6+1 Traits of Writing
(see http://www.thetraits.org)
Plan for Implementation
Traits: (essential questions)
1) Ideas: Ideas are the message, the content of the piece, the main theme, together with the details that enrich and develop the theme.
Did the writer stay focused and share original and fresh information or perspective on the topic?
Essential Question: How can more effective use of ideas make my expository writing clear, focussed, informative, and hold my reader's attention?
Learning Outcomes:
i) I have a focussed thesis statement
ii) My writing contains relevant, quality details
iii) I use accurate, substantiated ideas and details
iv) I anticipate and address the reader's questions and connect to what he or she already knows.
Literature:
i) Fiction: Night Noise by Mem Fox
ii) Nonfiction: You Have to Write by Janet S. Wong
iiii) Poetry: The Ocean Is.... by Kathllen W. Kranking
Rubrics (Teacher) (Students)
Infusing Traits: suggestions for helping students create a personal bank of models and experience
i) All About Me: a poster representing themselves (likes, hobbies, fears etc)
2) Organization: Does the Organizational structure enhance the ideas and make them easier to understand?
Learning Outcomes:
Literature:
i) Fiction: Wings: A Tale of Two Chickens by James Marshall
ii) Nonfiction: A Picture Book Biography of Helen Keller by David A. Adler
iiii) Poetry: Winter poems selected by Barbara Rogashky
Rubrics (Teacher) (Students)
3) Voice: Would you keep reading this piece if it were longer? (poster)
Learning Outcomes:
Literature:
i) Fiction: Pink and Say by Patricia Polacco
ii) Nonfiction: Fabulous Frogs
iiii) Poetry: Heart Songs by Mattie J. T. Stepanek
Rubrics (Teacher) (Students)
4) Word Choice: Do the words and phrases create vivid pictures and linger in your mind? (poster)
Learning Outcomes:
Literature:
i) Fiction: When Lightning Comes in a Jar by Patricia Polacco
ii) Nonfiction: Cloud Dance by Thomas Locker
iiii) Poetry: Tyrannosaurus Was a Beast by Jack Prelutsky
Rubrics (Teacher) (Students)
5) Sentence Fluency: Can you FEEL the words and phrases flow together as you read the piece aloud? (poster)
Learning Outcomes:
Literature:
i) Fiction: My Mama Had a Dancing Heart by Libba Moore Gray
ii) Nonfiction: Water Dance by Thomas Locker
iiii) Poetry: Under the Sunday Tree
Rubrics (Teacher) (Students)
6) Conventions: How much editing is needed to share this piece outside?
Learning Outcomes:
Literature:
i) The Bug Book series
ii) Eats, Shoots & Leaves: The Zero Tolerance Approach to Punctuation
iiii) Kites Sail High: A Book About Verbs:
Rubrics (Teacher) (Students)
+1 Presentation: Is this writing a pleasure to read and show - does the writer take pride in his or her work? (101+ ideas)
Learning Outcomes:
Rubrics (Teacher) (Students)
Context: background scenario for the writer (e.g. journey, classroom, home)
Role: of the writer which helps the writer decide on their point of view and voice (e.g. grade five student, cat, daughter)
Audience: reminds the writer to communicate ideas to someone else; helps determine content and style (e.g. children, boys, parents)
Format: states the form of the communication which determines the conventions used (e.g. brochure, letter, poem, Show What You Know )
Topic: the subject of the writing - helps the writer stay focused on the main ideas
Strong Verb: directs the writer to the writing purpose (e.g. persuade, compare, defend)
1. teach the language:
- brain storm list of qualities of good writing
- read aloud models
- add to the good qualities list
- provide student-friendly guides
- use language when providing feedback
2. read, score, justify:
- model using anonymous paper
- post samples from across the spectrum
3. practice and rehearse focused revision strategies:
- using a piece needing work (from outside of the classroom)
- brainstorm ways to strengthen the focused trait
- write new pieces from the original
- revise (using Student-Friendly Scoring Guide, choose trait to strengthen; add, delete, change; conference with a peer, your teacher, other; rewrite)
4. write:
- model writing to your students
- show other samples written by adults
- brainstorm ways we write throughout their lives
5 read:
- read with your students
- read to your students (great beginnings, great endings)
- read diverse materials aloud
6 C.R.A.F.T.S.: create scenarios for your help your students focus their writing (context, role of writer, audience, format, topic, strong verb)
7 mini lessons: as a series to teach a trait, a brief introduction to a trait, a review of a trait
8 goal setting: students set specific, attainable, measurable goals that stretch and enhance their understanding
9 curriculum mapping: planning when traits will be taught
10 structures of writing:
1. classroom resources ( picture books, posters, samples)
2. curriculum mapping: plan for teaching specific skills (a single trait, develop a sequence of lessons....strategies)
3. materials to teach students the trait language (practices, score guides, writing guides, rubrics)
4. teach one trait (mini lessons, short practice pieces, collaborated scoring guide)
5. score anonymous trait (one trait, various levels and formats, justify specifically, practice 'feedback' techniques)
6. students set a goal (short term, monitor)
7 read aloud diverse examples (connect to writing skills)
8. develop prompt for a substantial assignment (CRAFTS, clear parameters, writing process)
9. set and score substantial assignment (score a single trait)
10. repeat with a new trait
C.R.A.F.T.S. (worksheet)
Digital Posters
Rubrics (all)
Continuum: (how to use it from 'the traits' site)
Teacher (one pager from 'the traits' site)
Practice Scoring (from 'the traits' site)
Types of Writing checklist
Blog (packed with resources)
