Implementation of 6 +1 Trait District Writing Model

• Led district implementation and training of this new model for writing instruction

• Responsible for proposal to Writing & Speaking Committee, grant writing, hiring trainers, scheduling training sessions, along follow through of the program

• Learned to develop, implement, and monitor procedures to align, sequence, and articulate curriculum

• Prepared to lead by demonstrating ability to enhance teaching and learning through strategic planning and training of staff

6 + 1 Trait Writing Model

Tale of the Traits

• Once upon a time…….

• back in the 1980’s creative teachers from districts like Beaverton, Oregon and Missoula, Montana decided they didn’t want to live with standardized writing assessments anymore.

They wanted…….

• Something they could teach from

• A shared vocabulary to use with students, parents, and the community

• Writing instruction that could be built upon by students year after year

The real work began…….

• No prior analytical assessment model existed for evaluating writing

• Tens of thousands of papers were sorted into literally three piles:– Pile 1: Really great stuff– Pile 2: OK, but still needing work– Pile 3: Whew! Needs extensive revision

The results…….

• Common “traits” of what is valued in writing

• A way to assess writing based on analysis of each trait

• A consistent terminology for students to grow with year after year

Sponsorship

• Sponsorship and support of 6 Trait criteria and implementation by NWREL:

– Northwest Regional Educational Laboratory Portland, Oregon

So, what are the traits…….

Ideas & Content• Concise, manageable

topic• Lots of showing, not just

telling• Details that matter• Key Question: Did the

writer stay focused and share quality information about the topic?

Organization• Inviting introduction that

hooks the reader

• Logical, effective sequencing

• Thought provoking conclusion

• Key Question: Did the beginning and ending work in harmony -- like bookends?

Voice• Personal quality (tone,

style, or uniqueness)• Sense of the writer behind

the words• Sense of commitment,

involvement, and enthusiasm

• Key Question: Could anyone else write about this topic in the same way?

Word Choice

• Words that create vivid images

• “Precise” rather than general

• Natural -- no Thesaurus overload

• Key Question: How many words or phases linger in your mind?

Sentence Fluency

• Moves with an easy rhythm and flow

• Sentences vary in length and structure

• Sentences begin in different ways

• Key Question: Is it easy to read out loud?

Conventions

• Spelling, punctuation, grammar, usage, paragraphing, and capital letters

• Appears proofread and edited

• Key Question: How much editing is still needed?

Presentation• Clear and pleasing to the

eye• Slant, spacing, and

readability• Visuals, if used, add to the

understanding of the text• Key Question: Is it neatly

polished with everything in the right place?

…….and they’re all assessed “analytically.”

Analytical Scoring Guide (Rubric)

• 5 = Strong: shows control and skill in this trait; many strengths present

• 4 = Competent: strong overall, the strengths outweigh the weaknesses

• 3 = Developing: strengths and need for revision are about equal

• 2 = Emerging: a few strong points but many more needs for revision

• 1 = Not Yet: a bare beginning; writer not yet showing any control