Six Trait Writing for assessment and instruction

1. Six Trait Writingfor assessment and instruction Jen Madison Educational Service Unit No. 6 jmadison@esu6.org

3. Agenda • Welcome! • Introducing the Traits • What Makes Writing Work? • Qualities of Writing • Using Rubrics and Student Papers • Trait by Trait • Language of the trait • Scoring student work • Teaching and learning activity • Statewide Writing Assessment

4. What makes writing work? • Record one specific characteristic of good writing. • Musical Cards • Trade cards while the music plays. • When the music stops, partner with the person currently trading with you. • Read each card and together distribute 7 points between the two cards to represent the degree of importance and relevance toward the question: What makes good writing work?

5. Ideas Organization Voice Word Choice Sentence Fluency Conventions Presentation The heart of the message The internal structure of the piece The feeling and conviction of the writer The precise language chosen to convey meaning The rhythm and flow of the language The mechanical correctness How the writing looks on the page THE 6+1 TRAITS

6. Purpose of Traits • “an answer to the question: What makes writing work?” • consistent “writer’s language that opens the door to revision” (a how to for revision) • a way to • organize and clarify good writing instruction • encourage consistent assessment • empower and motivate young writers • encourage thinking skills and self-monitoring • NOT meant to replace instruction of writing process! (Spandel, Creating Writers, 2005, p. 1-2)

7. “If we had called them the six keys to good writing, people likely would have made the instructional connection immediately. This is where the truepower of trait-based instruction lies—showing students the keys to writing well.” • Spandel, V. (2008). Creating Young Writers Trait-based Writing • Form and language • Vision of success

8. “…the keys to writing well:” • Have a strong, clear idea. • Use details and pictures to paint a picture in year 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. (Spandel, 2008, Creating Young Writers, p. 7)

9. What do you notice? • I can just see it. I feel like I’m in that car. • I love the line “her eyes were as big as her fists.” • He’s having a good time [most readers assume the writer is male]. • I know these people. • Lively! • I sympathize with Mom-- I hate mice too! • I like the pickle jar-- I can even smell the pickles. • Great images-- love Dad backing into the tree and mom in her nightgown. • You get every point of view- even the mouse’s!

10. Boring-- it put me right to sleep. Flat, empty. Safe. She was writing just to get it done. Mechanics are pretty good. It doesn’t say anything. The organization isn’t too bad. What Redwoods? The title doesn’t go with the paper. She (he?) seems like a nice kid- I want to like it. It’s not that bad for fourth or fifth grade-- I assume that’s what it is right? What do you notice?

11. Agenda • Welcome! • Introducing the Traits • What Makes Writing Work? • Qualities of Writing • Using Rubrics and Student Papers • Trait by Trait • Language of the trait • Scoring student work • Teaching and learning activity • Statewide Writing Assessment

12. Holistic One overall score Intended to generalize overall effect Cannot provide specific, needs-based feedback Used for Statewide Writing Assessment (4, 8, 11) Provides a snapshot of district writing Analytic Each trait scored separately Provides more detailed feedback to guide instruction and monitor progress Used for ESU 6 Analytic Scoring Cooperative and most classroom writing assignments Holistic vs. Analytic Scoring

13. Holistic Scoring: how well the writing meets the traits overall

14. Idea Development • 5 • The writing is clear, well-supported or developed, and enhanced by the kind of detail that keeps readers reading. • The writer selectively chooses just the right information to make the paper understandable, enlightening and interesting - without bogging down in trivia. • Details work together to expand the main topic or develop a story, giving the whole piece a strong sense of focus. • The writer’s knowledge, experience, insight or unique perspective lends the writing a satisfying ring of authenticity. • The amount of detail is just right - not skimpy, not overwhelming. • 3 • The writer has made a solid beginning in defining a topic or mapping out a story line. It is easy to see where the paper is headed, though more expansion is needed to complete the picture. • General, global information provides the big picture - and makes the reader long for specifics. • Well-focused information blends with repetitive points, trivia or meanderings. • The writer draws on some personal experience - but too often settles for generalities or clichéd thinking. • Unneeded information may eat up space that should have gone to important details. Where’s the balance? • 1 • Sketchy, loosely focused information forces the reader to make inferences. Readers will likely notice more than one of these problems: • The main topic is still unclear, out of focus - or not yet known, even to the writer. • Missing, limited or unrelated details require the reader to fill in many blanks. • Lists of “factlets” may be substituted for true development. • Everything seems as important as everything else. Analytical Scoring: Writing receives a score for each trait

