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