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The Six Traits of Writing: Concept Overview and Practical Strategies for Teachers

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by

Jennifer Kohan

on 26 August 2013

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Transcript of The Six Traits of Writing: Concept Overview and Practical Strategies for Teachers

Welcome
Quickwrite
Introductions and
Sharing Out
Philosophy
Curricular
Needs

General Strategies
Break
Closing the
Implementation Gap
Questions?
What are your specific concerns with respect to student writing and writing instruction?
Your name?
Your grade and language area?
One concern or question . . .
Writing Process
Explicit Instruction
Writing Models
Student Choice
Writing
Process

Organizational Structures
Assessment and Feedback
Rubrics
Logistics
Exit Slips
Prewriting
Drafting
Responding
Revising
Editing
Publishing
Time
Assessment
Fix-Ups / Correctives
Daily 5 and Cafe Notebook
calendar for conferencing names
strategy groups form
"coaching or time" question
self-assessment
Think about your curriculum
Pair with someone from your suit to discuss your needs
Share your thoughts with the rest of us
The Frayer Model
Conferences
Six
Traits

Ideas
and
Content
Voice
Word
Choice
Sentence
Fluency
Conventions
Organization
Assessment by teacher AND student
http://www.cal.org/twi/rubrics/
narrow topic
find details
study pictures
touchstone texts
student models
brainstorming
notes and letters
situational writing
identify, describe, compare
voices aloud
revision to add or remove
strong leads
visual examples
ordering / categorizing
color coding
text cut-ups
graphic organizers
student models
repetition
word wall
synonyms
webs for phrasing
picture books
touchstone texts
expanding sentences
Frayer model
word sorts
student models
correctives
editing or revision
run-on sentences
homophone work
editing marks
categorize corrections
find the rule
student models
paragraph cut ups
sentence combining
transition words
student models
Models and Non-models
Think and Read Alouds
Semantic Mapping
Self-Assessment
Conference and Written Feedback
“I always did well on essay tests. Just put everything you know on there, maybe you’ll hit it. And then you get the paper back from the teacher and she’s written just one word across the top of the page, “vague.” I thought “vague” was kind of vague. I’d write underneath it “unclear,” and send it back. She’d return it to me, “ambiguous.” I’d send it back to her, “cloudy.” We’re still corresponding to this day … “hazy” … “muddy”…”
Jerry Seinfeld (Sein Language Bantam Books: 1993)
“Writing by nature is holistic. An analytic approach simply makes revision manageable.”
Vicki Spandel
(from "Creating Writers")
To improve, students must:
Know what good work looks like
Compare their work to the standard
Understand how to close the gaps
Formative and Summative
Wording Feedback
specific
trait focused
consistent language
ask questions
Links
http://www.carla.umn.edu/strategies/index.html
http://leadandlearn.com/content/writing-to-learn-resources
Reflection
Break
http://imet.csus.edu/imet6/bundy/classes/imet281/Writing/6TraitsRubric1.pdf
http://www.middleweb.com/ReadWrkshp/RWdownld/MvaleRubric.pdf
Full transcript