15. Using Rubrics:One Way to Respond & Assess • Many formats and varieties • Thoughtfully select traits for assessment • informational/technical writing • creative/personal writing • Have students help create indicators • Provide student friendly versions • Engage students in activities using rubrics • Be consistent

16. Using RubricsOne Way to Respond & Assess • Always read the entire paper first • Refer to the scoring guide often • Stronger or weaker? • Score each trait separately • Remember: • 1 indicates beginning performance, not failure • top score represents strengths and proficiency, not perfection • Watch out for rater bias

17. Objectivity Issues and Sources of Bias • Physical characteristics • Personal reaction to particular tones, content, or students • Length • Positive-negative leniency • Tendency to be too hard or too easy on everyone • Fatigue • Skimming • Sympathy • “Self-scoring” • Score the writer’s work, not your skill of putting the puzzle pieces together.

18. Objectivity Issues and Sources of Bias • Sources of rater bias • Pet peeves, such as…. • Big LOOpy writing (with stars and hearts) • Teeny, tiny writing • Writing in ALL CAPITALS • Tons! Of exclamation (!!!) points!!!! • Mixing it’s and its • The End (like I couldn’t tell) • Total absence of paragraphs What’s one of your pet peeves?

19. Agenda • Welcome! • Introducing the Traits • What Makes Writing Work? • Qualities of Writing • Using Rubrics and Student Papers • Trait by Trait: IDEAS • Language of the trait • Scoring student work • Teaching and learning activity • Statewide Writing Assessment

20. IDEAS: Look for the following… • Clarity and Focus of the Content • Rich and Vivid Details • Clear Sense of Purpose • Accuracy • Fresh and Original Thinking • Quality not Quantity

21. “Too many scoring systems reward students for including merely more arguments or examples; quantity is not quality, and we teach a bad lesson by such scoring practices.” • -Grant Wiggins

22. Exploring the Traits Through Student Writing • Read the proficient level descriptions for the trait • Underline/highlight the words that best define the characteristics of proficient • Mark (?) descriptors requiring clarification • Read the writing thoroughly: • Look for strengths • Score each trait • Prepare to discuss reasons for your score

23. Lesson Ideas Ideas • Zoom-In • “What happens if you zoom it on just this part? What does it look like?” • Essential Idea: Using specific details helps the reader create an image. (Showing vs. Telling) • Graphic Organizers • Make expected content explicit • Model transfer from organizer to writing • Snapshot • “I want to see it, like a photo in an album.” “Don’t say the old lady screamed. Bring her on and let her scream.”--Mark Twain

24. 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.

25. Agenda • Welcome! • Introducing the Traits • What Makes Writing Work? • Qualities of Writing • Using Rubrics and Student Papers • Trait by Trait: ORGANIZATION • Language of the trait • Scoring student work • Teaching and learning activity • Statewide Writing Assessment

26. ORGANIZATION: What to look for… • Enticing Lead Sentence • The first sentence and introduction should be engaging. • Thoughtful Transitions • One paragraph should set the scene for the next paragraph. • Logical Sequencing • There is a systematic approach to exploring topic. • Controlled Pacing • Details are provided in the right amounts. • Satisfying Conclusion • The piece should have meaningful ending.

