Six Traits of Writing for assessment and instruction
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Transcript of Six Traits of Writing for assessment and instruction
Six Traits of Writingfor assessment and instruction
Jen MadisonEducational Service Unit No. 6
Objectives score papers, analytically and holistically,
according to 6-trait language
apply grade-appropriate strategies to teach and reinforce the 6 traits of writing
Agenda Welcome! Reviewing the Traits
– Name that Trait!
Responding to Student Writing– Holistic & analytic scoring with rubrics– Recognizing craft techniques
Teaching and Reinforcing the Traits– Language of the trait– Teaching and learning activities
Closure
What makes writing work? List one specific characteristics of good writing on
each paper.
Work with 3-5 others to classify your characteristics
Bell Ringer: Name That Trait!
Ideas / Content
Organization
Voice
Word Choice
Sentence Fluency
Conventions
THE 6+1 TRAITS
Ideas
Organization
Voice
Word Choice
Sentence Fluency
Conventions
Presentation
The heart of the message
The internal structure of the piece
The feeling and conviction of the writer
The precise language chosen to convey
meaning
The rhythm and flow of the language
The mechanical correctness
How the writing looks on the page
Purpose of Traits “an answer to the question: What makes writing
work?” consistent “writer’s language that opens the door
to revision” (a how to for revision) a way to
– organize and clarify good writing instruction– encourage consistent assessment– empower and motivate young writers– encourage thinking skills and self-monitoring
NOT meant to replace instruction of writing process!
(Spandel, Creating Writers, 2005, p. 1-2)
“…the keys to writing well:” Have a strong, clear idea.
– Use details and pictures to paint a picture in year reader’s mind.
Write with authority and voice. Organize your information so that a reader can
follow it. Use words that make sense—and that are lively
as well. Write with fluency and variety—the way good
dancers dance. Make your conventions as strong as you can so
that readers can figure out your message.(Spandel, 2008, Creating Young Writers, p.
7)
Agenda Welcome! Reviewing the Traits
– Name that Trait!
Responding to Student Writing– Holistic & analytic scoring with rubrics– Recognizing craft techniques
Teaching and Reinforcing the Traits– Language of the trait– Teaching and learning activities
Closure
Holistic vs. Analytic Scoring
Holistic
One overall score
Intended to generalize overall effect
Cannot provide specific, needs-based feedback
Used for Statewide Writing Assessment (NeSA-W 4, 8, 11)
Analytic
Each trait scored separately
Provides more detailed feedback to guide instruction and monitor progress
Used for most classroom writing assignments
Idea Development5 • The writing is clear, well-supported or developed, and enhanced by the kind of detail that
keeps readers reading.
• The writer selectively chooses just the right information to make the paper understandable, enlightening and interesting - without bogging down in trivia.
• Details work together to expand the main topic or develop a story, giving the whole piece a strong sense of focus.
• The writer’s knowledge, experience, insight or unique perspective lends the writing a satisfying ring of authenticity.
• The amount of detail is just right - not skimpy, not overwhelming.
3 • The writer has made a solid beginning in defining a topic or mapping out a story line. It is
easy to see where the paper is headed, though more expansion is needed to complete the picture.
• General, global information provides the big picture - and makes the reader long for specifics.
• Well-focused information blends with repetitive points, trivia or meanderings.
• The writer draws on some personal experience - but too often settles for generalities or clichéd thinking.
• Unneeded information may eat up space that should have gone to important details. Where’s the balance?
1 Sketchy, loosely focused information forces the reader to make inferences. Readers will likely notice more than one of these problems:
• The main topic is still unclear, out of focus - or not yet known, even to the writer.
• Missing, limited or unrelated details require the reader to fill in many blanks.
• Lists of “factlets” may be substituted for true development.
• Everything seems as important as everything else.
Analytical Scoring: how well the writing works for each trait
Using Rubrics:One Way to Respond &
Assess Many formats and varieties
– Thoughtfully select traits/indicators for assessment informational/technical writing creative/personal writing
Have students help create indicators Provide student friendly versions
– Engage students in activities using rubrics– Engage students in discussions using real student
writing Be consistent
Using RubricsOne Way to Respond &
Assess Always read the entire paper first Refer to the scoring guide often Stronger or weaker? Score each trait separately Remember:
– 1 indicates beginning performance, not failure– top score represents strengths and proficiency,
not perfection Watch out for rater bias
Objectivity Issues and Sources of Bias
Physical characteristics Personal reaction to particular tones, content,
or students Length Positive-negative leniency
– Tendency to be too hard or too easy on everyone Fatigue Skimming Sympathy “Self-scoring”
– Score the writer’s work, not your skill of putting the puzzle pieces together.
Sources of rater bias– Pet peeves, such as….
– Big LOOpy writing (with stars and hearts)– Teeny, tiny writing– Writing in ALL CAPITALS– Tons! Of exclamation (!!!) points!!!!– – Mixing it’s and its– The End (like I couldn’t tell)– Total absence of paragraphs
Objectivity Issues and Sources of Bias
What’s one of your pet peeves?
