Presented by: Casey Torisk, Angelle Buschbaum, and Laura Hrabal Computer : Lisa Simmons January 2011...
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Transcript of Presented by: Casey Torisk, Angelle Buschbaum, and Laura Hrabal Computer : Lisa Simmons January 2011...
Presented by: Casey Torisk, Angelle Buschbaum, and Laura Hrabal
Computer : Lisa SimmonsJanuary 2011
Idea
s
Organization
Voice Word
Choice
Sentence
FluencyConventions
Why Teach the 6 Traits?Provides a common language for talking
about writingProvides consistencyMakes revision manageable and purposefulOffers support for writing processEmpowers studentsIncreases motivation and thinking skillsLinks writing and readingProvides a foundation for lifelong writingSaves assessment time
What to look for in Primary WritingIdeas—• Original ideas (something not assigned)• Clarity—can understand it without the child
present to explain • A strong main idea• Details that enhance meaning or create
images—Tom wore a blue hat.• Attention to picture details—face parts,
expressions, legs on insects, etc.• Expansion—multiple sentences that give more
information on a topic
The Squiggle Author: Carole Lexa SchaeferLesson on Ideas
Organization--Balance on the page—good use of spaceText and picture that go together, providing
complementary informationMultiple sentences all on the same topicOne sentence leading into anotherTransitional words such as but, because,
then, at lastAny kind of beginning—including a title, or
words such as last night, first, onceAny kind of ending—including phrases such
as that’s it, that’s all for now, the last things, or the words the end
Voice--Originality, individualitySparkle, lifeEmotion of any kindEmotion in the readerCommitment to the topic—clearly likes it,
writes a lot, makes an effort, feels strongly about the subject
ExpressivenessSpeaking directly to the audience—”Well
I’ll just tell you……”
The Very Hungry CaterpillarAuthor: Eric CarleLesson on Voice
Word Choice--Words that make senseThe right word for the momentColorful or unusual wordsNew wordsDescribing wordsWords that show action or movementWords that show excitement or sound—
ZoomWords that s-t-r-e-t-c-h beyond the writer’s
spelling capabilities
Sentence Fluency--Letter strings that read like sentences—even
if they don’t look like sentences!Word order that makes senseA complete sentenceMore than one sentenceSentences in patterns first: I like school. I
like my mom. I like my dog.Then, sentences that begin differently: I like
school. So does my friend Sean.Connecting words to link sentences: We saw
a fish. Then, we caught one!
Conventions--Left to right orientation on the pageUp to down orientation on the pageLetters facing the right way: E, F, P, B, b, d, etc.Awareness of marginsContinuation of text to the next lineSpaces between wordsReadable spelling (phonemic and/or transitional)Correct spelling of nameCorrect spelling of sight words/high frequency wordsGood guesses on some sounds of more difficult wordsUse of punctuation marks—whether correct or notCorrect use of some punctuation—such as periodsDistinction between capital and lowercase lettersUse of capital “I”
The Snowy DayAuthor: Ezra Jack KeatsLesson on Conventions
What makes writing work for you? Talk with your table and list 10 things
that makes writing work for you
Nice handwritingGood spellingCapitals on nameLooks neatComplete sentences
What makes writing work with 5th graders after 3 weeks of 6 traits?Makes me wish I’d written itGets me hooked from the first lineStrong sentencesI can picture it!Fun to readInteresting charactersDetails, Details!Some surprises and a good ending!
Checklist for Younger StudentsIdeas— _____ You can tell what my main idea is. _____ I did not try to tell everything. I told what was important. _____ I know my topic well. I had enough information. _____ My paper is clear. _____ I gave my reader interesting and important details. _____ I answered my reader’s questions.
Organization--____ My lead gets you hooked.____ My paper is easy to follow like a map.____ You will never feel lost.____ I linked ideas with word bridges like
next or at last.____ I did not spend time explaining things
everyone already knows.____ I ended my paper with some final
thoughts.
Voice--____ This writing sounds like me.____ It’s lively!____ You can tell that I like my topic.____ I sound like I know what I’m talking
about.____ This is a paper you might share aloud.____ I “talk” to the reader in my writing.
Word Choice--____ My words make sense. They are used
correctly.____ My words go with my topic.____ Strong verbs help you see things move or
change.____ Some words make pictures in your mind.____ My writing is not wordy.____ I avoid tired words like great, fun, nice,
etc.____ I did not use big words just to show off.____ I was careful not to use one word too
many times.