27. Exploring the Traits Through Student Writing • Read the proficient level descriptions for the trait • Underline/highlight the words that best define the characteristics of proficient • Mark (?) descriptors requiring clarification • Read the writing thoroughly: • Look for strengths • Score each trait • Prepare to discuss reasons for your score

28. Lesson Ideas Organization • Study Logical Order • Separate sentences/paragraphs from a writing • Ask student to put them in order and identify the key phrases • Compare Leads or Endings • Find different examples in children’s books, content text, your own (not so great) examples, brainstorm examples with students. • Which do you like best? Why? • Host a “Bad Leads Awards Ceremony.” • Teach transition and signal words appropriate for the mode.

29. The shark’s jaw is located back beneath his long snout, but this does not prevent him from biting directly into the flesh. When he opens the jaw, the lower jawbone is thrust forward while the snout is drawn back and up, until it makes almost a right angle with the axis of his body. At this moment, the moth is located forward of the head and no longer beneath it. It resembles a large wolftrap, equipped with innumerable sharp and gleaming teeth. The shark plants this mechanism in the body of his victim and uses the weight of his own body in a series of frenzied convulsions, transforming the teeth of the jawbones into saws. The force of this sawing effect is such that it requires no more than an instant for the shark to tear off a splendid morsel of flesh. When the shark swims off, he has left a deep and perfectly outline hole in the body of his victim. It is terrifying and nauseating to watch. (from Jacques-Yves Cousteu, The Shark: Splendid Savage of the Sea, p. 37)

30. Agenda • Welcome! • Introducing the Traits • What Makes Writing Work? • Qualities of Writing • Using Rubrics and Student Papers • Trait by Trait: VOICE • Language of the trait • Scoring student work • Teaching and learning activity • Statewide Writing Assessment

31. VOICE: Look for the following… • Expression of individuality • Reader wants to keep reading • Commitment to the topic • Suits the audience • Fits the purpose

32. Voice Creative Writing Feelings Enthusiasm Individuality Passion Technical / Research Writing Perspective Level of Formality Level of Objectivity Voice is often the reason I read!

33. Voice in Informational writing Confident Knowledge-driven Inspiring “The Cosmos is a very big place.” “If we were randomly inserted into the Cosmos, the chance that we would find ourselves on or near a planet would be les than one in a billion trillion trillion (1033, a one followed by 33 zeroes). In everyday life such odds are called compelling. Worlds are precious [1980, p. 5].”

34. Exploring the Traits Through Student Writing • Read the proficient level descriptions for the trait • Underline/highlight the words that best define the characteristics of proficient • Mark (?) descriptors requiring clarification • Read the writing thoroughly: • Look for strengths • Score each trait • Prepare to discuss reasons for your score

35. Lesson Ideas Voice • Write voice IN or OUT • Take the voice out of a passage and have students put their own in. • Bored vs. Excited? • What do these look like? (Students demonstrate kinesthetically.) • “I want to see an ‘excited’ face in my mind when I read your writing.” • Show them two sample paragraphs using the same facts. Which was written by an “excited” writer? How can you tell? • Read aloud from works that have strong voice. • Help students identify an audience.

36. Agenda • Welcome! • Introducing the Traits • What Makes Writing Work? • Qualities of Writing • Using Rubrics and Student Papers • Trait by Trait: WORD CHOICE • Language of the trait • Scoring student work • Teaching and learning activity • Statewide Writing Assessment

37. Word Choice: What to look for • memorable words and phrases • accurate use of words • appropriate choices for the purpose and audience • not inflated or overused

38. Exploring the Traits Through Student Writing • Read the proficient level descriptions for the trait • Underline/highlight the words that best define the characteristics of proficient • Mark (?) descriptors requiring clarification • Read the writing thoroughly: • Look for strengths • Score each trait • Prepare to discuss reasons for your score

39. Lesson Ideas Word Choice • Study connotation (subtleties of word variation) • Put related words on a continuum • said, whispered, barked, exclaimed, shouted, screamed, commented murmured, declared, mentioned, hollered • Apply movement to variations of verbs & discuss differences • Trash overused words & display interesting, lively, or content appropriate words • Use wall displays, bulletin boards, etc. • Show students examples of writing in your content and together analyze words. • Identify specific nouns and strong, active verbs • Identify powerful, meaningful words • Rate level of formality and objectivity

