6 + 1 writing traits 2011 for new teachers.pptx [read-only]...6 traits model ideas, organization...
TRANSCRIPT
Christine ReinholtEnglish FacultyHobart High SchoolHobart High School
“Writing is thinking on thinking on paper.” –William William Zinsser, American American author, editor and teacherand teacher
Why do we ask students to write? How does a
itt written response differ from other types of types of assessment?
“PROCESS” WRITING
involves multiple drafts ,
“ONCE AND DONE” WRITING
serves a single purpose and lots of revision
Essays for argumentation, persuasion, personal narrative
students don’t have an opportunity for a lengthy revision process:p , p
Reports and research papersImaginative writing: poems, stories, etc.
revision process:high‐stakes tests like ISTEP/ECA and SAT/ACT/APWriting to learn activities stories, etc. Writing to learn activities, including Constructed Response (more on these later!)later!)
fIf we want our students to become stronger writers, that means they need to write f lfrequently: using “process writing” AND “once and done” writing.h k dWhat makes “good” writing? How can we
make these concepts clear for our students, bin every subject area?
In every classroom: teacher modeling, sample l dpapers, common language to discuss writing
fDesigned for teachers, by teachers in a consortium of northwestern states.
h l f b l hSchool City of Hobart utilizes these traits from K‐12, and has used them for a long time.
d l d k hYour students already know this common language.ll d d f lAll students are expected to write frequently.
At the secondary level, each department has f h h da specific trait that they must grade.
The icons on the following slides were developed by Kristina Smekens, and adapted across our district for this year. Students will associate these icons with their given traits. Posters with these icons on them will be created for all elementary classrooms and for secondary English/ language arts classrooms.
fthe piece’s details, development, focus. The topic is narrow and manageable.l dClear ideas.
Quality details support the ideas.d dReader’s questions are answered.
Stays on topic.f d lStrategies for idea generation: grocery list,
fill the balloon, etc. (Smekens)
internal structure, transitions, title, introduction, body, conclusion
lLogical sequencingControlled pacing
l dDetails support main ideaTransitions lead the reader through the piece
f h lStrategies for organization: grouping the list, dissected web, T‐chart
writer incorporates:tone (serious, humorous, friendly)
l l f l lstyle (conversational, formal, journalistic)purpose (persuasive, narrative, imaginative)d h h d d daudience (who is the intended reader?)
Reader feels interaction with writerk hSome risk on the writer’s part
Writer’s personality shines through
Writer uses precise language and phrasing, chooses the best word or phrase for the j bjob.Words used correctly, accurately
b f d d fAction verbs, specific nouns and modifiers replace “dead” words. Which is better?They ran down the street.The neighborhood kids raced down Pine Street.
Paper exhibits correctness, rhythm and cadence, transitions, controlCorrect constructionSentence beginnings vary
ll dOverall sentence structure varies to avoid repetitive, immature style.h l h d h hThe real test: The piece sounds right when it
is read aloud! Have students read their paper l daloud!
Conventions = mechanical correctnessIncludes: spelling, grammar and usage,
l d hcapitalization, punctuation, and paragraph structure . . .
h l h dPapers that score low in this trait tend to have serious errors that interfere with the
d d d h breader’s understanding OR have not been carefully proofread and edited.
d d kStrategy: Read up/Write down. (Smekens)
PROCESS MODEL PROCESS MODEL (RECURSIVE)
Prewriting
6 TRAITS MODEL
ideas, organizationDrafting/discoveringResponding to writing post‐draft feedback and
ideas, organization, word choice
post draft feedback and questionsRevising
ideas, organization, word choice, sentence fluency, and voice
Editing Publishing
and voiceConventionsPresentation (this is the “+1” trait)
Choose something you're wearing or something in your briefcase, handbag or
k d f hpocket. Write an advertisement for this item that would convince someone to buy it.
ll f b d hWe’ll write for about ten minutes, and then we’ll put our papers aside and take a short b kbreak.We’ll be using these papers later…
fThese rubrics can be used for: grading, scoring, peer revision, self‐reflection
h d f h f h d d lMost teachers modify them for the individual pieces they are assessing.
b h ld b d l d l hRubrics should be developed along with students, or, at minimum, shared with them
h f l d f f hprior to their final drafts of a piece. There should be no mystery to how a piece is
dscored.
