1. The Six + 1 Traits of Writing (Source: Northwest Regional Educational Library: http://www.nwrel.org and 6 +1 Traits by Ruth Culham) http://www.youtube.com/watch?v=yldtbXSAd5Y http://www.nwrel.org http://www.youtube.com/watch?v=yldtbXSAd5Yhttp://www.nwrel.org http://www.youtube.com/watch?v=yldtbXSAd5Y Northern Elementary Professional Development—May 2012

2. “I always did well on essay tests. Just put everything you know on there, maybe you’ll hit it. And then you get the paper back from the teacher and she’s written just one word across the entire page, ‘vague.’ I thought vague was kind of vague. I’d write underneath it ‘unclear’ and send it back. She’s return it to me, ‘ambiguous’. I’d send it back to her, ‘cloudy’. We’re still corresponding to this day…. hazy…. muddy…” Jerry Seinfeld (SeinLanguage) “I always did well on essay tests. Just put everything you know on there, maybe you’ll hit it. And then you get the paper back from the teacher and she’s written just one word across the entire page, ‘vague.’ I thought vague was kind of vague. I’d write underneath it ‘unclear’ and send it back. She’s return it to me, ‘ambiguous’. I’d send it back to her, ‘cloudy’. We’re still corresponding to this day…. hazy…. muddy…” Jerry Seinfeld (SeinLanguage)

3. “Students have been conditioned to believe that great papers just happen. That they are a guessing game and that one finds out what to do after it is too late.” “Students have been conditioned to believe that great papers just happen. That they are a guessing game and that one finds out what to do after it is too late.” Margie Krest “Adapting the Portfolio to Meet Student Needs” English Journal February 1990 Margie Krest “Adapting the Portfolio to Meet Student Needs” English Journal February 1990

4. The Six +1 Traits of Writing It’s not a program or curriculum. It’s not a program or curriculum. Think of it is as a common language used in the classroom to help the teacher and students celebrate what is being done well and focus instruction on what still needs work. Think of it is as a common language used in the classroom to help the teacher and students celebrate what is being done well and focus instruction on what still needs work. The six traits is an instrument teachers can use to provide accurate, reliable feedback. The six traits is an instrument teachers can use to provide accurate, reliable feedback. The six traits were developed in the 1980’s by teachers from across the country and is researched-based. The six traits were developed in the 1980’s by teachers from across the country and is researched-based.

5. Six Traits +1 is not a silver bullet for being and effective writing teacher. Six Traits +1 is not a silver bullet for being and effective writing teacher. However, it is a dynamic, flexible assessment tool that works with the curriculum to guide instruction so all students can successfully meet their writing goals. However, it is a dynamic, flexible assessment tool that works with the curriculum to guide instruction so all students can successfully meet their writing goals.

6. The Six Traits + 1 The six traits are: Ideas Ideas Organization Organization Voice Voice Word Choice Word Choice Sentence Fluency Sentence Fluency Conventions Conventions Presentation (the +1) Presentation (the +1)

7. Online Writing Laboratory This is a wonderful website with resources to use in the classroom, a section for students, and a section for teachers. http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/sixtraits.html

8. IDEAS The ideas are the heart of the message, the content of the piece, the main theme, together with the details that enrich and develop that theme. The ideas are the heart of the message, the content of the piece, the main theme, together with the details that enrich and develop that theme. Students need to select an idea, narrow the idea, elaborate the idea, and discover the best information to convey the main idea. Students need to select an idea, narrow the idea, elaborate the idea, and discover the best information to convey the main idea.

9. Teaching Ideas To narrow topics use RAFTS (Role of writer, Audience for piece, Format of material, Topic or subject) To narrow topics use RAFTS (Role of writer, Audience for piece, Format of material, Topic or subject) To elaborate “show, don’t tell.” To elaborate “show, don’t tell.” http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/ideascontent.htm http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/ideascontent.htm http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/ideascontent.htm

10. ORGANIZATION Organization is the internal structure of a piece of writing, the central meaning, the patterns of logic. Organization is the internal structure of a piece of writing, the central meaning, the patterns of logic.