Exploring the Traits Through Student Writing Read the proficient level descriptions for the trait
– Underline/highlight the words that best define the characteristics of proficient
– Mark (?) descriptors requiring clarification
Read the writing thoroughly:– Look for strengths– Score each trait– Prepare to discuss reasons for your score
Practice responding to the student:– Recognize or model (provide an example) of the positive
technique – Name it, describe it, and say why it’s good.
Exploring the Traits Through Student Writing Read the proficient level descriptions for the trait
– Underline/highlight the words that best define the characteristics of proficient
– Mark (?) descriptors requiring clarification
Read the writing thoroughly:– Look for strengths– Score each trait– Prepare to discuss reasons for your score
Practice responding to the student:– Recognize or model (provide an example) of the positive
technique – Name it, describe it, and say why it’s good.
Recognizing Craft Techniques:
One Way to Respond Be a collector of the recognizable, replicable, small things
that effective writers do.
Example or Description
Specific Craft Why is it good?
I was sad. inside sentences reader can understand how the author feels (ideas, voice)
boats, trains, airplanes, and cars
using commas in a series
reader understands that items are separate (conventions)
Band-Aid box brand name gives an extremely details image in only a few words; can also evoke familiarity or nostalgia (ideas, word choice, voice)
Hale, Crafting Writers K-6, 2008
Craft in depth…
Hale, Crafting Writers K-6, p. 45
Holistic Scoring: how well the writing works overall (all traits)
Agenda Welcome! Reviewing the Traits
– Name that Trait!
Responding to Student Writing– Holistic & analytic scoring with rubrics– Recognizing craft techniques
Teaching and Reinforcing the Traits– Language of the trait– Teaching and learning activities
Closure
IDEAS: Look for the following… Details
– Close-up details (e.g., veins in leaves, facial expressions)
– Signs of movement– Sensory details– Support of ideas
Clarity– Regardless of
delivery method Accuracy
– Retelling Original Thinking Quality vs.
Quantity
Ideas Write a Short Piece
– Invite students to list questions they would like answered. Tell them you will will answer only 5, so “choose carefully!”
– Discuss results: “How would it be different if…”
Be Observers– Make lists– Question/Classify: “Which are most
interesting? Most important?”
Take Out the Details– Take the details out of a known story. – “What’s missing? What makes the original
better?
Lesson Ideas
Ideas Zoom-In
– “What happens if you zoom it on just this part? What does it look like? What is important/interesting?”
– Essential Idea: Using specific details helps the reader create an image. (Showing vs. Telling)
Graphic Organizers– Make expected content explicit– Model transfer from organizer to
writing
Snapshot– “I want to see it, like a photo in an
album.”
Lesson Ideas
“Don’t say the old lady screamed. Bring her on and let her scream.”
--Mark Twain
Teaching the trait of Ideas Talk 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.
ORGANIZATION: What to look for…
Sense of (Logical) Sequencing Ability to Group Like Details Sense of Beginning and Ending
Use of Transitions Controlled Pacing
Organization Give Me Some Tips!
– Ask for students’ help to brainstorm/research and classify details.
The End?– Omit the ending to a piece. Ask students to
make up their own.
Classify & Sequencing– Provide opportunities to classify and put items in
an order. Discuss!
Provide models / frames.– When they can independently follow the frame,
challenge them to spice it up!
Lesson Ideas
Give Me Some Tips!St. Therese
Her childhood
Her adulthood
Her spiritual legacy
Her canonization
VOICE: Look for the following…
Emotion / Passion
Enthusiasm for Writing
Individuality
Voice in Informational writing
Confident Knowledge-driven Inspiring
“The Cosmos is a very big place.”
“If we were randomly inserted into the Cosmos, the chance that we would find ourselves on or near a planet would be less than one in a billion trillion trillion (1033, a one followed by 33 zeroes). In everyday life such odds are called compelling. Worlds are precious [1980, p. 5].”
Voice Write voice IN or OUT
– Take the voice out of a passage and have students put their own in.
Bored vs. Excited?– What do these look like? (Students demonstrate kinesthetically.)– “I want to see an ‘excited’ face in my mind when I read your
writing.”– Show them two sample paragraphs using the same facts. Which
was written by an “excited” writer? How can you tell?
Read aloud from works that have strong voice.
Help students identify an audience.
Lesson Ideas
Word Choice: What to look for
awareness of language awareness of different ways to say things love of favorite words
memorable words/phrases accurate / appropriate use of words
Word Choice Study connotation (subtleties of word variation)
– Put related words on a continuum– said, whispered, barked, exclaimed, shouted,
screamed, commented murmured, declared, mentioned, hollered
– Apply movement to variations of verbs & discuss differences
Trash overused words & display interesting, lively, or content appropriate words– Use wall displays, bulletin boards, etc.
Brainstorm alternatives– “I’m tired of the word good. Help me out. What else
could I say?”
Lesson Ideas
Sentence Fluency: What to look for
rhythm
sentence sense
varied sentence beginnings and lengths
Sentence Fluency Read fluent passages out loud
– “Do you like the way this sounds? – “How many different ways does this writer begin sentences?”– “Describe the lengths of the sentences. What effect does this
create?”
