K-2 Six Trait Webinar

Six Trait Writing:Cozad 3-5

Denise OBrienESU 10February 8, 2012

NDE updateModes of writingReview the six traitsShare resources and activities Share technology tips and sitesTodays Outcomes

2Do you like to read and write?Are you proficient as a writer?What experiences do you have with the 6 Traits?When do your students write?Does Cozad have expectations for using the 6 Traits?Self-assessment of Writing in My Classroom 3NeSA-W2011 Testing Window: January 23- February 10May 2012- NeSA-W scores releasedAnalytic rubric available Domains weighted (2013)Content /ideas- 35%Organization- 25%Word choice/Voice- 20%Conventions 20%4th Grade will continue to be paper pencil

4Common languageBasis for mini-lessonsConsistency for assessment and growth reviewThe how-to for revision

6 Traits are all about revision. They are not your curriculum.6 Traits of Writing providesPersonal NarrativeCharacteristicsHas voice- Use I or weStrong verbsHas a reflectionUsually in the past tenseAbout an incident that really happenedPlenty of descriptionAppeals to sensesOften includes conversationLogical sequenceShows more than tellsShows emotion or feelingsMight be embellishedHas beginning, middle, and endReflectionFabulous 4Use I or WeAbout incident that really happenedBeginning, Middle and EndReflectionCharacteristics of Personal Narrative

Write Tools7

The 5 ModesDescriptiveExpository/InformationalImaginative/ExpressiveNarrativePersuasiveHandouts from Jody8The Reading-Writing Connection

Nobody but a reader ever became a writer~ Richard Peck

Long before writers can create their own text, they can learn what good writing is all about by hearing and loving the work of others. ~Spandel & Stiggins, 1997

9Provide opportunities for your students to write often and for many purposesWrite with studentsModel writingUse the language of writing Share books you love Use think-aloudsIntroduce the writing process to your students

Where do you begin?

Explicit instruction on writing skills and strategies

Opportunities to respond in lessons

Positive, corrective feedback on performanceEmergent and Developing Writers Need . . .

Have a strong, clear idea.Use details and pictures to paint a picture in your readers mind.Write with authority and voice.Organize your information so that a reader can follow it.Use words that make senseand that are lively as well.Write with fluency and varietythe way good dancers dance.Make your conventions as strong as you can so that readers can figure out your message.the keys to writing well:Spandel, 2008, Creating Young Writers13Model I do it.Prompt We do it.Check You do it. Teaching Skills and Strategies

Ideas Organization Voice - Word Choice - Sentence Fluency Conventions

Discuss with partner what traits are focused on at your grade level

Share6 Traits15http://tinyurl.com/cozadwrites

Cozad Elementary Writing Wiki

IDEASIdeas are the heart of the story.

17The paper is focused, clear, and specificIt all makes senseThe topic is small enough to handleThere are important telling details that go beyond common knowledgeClearInterestingIdeas

Teaching the trait of IdeasTalk about where ideas come from.Model differences between generalities and good details.Read aloud from books with striking detail or strong imagery.Use questions to expand and clarify a main idea.

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UNDER THE RUG

Two weeks passed and it happened again.Ideas Lesson Using Literature to Enhance Writing Instruction ~ Rebecca Olness

The Heart of the Message21Use picture prompts http://www.flickr.com

The Story Starter Jr.http://www.thestorystarter.com/jr.htm

Pic Litshttp://www.piclits.com

Technology Tips & Sites for Ideas

OrganizationOrganization tells the beginning, middle, and end.

There is a snappy lead that gets the readers attention.The paper is easy to follow.Everything fits in the right place.Provides connections.Like a road map, easy to follow.There is a graceful ending. It doesnt just stop.Organization

On each table is an envelopeRemove the sentence strips and organize them into a coherent paragraphBe prepared to share your paragraph with the whole groupNote the mental processes used when deciding how to organize the paragraphORGANIZATION ActivityFour Square for Organization

Demonstration pg 7

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28Graphic Organizershttp://www.eduplace.com/graphicorganizer

Types and Examples of Transitionshttp://bit.ly/pU1cKK

Use a picture prompt and have students write beginnings or endings for the picture. Capture their ideas on a Google Doc.

Technology Tips & Sites for Organization

VoiceIt sounds like me!

It sounds like the particular writer.The writer seems engaged, involved with the topic.It brings the topic to life.The paper is full of feelings.It makes me respond laugh, smile, cry, wince . . .I want to read it aloud.It has pizzazz!Voice

Read Fly Away Home and Smoky Night by Eve Bunting.Have students work in pairs or groups to find the words used to convey the feelings in the book. Chart the feeling words. Voice LessonUsing Literature to Enhance Writing Instruction ~ Rebecca Olness Read Guess How Much I love You by Sam McBratney.

Voice LessonUsing Literature to Enhance Writing Instruction ~ Rebecca Olness

33Idiom Sitehttp://www.idiomsite.com/The Writing Fixhttp://writingfix.com/6_traits/voice.htmThe Writing Fix Feeling Gamehttp://writingfix.com/forkids/feelinggame.htmSkype: www.skype.comSkype an Author Networkhttp://skypeanauthor.wetpaint.com/

Technology Tips & Sites for Voice

34Word Choice

Word choice paints a picture.There are moments that stick with you.There are strong verbs and precise nouns.The words are colorful, snappy, vital, brisk and fresh.The words create word pictures.The words are just right.