11. Tips for Teaching Good Organization A good lead hooks the reader and gives clues about what is to come. A good lead hooks the reader and gives clues about what is to come. Thoughtful transitions link key points and ideas. Thoughtful transitions link key points and ideas. Sequencing should be logical, purposeful, and effective. Sequencing should be logical, purposeful, and effective. Pacing—speeding up and slowing down—should be under control. Pacing—speeding up and slowing down—should be under control. A satisfying conclusion wraps it all up and gives the reader something to think about. A satisfying conclusion wraps it all up and gives the reader something to think about. http://www.edina.k12.mn.us/concord/teacherlin ks/sixtraits/organization.htm http://www.edina.k12.mn.us/concord/teacherlin ks/sixtraits/organization.htm http://www.edina.k12.mn.us/concord/teacherlin ks/sixtraits/organization.htm http://www.edina.k12.mn.us/concord/teacherlin ks/sixtraits/organization.htm

12. VOICE Is it style? Or tone? Or flavor? Is it style? Or tone? Or flavor? It’s all of this and more! It’s all of this and more! Voice is how the writing draws the reader in and creates a bond between reader and writer. Voice is how the writing draws the reader in and creates a bond between reader and writer. It is the soul of the writing. It is the soul of the writing.

13. Individual Voice.. This really sounds like me! This really sounds like me! I’ve been honest and written what I think and feel. I’ve been honest and written what I think and feel. Can you fell my commitment to this topic? Can you fell my commitment to this topic? I want you to experience my writing with me. I want you to experience my writing with me. I know why I’m writing and who my audience is. I know why I’m writing and who my audience is. I bet you’ll want to read this to someone. I bet you’ll want to read this to someone. http://www.edina.k12.mn.us/concord/teacherlin ks/sixtraits/voice.htm http://www.edina.k12.mn.us/concord/teacherlin ks/sixtraits/voice.htm http://www.edina.k12.mn.us/concord/teacherlin ks/sixtraits/voice.htm http://www.edina.k12.mn.us/concord/teacherlin ks/sixtraits/voice.htm

14. “We must teach ourselves to recognize our own voice. We want to write in a way that is natural for us, that grows out of the way we think, the way we see, the way we care. But to make that voice effective we must develop it, extending our natural voice through the experience of writing on different subjects for different audiences, of using our voice as we perform many writing tasks.” “We must teach ourselves to recognize our own voice. We want to write in a way that is natural for us, that grows out of the way we think, the way we see, the way we care. But to make that voice effective we must develop it, extending our natural voice through the experience of writing on different subjects for different audiences, of using our voice as we perform many writing tasks.” Donald Murray (Write to Learn) Donald Murray (Write to Learn)

15. WORD CHOICE Word choice is the use of rich, colorful, precise language that moves and enlightens the reader. Word choice is the use of rich, colorful, precise language that moves and enlightens the reader. Strong word choice clarifies and expands idea, moves you to a new vision, or crates images in your mind so real, you feel like you are part of the story yourself. Strong word choice clarifies and expands idea, moves you to a new vision, or crates images in your mind so real, you feel like you are part of the story yourself.

16. Ways to Teach Word Choice Striking language—sharpening students’ descriptive powers Striking language—sharpening students’ descriptive powers Exact language—use lively verbs, precise nouns, and accurate modifiers Exact language—use lively verbs, precise nouns, and accurate modifiers Natural language—make it sound authentic Natural language—make it sound authentic Beautiful language—choosing colorful words and phrases Beautiful language—choosing colorful words and phrases http://www.edina.k12.mn.us/concord/teac herlinks/sixtraits/wordchoice.htm http://www.edina.k12.mn.us/concord/teac herlinks/sixtraits/wordchoice.htm http://www.edina.k12.mn.us/concord/teac herlinks/sixtraits/wordchoice.htm http://www.edina.k12.mn.us/concord/teac herlinks/sixtraits/wordchoice.htm

17. SENTENCE FLUENCY Sentence fluency in the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear—not just to the eye. Sentence fluency in the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear—not just to the eye.

