Six Trait Power Point
Transcript of Six Trait Power Point
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SIX-TRAIT WRITINGGRADES K-3
Presented by: SUSAN STUROCK, M.A.
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http://teachertutor.blogspot.com/
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THANK YOU FOR YOUR PATIENCE
We are waiting for a microphone. As soon as we get
one, we will begin!
(Isn’t writing just a wonderful concept?!)
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AGENDAMORNING
Building Bridges: Real Kids/Real Classrooms
Where Reading and Writing Begin: Oral Language
Writer’s Workshop: Time and Organization
The Traits Ideas
Organization
Voice
AFTERNOON Word Choice
Sentence Fluency
Scoring Papers
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Building Bridges
“We believe that when
children first come to
school, they havealready started
learning to write.”
Katie Wood Ray
Lisa B. Cleaveland
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“… preschoolers in professional families talk
more and use more complex language than
do adults in the poorest families…”
Meaningful Differences in the Everyday Experiences of Young
American Children
Betty Hart and Todd Risley
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Writing Goals & Sources
High Stakes TestsRuth CulhamLucy Calkins
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We are born with a brain. A mind isdeveloped.
Words are the bricks and mortar
used to develop the mind.
The more words we have, and the
earlier we have them, makes ALLthe difference.
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The reciprocal nature of the
language arts
G
Effective
teachers areactively
conscious of
the
relatednessof these skills.
Listening
Speaking Viewing
Reading
Writing THINKING
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“The listening vocabulary is the reservoir that feeds the speaking
vocabulary, the reading vocabulary and the writing vocabularyall at the same time. Consider the word “enormous.” If a child has
never heard the word, he is unlikely to say the word. And if he’s
neither heard it or said it , imagine the difficulty when it comes time
to read it or write it.
The Read Aloud Handbook
Jim Trelease
When we grow our capacity in one of these areas, it
enriches all of the areas.
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Letter Callersto
Word CallerstoMeaning Makers
Phonology•Identify Rhyme
•Syllabicate
•ID Beginning &Ending Sound
IntentionalDevelopment ofOral Language
PhysicalFluency
Teaching
Writing inGrades K-3
Phonics•Sight Words
•Pattern Words•WORD STUDY
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Good First Teaching
Oral Language Capacity
Book experience
Story experience Phonology
Phonics
Writing experience Small muscle development
Hand-eye coordination
Letter/Sound
Because weknow our
children…
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Good First Teaching
Anchor Charts for Behavior
Writing paper format Writer’s Workshop: Time &
Organization
Portfolio Organization
Because weknow our
children…
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Behavior/Procedure Anchor charts
EXPLICIT
INSTRUCTION
andCONTINUED
SUPPORT in
Writer’s
Workshop
format and
studentbehavior.
Writer’s Workshop
Writer’s Gather
Notebook’s Open/Pencils Ready
Writing Folders closed but on our
desk.
Eyes up front.
Listening for Focus Point.We all attempt Focus Point.
Good writers keep on writing!
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Your Job Until 10:00 a.m.
Critical
elements of
successful
writing
instruction .Not attending
to them may
well
sabotage your
best efforts
duringinstructional
time.
Shape of Writer’s Workshop (include
times).*
Anchor Chart for Behavior
Portfolio Goals for First Quarter
*Page 21 of hand-out provides an outline of Writer’s Workshop format.
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Essential Questions
What are the traits?
What is the purpose of common language?
Who uses this language?
Does this approach really work?
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Overview of the Traits
1. Ideas
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions
Presentation
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Why use this language?
Common language = shared understanding.
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Who uses this language?
First the teacher, then the kids.
Tools. Tools. Tools.
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Modes of Writing
1. Descriptive
2. Narrative
3. Imaginative
4. Expository
5. Persuasive
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Six-Structures
• Sequence
• Compare/contrast
• Cause/effect• Question/answer
• Problem/solution and
• Description
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Non-fiction writers use:
“…six basic structures to inform, show, describe and
explain information (Alvermann and Phelps, 19989;
Harvey, 1998: Robb, 2004; Vacca and Vacca,
2000).
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All modes reflect all
Six-Traits
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Common Characteristics of Effective
Instruction
Focus on academic achievement
Clear curriculum choices
Frequent assessment of student progress and
multiple opportunities for improvement
An emphasis on nonfiction writing
Collaborative scoring of student work
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The 6-Trait Writing
approach
KNOWS this.
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The Apprentice Method
Three Ways to Read
•Literal Comprehension•Inferential Comprehension
•Analytical Comprehension: Reading Like a Writer
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“When teachers immerse students in reading and
studying the kind of writing they want them to do,they are actually teaching at two levels. Theyteach students about the particular genre or writingissue that is the focus of the study, but they also
teach students to use a habit of mind thatexperienced writers engage in all the time.”
“Language Arts”
January 2006, pg. 242
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The Ideas Trait
Selecting an idea (topic)
Narrowing the idea (focus) Elaborating on the idea (development)
Discovering the best information to convey the idea(details)
Id G i Y S d
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Idea: Getting Your Students
Involved
Selecting an idea:Notebooking:
What’s an idea?
