1. Six Traits of Writing for assessment and instruction Jen Madison Educational Service Unit No. 6 jmadison@esu6.org

2. Bell-Ringer: RAFTS Writing Write using the role, format, and topic of your choice. –e.g., Write a paragraph explaining what you hope we discuss today. –e.g., Write the script of a text message conversation with a colleague explaining the most useful things you learned/applied from our August session. RoleAudienceFormatTopicStrong Verb Self Your students Jen paragraph poem letter text message conversation (script) with a colleague what you wish about writing instruction in your class what you need to consider your time in this session worthwhile the most useful things you learned/applied from our August session explain

3. 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.

4. 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 More Examples: –You are a vegetable plant in a garden. Write a letter to the sky to explain why you need rain and sunshine. –You are a semicolon. Write a journal entry to a student writer beginning with “I wish you understood where I really belong.”

5. Goals score papers analytically and provide feedback to writers using 6-trait language apply grade-appropriate strategies to teach and reinforce the 6 traits of writing

6. 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

7. Find Someone Who… 1. Find a colleague who can demonstrate understanding of an item. 2. Have him/her demonstrate understanding and sign next to the item; make notes of new information. 3. Share your knowledge for an item and sign next to it on your colleague’s sheet. 4. Repeat with others in the room until your sheet is complete. 5. Return to your seat and wait patiently for the next step. (green handout)

8. 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

9. 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)

11. Holistic vs. Analytic Scoring Holistic One overall score Intended to generalize overall effect Cannot provide specific, needs- based feedback Usually reserved for summative assessment (after instruction and practice) Analytic Each trait scored separately Provides more detailed feedback to guide instruction and monitor progress Used for most classroom practice and formative assessment (during instruction and practice)

12. Rubrics and Scoring Guides a few ideas A Developmental Continuum for Early Writing –Pre-K to K K-2 Illustrated Beginning Writer’s Rubric –Pre-K to 2 (or until student consistently scores 5 or 6) –Education Northwest, 2010 6+1 Traits Condensed 5-Point 3-12 Writer’s Rubric (“One- Pager”) –3-12 –Education Northwest, 2010 My First Scoring Guide (Student-Friendly Scoring Guide Primary) –K-2 –Ruth Culham, http://www.culhamwriting.com/lib rary.html http://www.culhamwriting.com/lib rary.html Student-Friendly Scoring Guide Grades 3-5 –Ruth Culham, http://www.culhamwriting.com/lib rary.html http://www.culhamwriting.com/lib rary.html

13. Process for Using Student-Friendly Rubrics with Students 1. Show & discuss reactions to 2 writing samples. 2. Have students review rubric. 3. Have students score one sample (on a particular trait). 4. Have students discuss scores with partner. 5. Facilitate whole-group discussion of scores. 6. Repeat with next sample. (bright yellow & light blue handouts)

14. What do you notice? I can just see it. I feel like I’m in that car. I love the line “her eyes were as big as her fists.” He’s having a good time [most readers assume the writer is male]. I know these people. Lively! I sympathize with Mom-- I hate mice too! I like the pickle jar-- I can even smell the pickles. Great images-- love Dad backing into the tree and mom in her nightgown. You get every point of view- even the mouse’s!

15. What do you notice? Boring-- it put me right to sleep. Flat, empty. Safe. She was writing just to get it done. Mechanics are pretty good. It doesn’t say anything. The organization isn’t too bad. What Redwoods? The title doesn’t go with the paper. She (he?) seems like a nice kid- I want to like it. It’s not that bad for fourth or fifth grade-- I assume that’s what it is right?

16. Process for Using Student-Friendly Rubrics with Students 1. Show & discuss reactions to 2 writing samples. 2. Have students review rubric. 3. Have students score one sample (on a particular trait). 4. Have students discuss scores with partner. 5. Facilitate whole-group discussion of scores. 6. Repeat with next sample.

17. Exploring the Traits Through Student Writing http://esu6writing.wikispaces.com/ http://esu6writing.wikispaces.com/ Read the proficient level descriptions for the trait –Note the words that best define the trait characteristics and proficiency levels. Read the writing thoroughly: –Look for strengths –Score traits –Discuss reasons for your score(s) Practice responding to the student: –Recognize or model (provide an example) of a positive technique –Name it, describe it, and say why it’s good. (pink handout)

18. Using Rubrics Did your groups frequently achieve consensus? Which rubric did you use? How likely are you to use it? More opportunities –Create with students –School-wide –Collect anchors/samples –Subject or genre specific –Student self-assessment submitted with writing –Some traits  e.g., always ideas & conventions, randomly select one other

19. A note about grading… Focus on feedback –Recognizing improvements & strengths (to replicate) –Providing appropriate instruction & challenges Translating to grades…be careful! –Be certain that the percentage you assign is appropriate for the rubric rating! 3 = 21/30 = 70% YIKES! = 21/6 (#of criteria) = 3.5 or 85% MORE APPROPRIATE 4 3 3 5 3 Raw Avg. % + 1% for each additional.1 5100 490 380 270 160

20. Make the traits explicit! Ideas for Instruction primary and intermediate

21. : 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

22. 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

23. 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

24. 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.

25. ORGANIZATION: What to look for … Sense of (Logical) Sequencing Ability to Group Like Details Sense of Beginning and Ending Use of Transitions Controlled Pacing

26. Organization 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

27. VOICE: Look for the following… Emotion / Passion Enthusiasm for Writing Individuality

28. 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 (10 33, a one followed by 33 zeroes). In everyday life such odds are called compelling. Worlds are precious [1980, p. 5].”

29. 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

30. 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

31. 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

32. Sentence Fluency: What to look for rhythm sentence sense varied sentence beginnings and lengths

33. 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

34. Sentence Fluency Chart Analyze 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 wordsfirst 3 words

35. 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?

