Teaching with the 6+1 Traits
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Transcript of Teaching with the 6+1 Traits
How does learning happen?Photo by Silvia Tolisano
What does it mean to teach?
What I’m learning…..WE ACT AND WRITE WITH COURAGE
WE SEEK UNDERSTANDING BEFORE DOING
WE PERSEVERE
WE COLLABORATE
WE SHARE OUR EXPERTISE
WE GIVE OF OURSELVES AND ACT WITH KINDNESS
WE REFLECT ON WHERE WE’VE BEEN, WHERE WE ARE GOING, AND HOW WE PLAN TO GET THERE
WE KNOW THAT WRITING IS OFTEN A SLOW PROCESS
WE TRY TO DEVELOP BETTER AND BETTER AND BETTER STRATEGIES FOR IMPROVING OUR OWN WORK AND HELPING OTHERS
HERE, WE ARE ALL WRITERS AND TEACHERS
What is good writing? What does it mean to become a writer?
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“Real Writers”and “Real Writing”
Have Certain Dispositions in Common....
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COURAGE
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UNDERSTANDING
PERSEVERANCE
REFLECTION
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EXPERTISE
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They are….CONNECTED
COLLABORATIVEENGAGED
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TAKING A TEST
BECOMING A WRITER
Which would YOU choose?
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WHICH
DO YOU
CHOOSE?
THE MOST IMPORTANT
WRITINGINSTRUMENT
TOPUTIN
THEIRHANDS?
BALANCEBUILDSBETTER
WRITERS(…….and don’t better
writers earn high scores on state
assessments too?)
Community Fellows Strive to Embody Certain
Dispositions
Which Support the
Writer's Process
Allowing for the Development of
Writer's Craft
•Courage and Initiative •Understanding•Perseverance•Reflection•Expertise•Cooperation and Collaboration
•Prewriting•Drafting•Peer-Review•Editing•Revising•Publishing
• Compelling Ideas• Engaging Voice• Effective Word Choice• Clear Organization• Fluent Sentences• Proper Use of Conventions
Writer’s Work
Tell Us YOUR Story
WHAT DO YOU BELIEVE ABOUT GOOD WRITING
INSTRUCTION AND ASSESSMENT?
Build a collage that reflects your beliefs.
Which elements of craft do we feel most comfortable teaching and assessing?
IDEAS VOICE WORD CHOICE
ORGANIZATION SENTENCE FLUENCY
CONVENTIONS
The 6+1 Traits of Writing
• A checklist
• A “best practice”
• An evaluation tool
• A process
• A program
• A curriculum
• A philosophy
• A framework that lives INSIDE the writer’s process
• A common language
• An understanding of what good writing is, supported by specific criteria.
What it isn’t….. What it is….
THE WRITING PROCESS
PrewritingDrafting
Peer-ReviewEditing
Publication
Which parts of the process show up most
in your classroom? Least?
Writing is a Process
Writing is a RECURSIVE process
Considering MODES and PURPOSETEXT TYPES (MODES)
Narrative Text
Expository/Informational Text
Procedural Text
Poetic
Functional
Hybrid
PURPOSES FOR WRITING
To Persuade
To Describe
To Inform
To Think
To Connect/Collaborate
To Build Collective Intelligence
PREWRITING
What does this look like?
Strategies for Support:
PromptsArtifactsPicturesMusicVideo
MovementEquations
RAFTSConversation
Web Tools
Traits to Focus on During Pre-Writing:
IDEAS
VOICE
IDEAS• Invite or inspire pre-writing activities.
• Come from our experiences, our connections, and our previous understandings.
• May be generated from artifacts, photographs, movement, music, conversation, guided brainstorming and more…..
• Require good writers to select appropriate MODES and to define their PURPOSES.
• Move readers from general to more refined topics.
• Inspire careful observation.
• Require independent use of higher level thought.
VOICE• The “sound” of the writer or the speaker.
• Flavor or tone that is appropriate to the task.
• Commitment to the piece—involvement.
