resembled a hangman’s gallows and took it as aa 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 ofhis ten children inherited a small part of his power. But whenthe King’s wife died, five of his children turned to wickedness
and the other five, seeking to escape the corruption thatsurrounded their evil siblings, left their father’s castle forever.
Midnight for Charlie BonesJenny Nimmo
Brokenhearted, the Red King vanished into the forests that covered 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 happenedto Charlie Bone and to some of the children he met behind the grim,
gray walls of Bloor’s Academy.
Midnight for Charlie BonesJenny Nimmo
The Sentence Fluency Trait
1. Establishing flow, rhythm, and cadence
2. Varying sentence length and structure
3. Constructing sentences that enhance meaning
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 chest Stretches 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 tapeThe pain!The pain!The pain!
Strategies for Sentence Fluency
Phrase-Cued Reading Reader’s Theatre
The Poetry Assignment
The Conventions Trait
We know this one!
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 below completed and ready for correcting,• your Social Studies text on your desk along with last night assignment,• your permission slip for tomorrow’s field 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: Busy hands are happy 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 materialT – Topic of subject of the piece
of writing.
S – Strong Verb
Scope and Sequence
All grades, all Traits Teach explictly, use globally
Adopt K-12 Focus on informational writing
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 my students’ state assessment performance?
The Benefits of Writing Scoring
Writing strengthens understanding and fosters critical thinking*
Drives classroom instruction Aligns professional PD
*The strongest writing instruction!
Data Pictures
Individual Instruction Whole Class Instruction
Scheduling Writing Assessment
Write to a common prompt Fall, Winter, Spring
Intra/Inter-school
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, your writing.” Shelly Harwayne, Principal The Manhattan School