Mentor Sentences– Collect powerful sentences to use as models of specific
techniques– (prepositional phrases…a strong way to add detail) “Over
bushes, under trees, between fence posts, through the tangled hedge she swoops untouched” (Davies, 2004, p. 12).
Sentence Building Game– For a given topic, provide a sentence beginning for students to
complete.– (Cats) “In the morning…; Once, my cat…; My cat is…;
Because my cat is silly, he/she…”
Lesson Ideas
Sentence Fluency ChartAnalyze the mode,
genre, author’s style:
How long are sentences?
How do sentences begin?
What is the verb?
What kind of sentences are used?
# of words first 3 words
Your students should ask…
(beginning writers) Did I leave spaces between words? Does my writing go from left to right? Did I use a title? Did I leave margins on the sides? At the bottom? Did I use capital letters? Why? Did I use periods? How about question marks? Did I do my best on spelling? Could another person read this?
Conventions: What to look for
awareness of writing conventions
willingness to experiment
patience to take a second look
Your students should ask…
(beginning writers) Did I leave spaces between words? Does my writing go from left to right? Did I use a title? Did I leave margins on the sides? At the bottom? Did I use capital letters? Why? Did I use periods? How about question marks? Did I do my best on spelling? Could another person read this?
Conventions Start small (and use the word “editing”).
– Name, spacing, etc.
Teach & model (I do it. We do it. You do it.)– Editing marks– Editing with text that’s not their own– Editing their own before publishing with scaffolding– Process for spelling a word (i.e., spell it the way it
sounds, look it up, ask someone else)
Scavenger Hunts– “Who can find a…”– “Why did the author use this?”
Explain importance of conventions/editing.
Lesson Ideas
Strategies for Better Instruction TEACH the language to speak and think like writers. MODEL specific craft techniques.
– Name it. Describe it. Explain why it’s good.
READ, SCORE, and JUSTIFY scores on anonymous sample papers.
Provide focused PRACTICE for REVISION. WRITE. (Yes, you.) READ and DISCUSS strengths and weaknesses in all kinds of
writing. DEMYSTIFY writing in your class. Provide thoughtful, effective PROMPTS
Modeling and Examples
Write with your students!– Live writing– Think-aloud– Allow students to contribute to revision decisions – Exaggerated writing
Use appropriate literature– Passages from known literature– Make the text visual
Use student writing– Stress strengths, specific skills/craft techniques
R.A.F.T.S: a way to prompt Role of the writer
– helps writer decide on point of view and voice.
Audience – reminds writer he/she must communicate ideas to someone else: helps
determine content and style
Format of the material – helps writer organize ideas and employ format conventions for letters,
interviews, story problems, and other kinds of writing
Topic or subject – helps writer zero in on main idea and narrow the focus
Strong verb – directs writer to the writing purpose, e.g. create, defend, analyze, persuade,
evaluate, etc.
Building R.A.F.T.S. Decide on each component. For example:
– Role: Plant– Audience: Sky– Format: Letter– Topic: Why you need rain and sunshine– Strong verb:Explaining
Write out the assignment in paragraph form, underlining the key components. Most rafts begin with “You are…”– You are a vegetable plant in a garden. Write a letter to
the sky to explain why you need rain and sunshine.
Building R.A.F.T.S. Use writing to help students explore a concept
from different perspectives and through different formats.
– Role– Audience– Format– Topic
Differentiate:– Let students choose one or more components.– Raise Complexity – choose items farther from natural fit– Moderate/Lower Complexity – choose items closer to
natural fit
(Wormelli, R.)
Example: Role: semicolon
Audience: teensFormat: diary entryTopic: I wish you understood
where I really belong.
Agenda Welcome! Reviewing the Traits
– Name that Trait!
Responding to Student Writing– Holistic & analytic scoring with rubrics– Recognizing craft techniques
Teaching and Reinforcing the Traits– Language of the trait– Teaching and learning activities
Closure
A Few Resources Northwest Regional Laboratory (NWREL). (2007). 6+1 Trait
Writing. Retrieved October 2008 from http://www.nwrel.org/assessment/department.php?d=1.
Spandel, V. (2008). Creating young writers: Using the six traits to enrich writing process in primary classrooms. Boston: Pearson, Allyn and Bacon.
Spandel, V. (2005). Creating writers: Through 6-Trait Writing Assessment and Instruction. Fourth Edition. Boston: Pearson, Allyn and Bacon.
Basic Instructional Plan
Compare strong & weak writing examples for each trait.
Provide ample practice rewriting weak samples
into strong samples.
Have students score sample papers.
A Few Resources Northwest Regional Laboratory (NWREL). (2007). 6+1 Trait
Writing. Retrieved October 2008 from http://www.nwrel.org/assessment/department.php?d=1.
Spandel, V. (2005). Creating writers: Through 6-Trait Writing Assessment and Instruction. Fourth Edition. Boston: Pearson, Allyn and Bacon.
ESU 6 Writing Wikispace: http://esu6writing.wikispaces.com/– Under construction!
Two Stars & a Wish
Please record two of the most important or relevant ideas you heard.
Please record something you wish about this session