Draw-Label-Caption
Making Lists
Questions
Storytelling: The Personal Narrative
The Relatives Came
Notebook Know-How. Aimee Bruckner
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Illustrating
precedes formal
writing
production.
Teach me to draw
and label.
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DRAW, LABEL, CAPTION
An Experience
DRAW FIRST; LABEL SECOND; CAPTION THIRD
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DRAW, LABEL, CAPTION
An Experience
TURN LABELS INTO SENTENCES; SENTENCES INTO STORIES
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How is problemsolved?
Setting
Characters
Problem
1.
2.
3.
4.
5.
Sequence ofEvents
Narrative Retelling
LessonLearne
d
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WHO (did)WHAT WHEN
WHY WHERE HOW
BASIC SIGNAL WORDS
Expository Retelling
PERSONAL CONNECTION:
__________________________________________________________
Title ____________________________________________________
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Setting
ConflictProblemDecisionIssue
DilemmaConfusionPleasant Memory
QuandryWorryScare
Embarrassing MomentA sadness
Characters
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Narrowing the Idea
Strategies:
Seeds Not WatermelonsTime-lines
Six-Boxes
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TITLE OF STORY FIRST NEXT
THEN AFTER THAT FINALLY
TITLE: ____________________________________________
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My name is India Opal Buloni and last summer my
daddy, the preacher, sent me to the store for a box of macaroni-
and-cheese, some white rice and two tomatoes and I came back
with a dog. This is what happened: I walked into the produce
section of the Winn-Dixie grocery store to pick out my two
tomatoes and I almost bumped right into the store manager. He
was standing there all red-faced screaming and waving his arms
around.
“Who let a dog in here?” he kept shouting. “Who let a
dirty dog in here?”
Because of Winn Dixie
Kate Di-Camillo
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•school was just out
•I had just finished the 3rd grade
•my mother had finally gotten tosit down! for the evening
•my teacher had let me help her clean her supply closet
•I had LOTS of papers
•the whole front room was layered in paper•my mother was finally reading her paper
•neighbor, Mr. Syriani, came to the screen door
•strange dog bounded in, started jumping all over
“Please, get your dog!”
“That’s not my dog - I thought that was your dog!”
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Elaborating an Idea
The Magic Camera
Snapshots
Thoughtshots
Spinoffs
Building a Scene
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Building a Scene
VISUALIZING
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“We hadn’t seen my dad in years and
years because he was drinking but whenhe came back he was with us kids allthe time.”
Excerpted from 4 pages of writing by a 7th
grader on the prompt of “A Hero to Me”
Able coaches of writing areEXCELLENT LISTENERS
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They had an old station wagon that smelledlike a real car, and in it they put an icechest full of soda pop and some boxes ofcrackers and some bologna sandwiches, andup they came – from Virginia.
They left at four in the morning when itwas still dark, before even the birds wereawake.
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“You’re right,” Eva said, wishing Mr.
Morley would one day find the poetryin his pudding. Taking his advice, shetried to think up a new way todescribe the look of Mr. Morley’s
mousse. Smooth and dark asmidnight. Or maybe more like a mink! Yes, that was it! Eva thought, writing
in her notebook.
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But Elmer himself wasn’t happy. “Whoeverheard of a patchwork elephant?” he thought.“No wonder they laugh at me!” One morning,Just as the others were waking up, Elmer
slipped away.
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Response to Literature
Dear David,
Our class thinks you should know
about these rules. We hope you have a
better day tomorrow! •If you need something, ask for• help to get it.
•Take your shoes off before youcome in the house.
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The Organization Trait
1. Organizing student thought Beginning, Middle and End
Sequencing thought
2. Organizing text structure Basic Signal Words
Summary Writing
Narrative Retelling
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How is problemsolved?
Setting
Characters
Problem
1.
2.
3.
4.
5.
Sequence ofEvents
Narrative Retelling
LessonLearne
d
TRANSITION STATEMENTS
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TRANSITION STATEMENTS
Just when we finally thought it was done….
FirstNextThenFinally
At long last..
Although..Suddenly…
Eventhough…Eventually
The last time we spoke…Several hours passed…Many hours passed…
Expository Retelling
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WHO (did)WHAT WHEN
WHY WHERE HOW
BASIC SIGNAL WORDS
Expository Retelling
PERSONAL CONNECTION:
__________________________________________________________
Title ____________________________________________________
SETTING CHARACTERS
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SETTING CHARACTERS
PROBLEM SOLUTION
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Voice, Word Choice & Vocabulary
Reading like a writer.
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The Voice Trait
Voice is the heart and soul, the magic,
the wit, along with the feeling of
conviction of the individual writer
coming out through the words.
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Books can’t have light.
If books could have more, givemore, be more, show more,they would still need readers,
who bring to them sound andsmell and light and all the restthat can’t be in books.
The book needs you.
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TWO STARS and a WISH
PRAISE
PRAISE
WISH
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TAG
T ell something you liked.
Ask a question.