18. Sentence Fluency Establish flow, rhythm, and cadence Establish flow, rhythm, and cadence Vary sentence length and structure Vary sentence length and structure Construct sentences that enhance meaning Construct sentences that enhance meaning http://www.edina.k12.mn.us/concord/teac herlinks/sixtraits/sentactivity.htm http://www.edina.k12.mn.us/concord/teac herlinks/sixtraits/sentactivity.htm http://www.edina.k12.mn.us/concord/teac herlinks/sixtraits/sentactivity.htm http://www.edina.k12.mn.us/concord/teac herlinks/sixtraits/sentactivity.htm

19. Conventions Conventions are the mechanical correctness of the piece—spelling, grammar and usage, paragraphing, use of capitals and punctuation. Conventions are the mechanical correctness of the piece—spelling, grammar and usage, paragraphing, use of capitals and punctuation.

20. Correct Conventions Conventions are the table manners of written language. Conventions are the table manners of written language. Conventions are important, very important. Conventions are important, very important. Conventions allow us to prepare the text for the reader. Conventions allow us to prepare the text for the reader.

21. PRESENTATION (the + 1) Presentation zeros in on the form and layout of the text and its readability; the piece should be pleasing to the eye. Presentation zeros in on the form and layout of the text and its readability; the piece should be pleasing to the eye.

22. Good Presentation Uniform spacing Uniform spacing Legible and consistent handwriting, or appropriate use of fonts and sizes Legible and consistent handwriting, or appropriate use of fonts and sizes Appealing use of white space Appealing use of white space Where necessary, bullets, numbers, side headings, and other markers that help readers access content Where necessary, bullets, numbers, side headings, and other markers that help readers access content Effective integration of text and illustration, charts, graphs, maps, and tables. Effective integration of text and illustration, charts, graphs, maps, and tables. “Editing is easy all you have to do is cross out the wrong words.” Mark Twain “Editing is easy all you have to do is cross out the wrong words.” Mark Twain

23. “I believe it is important not only to share a common vision for lifelong learning and literacy; but a common vocabulary for how we talk about such issues.” Dr. Beverly Ann Chinn, NCTE President, 1995-1996 University of Montana Department of English Dr. Beverly Ann Chinn, NCTE President, 1995-1996 University of Montana Department of English

24. Why We Teach Writing “If people cannot write well, they cannot think well, and if they cannot think well, others will do their thinking for them.” George Orwell

25. Resources http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/posterspage.htm Posters http://www.kimskorner4teachertalk.com/writing/sixtrait/sixtrait/6traits__poster.pdf Another set of posters http://apps.educationnorthwest.org/traits/lessonplans.php lesson plans for each trait http://www.kimskorner4teachertalk.com/writing/sixtrait/sixtrait/rubrics.html Rubrics (lots of different ones that you can choose from) http://schools.lwsd.org/Bell/leahy/parent_handbook_for_the_six_trai.htm Parent handbook

26. Tips/Ideas Color Code the traits (For example, everything for organization is blue.) Color Code the traits (For example, everything for organization is blue.) Create a binder for each trait and store lessons and resources by trait. Create a binder for each trait and store lessons and resources by trait. http://www.kimskorner4teachertalk.com/writing/gener al/quotes.htmlhttp://www.kimskorner4teachertalk.com/writing/gener al/quotes.html Quotes about each trait http://www.kimskorner4teachertalk.com/writing/gener al/quotes.html

27. Six Traits Songs http://www.cdbaby.com/cd/mrbilly14# http://www.cdbaby.com/cd/mrbilly14# http://www.cdbaby.com/cd/mrbilly14#