1 / 27

Six Trait Writing

Six Trait Writing. http://www.washington.k12.mo.us/schools/fifth_st/staff/wscheer/six_trait_writing.htm. Six Traits is:. Common language to talk about writing Shared vision of what “good” looks like in all forms of writing Assessment tool for teachers and students

helen-mayo
Download Presentation

Six Trait Writing

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Six Trait Writing http://www.washington.k12.mo.us/schools/fifth_st/staff/wscheer/six_trait_writing.htm

  2. Six Traits is: • Common language to talk about writing • Shared vision of what “good” looks like in all forms of writing • Assessment tool for teachers and students • Model for use in a writing process classroom Ruth Culham

  3. Six Traits is not: • A writing curriculum • A quick fix, silver bullet, magic potion, or an easy answer • Successful in classrooms where worksheets matter more than critical thinking by Ruth Culham

  4. Six Traits • Ideas • Organization • Voice • Word Choice • Sentence Fluency • Conventions

  5. How To Teach the Traits • Introduce 1 trait at a time. • Read a short book as an example of the trait. • Have students participate in a whole group activity about the trait. • Share rubric for the trait. • Teach the trait across the curriculum and use the terms and elements in all areas.

  6. Getting Started • Teach writing process: graphic organizer, rough draft, share, revise, edit, publish • Teach students proofreading marks • Post proofreading marks in the room • Online practice http://www.eduplace.com/kids/hme/k_5/proofread/proof.htm

  7. Idea is the main idea, the heart of the story. • Discuss choosing a topic • Model topics too big/good, narrow topics • Model using graphic organizer for details of topic • Make details be something the reader does not already know

  8. IDEAS • Read a book that is a good example of the Idea trait • Review rubric and use to score the book

  9. IDEAS • Give the students a simple topic and have them write a paragraph concentrating only on the IDEA. • Share examples you have collected. • Review what a single, double, triple, and home run looks like. • Have them score their own paper and peer edit using proofreading marks. • Do not score them on anything but IDEA. • If you have another class available, trade and score the other classes papers. • Continue daily, in many subject areas, practicing and focusing on IDEA.

  10. ORGANIZATIONis the pattern of the writing. Does it make sense? • Teach beginning, middle, end • Share good beginnings and endings of stories • Story Strips • Transition words

  11. Organization • Share a book with good organization • Have students score the book with scoring guide

  12. Organization • Give the students a simple topic (directions for making a peanut butter and jelly sandwich) and have them write a paragraph concentrating only on the ORGANIZATION. • Share examples you have collected. • Review what a single, double, triple, and home run looks like. • Have them score their own paper and peer edit using proofreading marks. • Do not score them on anything but ORGANIZATION. • If you have another class available, trade and score the other classes papers. Give the kids a number to keep them anonymous. • Continue daily, in many subject areas, practicing writing and focusing on ORGANIZATION. You can point out steps for a math problem using transition words. • When they are understanding ideas and organization have them write and score a story on both IDEAS and ORGANIZATION.

  13. VOICEmakes the writing come to life and have personality. • Discuss purpose of writing. Who is your audience? • Share types of music, art work, or books. Each has a different voice and purpose. • Work in groups with samples of voice. Place on T-chart as voice or no voice. • Read samples out loud to listen for voice.

  14. VOICE • Share a book with good VOICE • Have students score the book with scoring guide

  15. VOICE • Give the students a simple topic and have them write a paragraph concentrating only on the VOICE. • Share examples you have collected. • Review what a single, double, triple, and home run looks like. • Have them score their own paper and peer edit using proofreading marks. • Do not score them on anything but VOICE. • If you have another class available, trade and score the other classes papers. • Continue daily, in many subject areas, practicing writing that focuses on VOICE. • Have them score a story on IDEA, ORGANIZATION, and VOICE.

  16. WORD CHOICEDo the words create a picture and capture your attention? • Model by reading aloud selections with good word choice • Make “Tired Word Wall” • Words that describe senses: sound, feel, smell, see, and taste • Make menu using adjectives • Ten sentences on topic, no word repeats • Verb Play • Climb Inside an Adjective

  17. WORD CHOICE • Read a book with good WORD CHOICE. Suggestions are: Donovan’s Word Jar, Miss Alaineus, and Sir Cumference and the First Round Table. • Have students score the book with scoring guide for WORD CHOICE

  18. WORD CHOICE • Give the students a simple topic and have them write a paragraph concentrating only on the WORD CHOICE. • Share examples you have collected. • Use the baseball rubric and review what a single, double, triple, and home run looks like. • Have them score their own paper and peer edit using proofreading marks. • Do not score them on anything but WORD CHOICE. • If you have another class available, trade and score the other classes papers. • Continue daily, in many subject areas, practicing writing and focusing on WORD CHOICE. • Have them score a story on IDEA, ORGANIZATION, VOICE, and WORD CHOICE.

  19. SENTENCE FLUENCYIs the writing smooth and easy to follow, shows variety, and fun to read aloud? • Vary sentence length • Review 4 kinds of sentences • Vary types of sentences when writing • Read writing aloud with good fluency and compare to poor fluency example • Sentence Stretching • Vary first words • Sentence combining

  20. SENTENCE FLUENCY • Read My Sister Ate One Hare, or any other book suggested for good fluency. • Have students score with the sentence fluency rubric

  21. SENTENCE FLUENCY • Give the students a simple topic and have them write a paragraph concentrating only on the SENTENCE FLUENCY. • Share examples you have collected. • Review what a single, double, triple, and home run looks like. • Have them score their own paper and peer edit using proofreading marks. • Do not score them on anything but SENTENCE FLUENCY. • If you have another class available, trade and score the other classes papers. • Continue daily, in many subject areas, practicing focusing on SENTENCE FLUENCY. • Combine all they have learned and have them score a story on IDEA, ORGANIZATION, VOICE, WORD CHOICE, and SENTENCE FLUENCY.

  22. CONVENTIONS • Capitalization • Punctuation • Spelling • Grammar and usage • Paragraphing

  23. CONVENTIONS • Read Punctuation Takes a Vacation • Discuss problems they had without punctuation. • Go over rubric for conventions.

  24. CONVENTIONS • Have them score a story on IDEA, ORGANIZATION, VOICE, WORD CHOICE, and CONVENTIONS!

  25. Letter Grades from Rubrics • If you use the 4 point rubric you can total the scores at the end of the grading period and get a percentage. • When you use the 5 point rubric assign your score to a letter grade and percentage. • 5=A 95% 4=B 85% 3=C 75% 2=D 65% 1=F 55%

  26. Grading • Don’t grade every trait every time • Only score on traits you have taught • Use words not numbers when commenting on papers • Assess and provide feedback

  27. Conclusion • Continue to teach 6 Trait in all subjects • Never consider they are finished reviewing any of the traits

More Related