40. Agenda • Welcome! • Introducing the Traits • What Makes Writing Work? • Qualities of Writing • Using Rubrics and Student Papers • Trait by Trait: SENTENCE FLUENCY • Language of the trait • Scoring student work • Teaching and learning activity • Statewide Writing Assessment

41. Sentence Fluency: What to look for • Rhythm and flow • Varied sentence structure • Length • Beginnings • Reading ease…not just punctuation

42. Sentence Fluency Chart Analyze the mode, genre, author’s style: • How long are sentences? • How do sentences begin? • What kind of verbs are prevalent? • What kind of sentences are used? • What is the purpose of each sentence?

43. Exploring the Traits Through Student Writing • Read the proficient level descriptions for the trait • Underline/highlight the words that best define the characteristics of proficient • Mark (?) descriptors requiring clarification • Read the writing thoroughly: • Look for strengths • Score each trait • Prepare to discuss reasons for your score

44. Lesson Ideas Sentence Fluency • Read fluent passages out loud • “Do you like the way this sounds? • “How many different ways does this writer begin sentences?” • “Describe the lengths of the sentences. What effect does this create?” • Mentor Sentences • Collect powerful sentences to use as models of specific techniques • (prepositional phrases…a strong way to add detail) “Over bushes, under trees, between fence posts, through the tangled hedge she swoops untouched” (Davies, 2004, p. 12). • Chart expert and student writing fluency • Analyze a passage for sentence lengths, beginning variety, and other characteristics.

45. They weren’t always so desperately insularized. Ursusarctoshoribilis, the subspecies of brown bear know familiarly as the grizzly, one inhabited most of western North America. From Alaska down into the highlands of central Mexico, from the beaches of California eastward across the Great Plains, it was the commanding presence. Indians of the western tribes feared it, revered it, mythologized it, sometimes hunted it ceremonially; most other predators stayed the hell out of its reach. It fattened itself on bison in the Dakotas, on caribou in Canada, on cattle offal left to rot by the early ranchers in California, and on salmon in the rivers of Oregon. It relished meat, but it was an omnivore, flexible and resourceful in its feeding behavior. It fed opportunistically on vegetable foods; berries and pine nuts when they were available, nutritious tubers, forbs, even grasses. It also ate ants, termites, rodents, moths, and God knows what else. Eventually, in some locations, it would develop a taste for human garbage. (from David Quamenn, “Island of the Bears”)

46. Agenda • Welcome! • Introducing the Traits • What Makes Writing Work? • Qualities of Writing • Using Rubrics and Student Papers • Trait by Trait: CONVENTIONS • Language of the trait • Scoring student work • Teaching and learning activity • Statewide Writing Assessment

47. Your students should ask…(beginning writers) • Did I leave spaces between words? • Does my writing go from left to right? • Did I use a title? • Did I leave margins on the sides? At the bottom? • Did I use capital letters? Why? • Did I use periods? How about question marks? • Did I do my best on spelling? • Could another person read this?

48. Your students should ask…(more mature writers) • Have I used fragments or run-ons only for a conscious effect? • Do I have agreement (subject-verb, pronoun-antecedent, etc.) • Does my punctuation accurately guide the reader? • Have I used the correct spellings for homophones? • Their/there/they’re • Is the format appropriate? (Does it meet the expectations of the audience?) • Have I cited sources appropriately?

49. Exploring the Traits Through Student Writing • Read the proficient level descriptions for the trait • Underline/highlight the words that best define the characteristics of proficient • Mark (?) descriptors requiring clarification • Read the writing thoroughly: • Look for strengths • Score each trait • Prepare to discuss reasons for your score

50. Lesson Ideas Conventions • Teach (I do it. We do it. You do it.) editing marks • Model instead of correcting • Demystify Students: display, explain, and provide alternatives to your pet peeves • Focused Peer Editing • “Circle all of the second-person words (i.e. you, your). Help your partner find two alternatives for each.”