*HandoutIdeas and Content Organization Style (Notice ISTEP rubric combines both
d h flword choice & sentence fluency)Voice
bLanguage Conventions Rubric
*HandoutIt will be easier to choose one or two traits
d h hand score ONLY on the traits you’ve chosen. As you teach these traits, begin scoring only
h dd hone or two, then add traits to score as the year progresses.
First, let’s choose a trait or two to assess.b dNext, score your own, but don’t write your
score on the paper. h d d hThen in pairs or trios, read and score the
other papers.d d hDid you come to consensus? Let’s discuss the
process.
Why write in a “content” class? Not just for state exams… students write to:
k l d dActivate prior knowledge/connect ideasMake sense of a new or challenging conceptPrepare for discussion or presentationPrepare for discussion or presentationProcess the content in a new textReport new learningp gReinforce procedures and concepts (math/science)
Students practice thinking AND writing with these small daily pieces.
h d h ll d lTeachers read these small daily pieces to quickly and informally assess:
h d l d k d lwhat students already know or need to learnwhat they learned in class today (exit slip)what they remember from yesterday’s class what they remember from yesterday s class (entrance slip or bell ringer)what content needs to be reinforcedwhat skills students still need to master
f fAfter reading a teacher‐selected piece of text, students are given an open‐endedquestion to answer.Students generate their own responses to the
b d h h h dquestion, based on what they have just read.For students, practice in constructed
b ld d h k dresponse builds reading, thinking and writing skills that go beyond passing state tests: they l d h ldlearn to “read the world.”
fInformational texts are chosen by grade level or department to avoid replication of the same assignmentsTexts are chosen to complement the
l d b d d hconcepts already being studied in the content area classes
ll h b h b ldYou’ll hear more about this in your building…
Consider RAFT writing when assessing student progress/ knowledge:
h h fDesign a writing assignment, with choices for students, according to:
Role (who is writing), Audience (who is reading) Format (what type of writing is being done)Topic (the topic/ angle you are studying).
fLet’s assume your class is studying 2010 Gulf Oil spill and students have read some articles babout it. Here’s one writing strategy you
could try with them to see how much they d d d l h hunderstood, and to let them practice those
important writing skills…
Role Format Audience TopicRole Format Audience Topic
An EnvironmentalScientist working in the Gulf
Phone Conversation
His or her boss at a major research university
The long term health of the Gulf coastthe Gulf university coast
A Gulf Coast Restaurant Owner
Magazine Advertisement
Tourists/ Diners Why you should visit us soon
Oil companyCEOs Testimony U S Congress Why we should Oil companyCEOs Testimony U.S. Congress Why we should keep drilling in the deep sea
Jon Stewart/ Interview The Daily Show U.S. Energy policies/President Obama
yviewers
gy pand goals
The previous example could be used in science, social studies, business or health lclasses.Considering your own content area, design a
f lRAFT assignment for a unit you are planning now.
b f b dCreate a rubric for your assignment based on 6 trait assessment
www.educationnorthwest.org is the source for everything 6 Traits
f h llwww.writingfix.com/wac has some excellent ideas for designing writing assignments.
ll h ll h d lGallagher, Kelly. Teaching Adolescent Writers. Portland: Stenhouse, 2006. A great book for h h d h h f k hthe whys and the hows of working with teen writers.
h bTeacher resource center on SCOH website
Best wishes to you as you begin your work in bHobart!
Please don’t hesitate to contact me with any questions:[email protected]