Northern Elementary Professional Development—May 2012

1. The Six + 1 Traits of Writing(Source: Northwest Regional Educational Library: http://www.nwrel.org and 6 +1 Traits by Ruth Culham)http://www.youtube.com/watch?v=yldtbXSAd5Y Northern Elementary Professional Development—May 2012

2. “I always did well on essay tests. Just put everything you know on there, maybe you’ll hit it. And then you get the paper back from the teacher and she’s written just one word across the entire page, ‘vague.’ I thought vague was kind of vague. I’d write underneath it ‘unclear’ and send it back. She’s return it to me, ‘ambiguous’. I’d send it back to her, ‘cloudy’. We’re still corresponding to this day…. hazy…. muddy…” Jerry Seinfeld (SeinLanguage)

3. “Students have been conditioned to believe that great papers just happen. That they are a guessing game and that one finds out what to do after it is too late.” Margie Krest “Adapting the Portfolio to Meet Student Needs” English Journal February 1990

4. The Six +1 Traits of Writing • It’s not a program or curriculum. • Think of it is as a common language used in the classroom to help the teacher and students celebrate what is being done well and focus instruction on what still needs work. • The six traits is an instrument teachers can use to provide accurate, reliable feedback. • The six traits were developed in the 1980’s by teachers from across the country and is researched-based.

5. Six Traits +1 is not a silver bullet for being and effective writing teacher. • However, it is a dynamic, flexible assessment tool that works with the curriculum to guide instruction so all students can successfully meet their writing goals.

6. The Six Traits + 1 The six traits are: • Ideas • Organization • Voice • Word Choice • Sentence Fluency • Conventions • Presentation (the +1)

7. Online Writing Laboratory This is a wonderful website with resources to use in the classroom, a section for students, and a section for teachers. http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/sixtraits.html

8. IDEAS • The ideas are the heart of the message, the content of the piece, the main theme, together with the details that enrich and develop that theme. • Students need to select an idea, narrow the idea, elaborate the idea, and discover the best information to convey the main idea.

9. Teaching Ideas • To narrow topics use RAFTS (Role of writer, Audience for piece, Format of material, Topic or subject) • To elaborate “show, don’t tell.” • http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/ideascontent.htm

10. ORGANIZATION Organization is the internal structure of a piece of writing, the central meaning, the patterns of logic.

11. Tips for Teaching Good Organization • A good lead hooks the reader and gives clues about what is to come. • Thoughtful transitions link key points and ideas. • Sequencing should be logical, purposeful, and effective. • Pacing—speeding up and slowing down—should be under control. • A satisfying conclusion wraps it all up and gives the reader something to think about. • http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/organization.htm

12. VOICE • Is it style? Or tone? Or flavor? • It’s all of this and more! • Voice is how the writing draws the reader in and creates a bond between reader and writer. • It is the soul of the writing.

13. Individual Voice.. • This really sounds like me! • I’ve been honest and written what I think and feel. • Can you fell my commitment to this topic? • I want you to experience my writing with me. • I know why I’m writing and who my audience is. • I bet you’ll want to read this to someone. • http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/voice.htm

14. “We must teach ourselves to recognize our own voice. We want to write in a way that is natural for us, that grows out of the way we think, the way we see, the way we care. But to make that voice effective we must develop it, extending our natural voice through the experience of writing on different subjects for different audiences, of using our voice as we perform many writing tasks.” Donald Murray (Write to Learn)

15. WORD CHOICE • Word choice is the use of rich, colorful, precise language that moves and enlightens the reader. • Strong word choice clarifies and expands idea, moves you to a new vision, or crates images in your mind so real, you feel like you are part of the story yourself.

16. Ways to Teach Word Choice • Striking language—sharpening students’ descriptive powers • Exact language—use lively verbs, precise nouns, and accurate modifiers • Natural language—make it sound authentic • Beautiful language—choosing colorful words and phrases • http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/wordchoice.htm

17. SENTENCE FLUENCY • Sentence fluency in the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear—not just to the eye.

18. Sentence Fluency • Establish flow, rhythm, and cadence • Vary sentence length and structure • Construct sentences that enhance meaning • http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/sentactivity.htm

19. Conventions • Conventions are the mechanical correctness of the piece—spelling, grammar and usage, paragraphing, use of capitals and punctuation.

20. Correct Conventions • Conventions are the table manners of written language. • Conventions are important, very important. • Conventions allow us to prepare the text for the reader.

21. PRESENTATION (the + 1) • Presentation zeros in on the form and layout of the text and its readability; the piece should be pleasing to the eye.

22. Good Presentation • Uniform spacing • Legible and consistent handwriting, or appropriate use of fonts and sizes • Appealing use of white space • Where necessary, bullets, numbers, side headings, and other markers that help readers access content • Effective integration of text and illustration, charts, graphs, maps, and tables. “Editing is easy all you have to do is cross out the wrong words.” Mark Twain

23. “I believe it is important not only to share a common vision for lifelong learning and literacy; but a common vocabulary for how we talk about such issues.” Dr. Beverly Ann Chinn, NCTE President, 1995-1996 University of Montana Department of English

24. Why We Teach Writing “If people cannot write well, they cannot think well, and if they cannot think well, others will do their thinking for them.” George Orwell

25. Resources http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/posterspage.htm Posters http://www.kimskorner4teachertalk.com/writing/sixtrait/sixtrait/6traits__poster.pdf Another set of posters http://apps.educationnorthwest.org/traits/lessonplans.php lesson plans for each trait http://www.kimskorner4teachertalk.com/writing/sixtrait/sixtrait/rubrics.html Rubrics (lots of different ones that you can choose from) http://schools.lwsd.org/Bell/leahy/parent_handbook_for_the_six_trai.htm Parent handbook

26. Tips/Ideas Color Code the traits (For example, everything for organization is blue.) Create a binder for each trait and store lessons and resources by trait. http://www.kimskorner4teachertalk.com/writing/general/quotes.html Quotes about each trait

27. Six Traits Songs • http://www.cdbaby.com/cd/mrbilly14#