Sentence Fluency--____ I read this aloud. I like how it sounds.____ When you read it, you will hear my
voice.____ Many sentences begin in different ways.____Some sentences are long and some are
short.____ If I used dialogue, it sounds like real
people talking.____ I know what a fragment is. If I used
fragments, it was for a special effect.
Conventions--____I have proofread my whole paper.____I read the piece both silently and aloud.____I used a handbook if I needed one. I have checked my: ____spelling ____grammar ____punctuation ____paragraphing ____capitals____My paper is neat. It looks good on the
page.
Traits in a Nutshell—Kindergarten and First Grade
Ideas—____ I have a MAIN message.____ I know a LOT about my topic.____ I share interesting DETAILS.____ It is EASY to tell what my paper is about.
Organization—____ Everything is in ORDER.____ I stay ON THE TRAIL.____ My paper starts off with a good LEAD.____ My paper says goodbye with a good ENDING.
Voice--____ I LOVE how my paper sounds.____ This sounds like ME.____ My paper is LIVELY.____ My paper shows FEELINGS.____ I know who my AUDIENCE is.
Sentence Fluency—____ My sentences are COMPLETE.____ This is EASY to read out loud.____ My sentences begin in different ways.____ I used short and long sentences.____ My paper is 4 or MORE sentences long.
Conventions--____ I used my EYES to check my paper.____ I used my EARS to check my paper.____ I wrote my name and the title.____ I put spaces between my words.____ I checked my spelling.____ I used PERIODS to end sentences.____ I used QUESTION MARKS to end
questions.____ I used CAPITAL letters to start sentences.____ I used capital “I”.
Word Choice--____ I use some FAVORITE words.____ My words help readers see, hear, feel, smell, or taste
things.____ I do NOT repeat most words.____ I use STRONG VERBS to show action.____ I s-t-r-e-t-c-h for NEW words.
Rubrics—Linking TAKS to 6-Trait WritingModified TAKS Writing RubricWee Can Write Rubric for Kindergarten
Stages of Writing--Experimenting1.Ideas—uses pictures/scribbles for writing2.Organization—draws/scribbles/scrawls randomly
on paper3.Voice—produces unclear work or it is like
everyone else’s4.Word Choice—uses pictures for words;
students can read his/her writing5.Sentence Fluency—mimics letters and words
on page6.Conventions—attempts spacing, left to right
writing, and top to bottom placement
I like apples.
Stages--Emerging1.Ideas—represents detailed pictures by some
recognizable letters and words2.Organization—begins to group orally and visually like
words and pictures3.Voice—displays self-expression through unique
pictures and letters4.Word Choice—uses environmental print and some
letters to represent words5.Sentence Fluency—strings random letters together
to imitate sentence structure6.Conventions—does not use letters to represent
sound; beginning use of spacing and placement of words on paper
Lk I abs
Stages--Developing1.Ideas—supports writing with illustrations; general
idea is understandable2.Organization—represents sequence and events with
words and pictures3.Voice—begins to express personal feeling through
words and pictures4.Word Choice—repeats familiar words and phrases;
uses frequently used words5.Sentence Fluency—uses simple sentence with
beginning structure6.Conventions—uses developing phonemic awareness
in initial and final consonant placement; random capitalization and punctuation
I Lik APL
Stages--Capable1.Ideas—enhances writing with illustrations2.Organization—begins to highlight key ideas, with
attempt at beginning and ending and sequencing3.Voice—writes to convey a story with
individual/personal expression4.Word Choice—begins to use new, favorite, special
descriptive words to create images5.Sentence Fluency—varies beginning and ending of
sentences to create rhythm and flow of words6.Conventions—attempts to use writing conventions
(spacing, capitalization, punctuation); readable spelling clearly evident and consistent
I lick apsl
Stages--Experienced1.Ideas—uses focused topic with supporting
details2.Organization—employs easy-to-follow sequence
with clear beginning and end3.Voice—shows personality4.Word Choice—uses high-frequency and
everyday words independently; writes using fresh, original words
5.Sentence Fluency—uses correct sentence structure showing clear idea
6.Conventions—uses consistent punctuation, capitals, and spacing
ApplesI like apples. I eat apples. They are yummy.
Computer ActivitiesLesson on OrganizationKidspirationKid PixVisions in LabWebsites