36. Conventions: What to look for awareness of writing conventions willingness to experiment patience to take a second look

37. 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?

38. 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

39. Make the traits explicit! Ideas for Instruction intermediate & secondary

40. : IDEAS: Look for the following… Clarity and Focus of the Content Rich and Vivid Details Clear Sense of Purpose Accuracy Fresh and Original Thinking Quality not Quantity

41. “Too many scoring systems reward students for including merely more arguments or examples; quantity is not quality, and we teach a bad lesson by such scoring practices.” -Grant Wiggins

42. 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 –Descriptive Mode: “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

43. Teaching the trait of Ideas Talk about where ideas come from. Model differences between generalities and good details. Read aloud from text that uses striking detail or strong imagery. Use questions to expand and clarify a main idea.

44. ORGANIZATION: What to look for … Enticing Lead Sentence –The first sentence and introduction should be engaging. Thoughtful Transitions –One paragraph should set the scene for the next paragraph. Logical Sequencing –There is a systematic approach to exploring topic. Controlled Pacing –Details are provided in the right amounts. Satisfying Conclusion – The piece should have meaningful ending.

45. Organization Study Logical Order –Separate sentences/paragraphs from a writing –Ask student to put them in order and identify the key phrases Compare Leads or Endings –Find different examples in children’s books, content text, your own (not so great) examples, brainstorm examples with students. –Which do you like best? Why? Why do you think the writer started this way? Host a “Leads Awards Ceremony.” Teach transition and signal words appropriate for the mode. Lesson Ideas

46. The shark’s jaw is located back beneath his long snout, but this does not prevent him from biting directly into the flesh. When he opens the jaw, the lower jawbone is thrust forward while the snout is drawn back and up, until it makes almost a right angle with the axis of his body. At this moment, the moth is located forward of the head and no longer beneath it. It resembles a large wolftrap, equipped with innumerable sharp and gleaming teeth. The shark plants this mechanism in the body of his victim and uses the weight of his own body in a series of frenzied convulsions, transforming the teeth of the jawbones into saws. The force of this sawing effect is such that it requires no more than an instant for the shark to tear off a splendid morsel of flesh. When the shark swims off, he has left a deep and perfectly outline hole in the body of his victim. It is terrifying and nauseating to watch. ( from Jacques-Yves Cousteu, The Shark: Splendid Savage of the Sea, p. 37)

47. VOICE: Look for the following… Expression of individuality Reader wants to keep reading Commitment to the topic Suits the audience Fits the purpose

48. Voice Creative Writing –Feelings –Enthusiasm –Individuality –Passion Informational, Technical, Research Writing –Perspective –Level of Formality –Level of Objectivity Voice is often the reason I read!

49. 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 (10 33, a one followed by 33 zeroes). In everyday life such odds are called compelling. Worlds are precious [1980, p. 5].”

50. 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

51. Word Choice: What to look for memorable words and phrases accurate use of words appropriate choices for the purpose and audience not inflated or overused

52. 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. Show students examples of writing in your content and together analyze words. –Identify specific nouns and strong, active verbs –Identify powerful, meaningful words –Rate level of formality and objectivity Lesson Ideas

53. Sentence Fluency: What to look for Rhythm and flow Varied sentence structure –Length –Beginnings Reading ease…not just punctuation

54. 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). Chart expert and student writing fluency –Analyze a passage for sentence lengths, beginning variety, and other characteristics. Lesson Ideas

55. Sentence Fluency Chart Analyze the mode, genre, author’s style: How long are sentences? How do sentences begin? What kind of verbs are prevalent? What kind of sentences are used? What is the purpose of each sentence? # of wordsfirst 3 words

56. They weren’t always so desperately insularized. Ursus arctos horibilis, the subspecies of brown bear know familiarly as the grizzly, one inhabited most of western North America. From Alaska down into the highlands of central Mexico, from the beaches of California eastward across the Great Plains, it was the commanding presence. Indians of the western tribes feared it, revered it, mythologized it, sometimes hunted it ceremonially; most other predators stayed the hell out of its reach. It fattened itself on bison in the Dakotas, on caribou in Canada, on cattle offal left to rot by the early ranchers in California, and on salmon in the rivers of Oregon. It relished meat, but it was an omnivore, flexible and resourceful in its feeding behavior. It fed opportunistically on vegetable foods; berries and pine nuts when they were available, nutritious tubers, forbs, even grasses. It also ate ants, termites, rodents, moths, and God knows what else. Eventually, in some locations, it would develop a taste for human garbage. ( from David Quamenn, “Island of the Bears”)

57. Conventions: What to look for application of (taught) writing conventions willingness to experiment patience to take a second look

58. Your students should ask… (more mature writers) Have I used fragments or run-ons only for a conscious effect? Do I have agreement (subject-verb, pronoun- antecedent, etc.) Does my punctuation accurately guide the reader? Have I used the correct spellings for homophones? –Their/there/they’re Is the format appropriate? (Does it meet the expectations of the audience?) Have I cited sources appropriately?

59. Conventions Teach (I do it. We do it. You do it.) editing marks Model instead of correcting Demystify Students: display, explain, and provide alternatives to your pet peeves Focused Peer Editing –“Circle all of the second-person words (i.e. you, your). Help your partner find two alternatives for each.” Lesson Ideas

60. What do you think? Great Lesson Ideas – Primary English Writing Activities –http://www.youtube.com/watch?v=1HpWQm7nqIUhttp://www.youtube.com/watch?v=1HpWQm7nqIU Feedback –What is good about this teacher’s writing strategy? –What suggestions might we give this teacher?

61. 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.

62. Two Stars & a Wish Please record two of the most important or relevant ideas you heard. Please record something you wish about this session