• Attention to the topic.
Voice• Requires that writers shift the way they speak in
response to MODE and PURPOSE.
• Invites diversity and complexity.
• Built when students take RISKS.
• Thrives in a comfortable atmosphere.
• Suffers when we teach in formulaic ways or require formulaic processes or models.
Drafting
The importance of
understanding MODES and the
power of MENTOR TEXT.
Approaching topics from
varied angles.
Writing beside them.
Traits to Focus On As We Draft
IDEAS
VOICE
ORGANIZATION
Organization“Organization is what you
do before you do something so that when you do it
it’s not all mixed up.”
Winnie the Pooh
http://blog.wired.com/geekdad/books/index.html
Organization• Requires that writers develop an INVITING lead for that provokes
questioning and curiosity.
• Inspires a body of work that attends to these questions and curiosities in a logical manner.
• Relies upon smooth transitions and the articulation of turning points and resolutions.
• Requires a conclusion that satisfies the questions and curiosities provoked by the lead and may inspire new ones. It does not, however, introduce new information.
ORGANIZATIONWHAT IT IS….
A lead that “hooks” reader and provokes questions.
A core that provides details in a logical manner and transitions between them smoothly.
An ending that satisfies the questions raised within the work.
HOW WE SUPPORT IT…
Models and mentor texts
Story boards
Graphic organizers
CRITERIA SPECIFIC FEEDBACK
Exploring mentor texts
leads
endings
in-betweens
Beyond Peer-Conferencing:
Peer Review
ProcessesModeling With
Fishbowl Coaching With
Push/PauseAssessmentEvaluation
Traits to Focus On During Peer-Review
IDEAS
VOICE
ORGANIZATION
WORD CHOICE
SENTENCE FLUENCY
WORD CHOICE
“The race in writing is not to the swift, but to the original.”
----William Zinsser
Word Choice• Original words
• Precise words
• Engaging words
• Varied words
• Attention to dialect and formality
Sentence fluency
• Fluent sentences appeal to the ear and the eye.
• They vary in length and structure.
• They convey character, emotion, and reveal voice.
• Rhythm, rhyme, and repetition of vowel and consonant sounds effect fluency.
EDITING
How are YOU strong as an
editor?
Differentiating the peer-
editing process.
Traits to Focus On As We Edit
IDEAS
VOICE
ORGANIZATION
WORD CHOICE
SENTENCE FLUENCY
CONVENTIONS
CONVENTIONS: THE LAST CONVERSATION• Attending to conventions happens at
the END of the writing process.
• Effective writers understand why editing is necessary. Strong writers know that editing isn’t merely about “fixing up” writing.
• Edits are intentional, effective, and do not strip the work of voice, ideas, or fluency. They BUILD it.
PUBLISHING
What does this mean to you?
How is the definition shifting?
What opportunities are
available?
Approaching Instruction
Teach the Traits Inside the Process: One at a Time
• Activate Background Knowledge Artifacts, Music, Video, Movement, Manipulatives
• Define the Trait• Model With Mentor Text• Anchor With Rubric• Provide Guided Practice• Formatively Assess/Reteach
Fold Into the Process
Link Back to the Dispositions
Find the Assessment
What Does Effective Assessment Around the
Traits Look Like?
Planning StationsUse the materials provided to explore and
design instructional approaches that will meet the needs of your students.
ReferencesGray, Theresa (2006). Slideshare. Writing Frameworks. Retrieved January 21, 2009 from:
http://www.slideshare.net/TGray/writing-frameworks
Martin-Kniep, Giselle O. Communities That Lead, Learn, and Last: Building and Sustaining Educational Expertise. California: Jossey-Bass, 2008.
National Board for Professional Teacher Standards. “What Teachers Should Know and Be Able to Do: The Five Core Propositions.” Retrieved Aug. 21, 2008 from http://www.nbpts.org/the_standards/the_five_core_propositions
Stockman, Angela (2008, August). WNY Young Writers’ Summer Studio. Presented at Daemen College, Amherst, NY.