Word ChoiceI do not choose the right word. I get rid of the wrong one.

~A.E. Housman

Read Bear Snores On by Karma Wilson and Jane Chapman

Chart and discuss all of the wow words the students hearWord Choice Lesson

37Rock or Pebble Game Creating Writers, SpandelSome words have muscle. They carry a lot weight. They have substance, meaning and impact.Have an assortment of words and have children determine if the word is a pebble a vague word or a rock an impact word. Make Word Posters

Word ChoiceWordlehttp://www.wordle.net/Snappy Wordshttp://www.snappywords.com/Instant Poetry Formshttp://ettcweb.lr.k12.nj.us/forms/newpoem.htmSynonyms for saidhttp://www.cyberspaces.net/6traits/

Technology Tips & Sites for Word Choice

Sentence Fluency

Sentences can be short or long.40The paper is easy to read aloud.There are some short and some long sentences.Sentence beginnings vary; they show how ideas connect.There are carefully crafted sentences.There is consistency in tense.The paper flows.Sentence Fluency

Have students list or circle the first word in each sentence they have written.

Have students count the words in each sentence and make a list.

Phone YourselfHave students read their work into phonics phone.

Lesson Ideas for Sentence Fluency42Demonstration: Sentence Length It was a January morning. Grandma looked out the window. She saw snow on the porch. It was white and fluffy. It formed a big cloud on the porch.Idea from a scientist author- Sneed Collard- His editor suggested he improve his writing rhythm

Go back and forth between shorter and longer sentences43Demonstration: Sentence Length One January morning, Grandma looked out the picture window and saw snow on the porch. It was white and fluffy. The snow looked like cotton balls and formed a big cloud on the porch. I was ready to play.Idea from a scientist author- Sneed Collard- His editor suggested he improve his writing rhythm

Go back and forth between shorter and longer sentences44I Caught It by Sarah Barchashttp://writingfix.com/6_Traits/Primary/I_caught_it.htm

Owl Moon by Jane Yolenhttp://writingfix.com/Process/Revision/Owl_Moon.htm

Sample Sentence FluencyLessons

45I went out with my Uncle Steve. He has a quad and a motorcycle. He wouldnt let me ride the motorcycle. But I got to ride the quad. I was only allowed to ride with him on it with me. But then he let me ride it a little by myself. I really like my Uncle Steve. http://writingfix.com/Process/Revision/Owl_Moon.htm

Alone Time with an Adult I Care aboutConventions

Add capital letters and punctuation marks.47The paper looks clean, edited and proofread.Capital letters are used correctly.Punctuation was used correctly.Spelling is accurate.Paragraphs are indented.The writer used good grammar.The reader does not need to do any mental editing.Conventions

CONVENTIONS: Look for the followingSpelling

Punctuation

Capitalization, Grammar and Usage

Paragraphing,

Creative Use to Express Voice or Style

How would you read this?That ThatIs IsThat That Is Not Is NotThat Is It Isnt ItModel, model, model Keep expectations realisticUse word banks or personal dictionariesAsk students to double-spaceGive students editing practice oftenTeach editors symbolsHave students read their writing aloud

Lesson Ideas for ConventionsTo teach the traitsTeach the concept and language of the traits

Share strong and weak examples from literature and samples of written work

Show students how to use the six trait rubrics to score their writingHow to Use Student Work to Teach the TraitsProject writing sample via overhead, PowerPoint, etc.

Read aloud the writing sample

Provide students with a rubric

Ask student to identify items on the rubric that describe the writing for specific traits

Scribble Press54By reading literature often and widely students more readily learn to write. ~Rebecca OlnessPicture Books for Teaching Six Trait Writinghttp://bit.ly/cOtrcHWriting Fix Teacher Lessonshttp://writingfix.com/

Literature Resources

http://tinyurl.com/cozadwrites

Cozad Elementary Writing Wiki

ESU 4 Six Trait Writing Wikihttp://esu4sixtraitwriting.wikispaces.com/ESU 3 K-2 Six Trait Writing Wikihttp://writingextravaganza3.wikispaces.com/Six+Traits+K-2ESU 3 3-6 Six Trait Writing Wikihttp://writingextravaganza3.wikispaces.com/Six+Traits+3-6

Sites to Check OutBe a collector.Be a reader.Form a network.Post the traits in your room.Model (be a writer yourself).Have your students write, write, and write more.Include parents.7 Things You Can Do Right Now58

If students are to make knowledge their own, they must struggle with the details, wrestle with the facts, and rework raw information and dimly understood concepts into language they can communicate to someone else. In short, if students are to learn, they must write. - The Neglected R: The Need for a Writing Revolution. The National Commission on Writing in Americas Schools and Colleges (2003)59Denise OBrienESU 10dobrien@esu10.org308-237-5927Contact Information