Give a WISH
h W d Ch
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The Word Choice Trait
Word choice is the use of rich, colorful, preciselanguage that moves and enlightens
the reader.
“Vocabulary is background knowledge revealed.”
Marzano, 2005
Ti f V b l
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Tiers of Vocabulary(Beck & McKeown)
TIER I TIER II TIER III• Common nouns andverbs; have toteach to ELL andpoverty kids.
door, turn, raise your hand,
• Words ofsophisticatedlanguage user.
bruise, fragile,frustrated, beside,under, favorite,confused
•Domain specific;concepts; words ofhigh stakes tests.
circle, line, square,beginning, middle,end, problem, main character
W d Ch i S i
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Word Choice Strategies
“Sheep weep….”
Visualization
Sparkle Word Board
Expando!!
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In the fall of 1777, Philadelphia sat twitchinglike a nervous mouse. The British were going
to attack, but no one knew where or when.Congress had fled inland to York. The Liberty Bellwas secreted to Allentown. Folks thought the yearresembled a hangman’s gallows and took it as a
a bad sign. Now, all the church bells were beingremoved to keep the British from melting themdown into firearms.
The Scarlet Stockings Spy
Trinka Hakes Noble
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Prologue
Long, long ago a king arrived in the North. They called him theRed King because he wore a scarlet cloak and his shield was
emblazoned with a burning sun. It was said that he came out ofAfrica. This king was also a marvelous magician and each of
his ten children inherited a small part of his power. But whenthe King’s wife died, five of his children turned to wickednessand the other five, seeking to escape the corruption that
surrounded their evil siblings, left their father’s castle forever.
Midnight for Charlie Bones Jenny Nimmo
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Brokenhearted, the Red King vanished into the forests thatcovered the kingdoms of the North. He did not go alone,however, for he was followed by his three faithful cats –
leopards to be precise. We must never forget the cats!
The manifold and fabulous powers of the Red King were passeddown through his descendents, often turning up quite unexpectedly
in someone who had no idea where they came from. This is what happened
to Charlie Bone and to some of the children he met behind the grim,gray walls of Bloor’s Academy.
Midnight for Charlie Bones Jenny Nimmo
Th S Fl T i
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The Sentence Fluency Trait
1. Establishing flow, rhythm, and cadence
2. Varying sentence length and structure
3. Constructing sentences that enhancemeaning
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The principal followed the trail of sand, and when shearrived, Miss Deaver was teaching the hula to some kidsnear the front of the room, and a tall, thin, shirtless boywith chestnut hair was just spiking a Nerf volleyballover a net made from six T-shirts tied together.
The third-grade trip to the South Seas ended. Suddenly.
Frindle. Andre Clements
Mending
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Judith Viorst
A giant hand inside my chestStretches out and takes
My heart within its mighty graspAnd squeezes till it breaks.
A gentle hand inside my chest,With mending tape and glue,
Patches up my heart untilIt’s almost good as new.
I ought to know by now thatBroken hearts will heal again.But while I wait for glue and tape
The pain!The pain!The pain!
St t i f S t Fl
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Strategies for Sentence Fluency
Phrase-Cued Reading
Reader’s Theatre
The Poetry Assignment
Th C ti T it
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The Conventions Trait
We know this one!
M d li *
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Modeling*
Morning Message
Shared Writing
Response to Literature
*Inquiry Trait…most effective
Salutations!
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It’s Wednesday, a joyous day of success! By 9:10 this morning, you should have:
• the four math problems belowcompleted and ready for correcting,
• your Social Studies text on yourdesk along with last night assignment,
• your permission slip for tomorrow’sfield trip on your desk.
Also, in case you forgot, we dismiss at 12:15 p.m. today.
Yours until Niagara Falls,
Mrs. S.
Our Motto : Bus hands are ha hands!!
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R.A.F.T.S.
An acronym for:
R – Role of the writer
A – Audience for the piece of writing
F – Format of the material
T – Topic of subject of the piece
of writing.
S – Strong Verb
Scope and Seq ence
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Scope and Sequence
All grades, all Traits
Teach explictly, use globally
Adopt K-12
Focus on informational writing
Putting the Traits to Use
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Putting the Traits to Use
Essential Questions:
How do I use the 6-Traits to score a paper?How does this information drive my instruction?
Will using the 6-Traits method interfere with mystudents’ state assessment performance?
The Benefits of Writing Scoring
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The Benefits of Writing Scoring
Writing strengthens understanding and fosterscritical thinking*
Drives classroom instruction Aligns professional PD
*The strongest writing instruction!
Data Pictures
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Data Pictures
Individual Instruction
Whole Class Instruction
Scheduling Writing Assessment
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Scheduling Writing Assessment
Write to a common prompt
Fall, Winter, Spring
Intra/Inter-school
3 2 1
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3, 2, 1...
In your notebook –
3 - Connections you’ve made between
content and writing
2 - Ideas you plan to try in content area writing
1 - Challenge you think you might
face in implementing your plan(s)
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“It can change the world, yourwriting.”
Shelly Harwayne, Principal