Transcript Write Traits

Presented by: Casey Torisk, Angelle Buschbaum, and
Laura Hrabal
Computer : Lisa Simmons
January 2011
Voice
Why Teach the 6 Traits?
 Provides a common language for talking about








writing
Provides consistency
Makes revision manageable and purposeful
Offers support for writing process
Empowers students
Increases motivation and thinking skills
Links writing and reading
Provides a foundation for lifelong writing
Saves assessment time
What to look for in Primary Writing
Ideas—
• 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 Schaefer
 Lesson on Ideas
Organization- Balance on the page—good use of space
 Text and picture that go together, providing





complementary information
Multiple sentences all on the same topic
One sentence leading into another
Transitional words such as but, because, then, at last
Any kind of beginning—including a title, or words
such as last night, first, once
Any 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, individuality
Sparkle, life
Emotion of any kind
Emotion in the reader
Commitment to the topic—clearly likes it, writes a
lot, makes an effort, feels strongly about the
subject
 Expressiveness
 Speaking directly to the audience—”Well I’ll just
tell you……”
The Very Hungry Caterpillar
 Author: Eric Carle
 Lesson on Voice
Word Choice- Words that make sense
 The right word for the moment
 Colorful or unusual words
 New words
 Describing words
 Words that show action or movement
 Words that show excitement or sound—Zoom
 Words 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 sense
A complete sentence
More than one sentence
Sentences 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 page
Up to down orientation on the page
Letters facing the right way: E, F, P, B, b, d, etc.
Awareness of margins
Continuation of text to the next line
Spaces between words
Readable spelling (phonemic and/or transitional)
Correct spelling of name
Correct spelling of sight words/high frequency words
Good guesses on some sounds of more difficult words
Use of punctuation marks—whether correct or not
Correct use of some punctuation—such as periods
Distinction between capital and lowercase letters
Use of capital “I”
The Snowy Day
 Author: Ezra Jack Keats
 Lesson on Conventions
What makes writing work for you?
 Talk with your table and list 10 things that makes
writing work for you
 Nice handwriting
 Good spelling
 Capitals on name
 Looks neat
 Complete sentences
What makes writing work with 5th
graders after 3 weeks of 6 traits?
 Makes me wish I’d written it
 Gets me hooked from the first line
 Strong sentences
 I can picture it!
 Fun to read
 Interesting characters
 Details, Details!
 Some surprises and a good ending!
Checklist for Younger Students
Ideas—
_____ 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
____ I
____ I
____ I
____ I
____ I
____ I
____ I
____ I
used my EYES to check my paper.
used my EARS to check my paper.
wrote my name and the title.
put spaces between my words.
checked my spelling.
used PERIODS to end sentences.
used QUESTION MARKS to end questions.
used CAPITAL letters to start sentences.
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 Writing
 Modified TAKS Writing Rubric
 Wee Can Write Rubric for Kindergarten
Stages of Writing--
I like apples.
 Experimenting
1. Ideas—uses pictures/scribbles for writing
2. Organization—draws/scribbles/scrawls randomly on
paper
3. Voice—produces unclear work or it is like everyone
else’s
4. Word Choice—uses pictures for words; students can
read his/her writing
5. Sentence Fluency—mimics letters and words on page
6. Conventions—attempts spacing, left to right writing,
and top to bottom placement
Stages--
Lk I abs
 Emerging
1. Ideas—represents detailed pictures by some recognizable
2.
3.
4.
5.
6.
letters and words
Organization—begins to group orally and visually like words
and pictures
Voice—displays self-expression through unique pictures and
letters
Word Choice—uses environmental print and some letters
to represent words
Sentence Fluency—strings random letters together to
imitate sentence structure
Conventions—does not use letters to represent sound;
beginning use of spacing and placement of words on
paper
Stages--
I Lik APL
 Developing
1. Ideas—supports writing with illustrations; general idea is
2.
3.
4.
5.
6.
understandable
Organization—represents sequence and events with words
and pictures
Voice—begins to express personal feeling through words
and pictures
Word Choice—repeats familiar words and phrases; uses
frequently used words
Sentence Fluency—uses simple sentence with beginning
structure
Conventions—uses developing phonemic awareness in
initial and final consonant placement; random
capitalization and punctuation
Stages--
I lick apsl
 Capable
1. Ideas—enhances writing with illustrations
2. Organization—begins to highlight key ideas, with
attempt at beginning and ending and sequencing
3. Voice—writes to convey a story with
individual/personal expression
4. Word Choice—begins to use new, favorite, special
descriptive words to create images
5. Sentence Fluency—varies beginning and ending of
sentences to create rhythm and flow of words
6. Conventions—attempts to use writing conventions
(spacing, capitalization, punctuation); readable
spelling clearly evident and consistent
Stages--
Apples
I like apples. I eat apples. They
are yummy.
 Experienced
1. Ideas—uses focused topic with supporting details
2. Organization—employs easy-to-follow sequence with
clear beginning and end
3. Voice—shows personality
4. 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
Computer Activities
 Lesson on Organization
 Kidspiration
 Kid Pix
 Visions in Lab
 Websites