1. Six Trait Overview Blue River Cohort Mitzi Hoback and Suzanne Whisler ESU 4 January 4, 2013

2. That’s Me O Please shout out “That’s Me” if the statement describes you. O I’m an elementary teacher. O I’m a secondary Language Arts teacher. O I’m a secondary teacher. O I’m an administrator. O Other...

3. Quick Write O Think about what you already know about six trait writing. Take a few seconds to jot down your thoughts on your graphic organizer. O Write down one learning outcome or personal goal describing what you want to be able to do after attending this session.

4. Session Goals O Review Six Traits and NeSA Analytical Scoring Rubrics O Connect strategies and technology tips and tools to the four domains of the rubrics

5. Teaching the Traits O Teach the concept first. O Surround students with writer’s language. O Share strong and weak examples from written words. O Write and link writing activities to the traits. O Read and link reading activities to the traits. O Practice revision and editing on anonymous texts.

6. Why bother with the six traits? Because six trait writing provides... o Common language o Consistency in assessment o The “how to” for revision Six trait writing is all about revision!

7. “Every writer I know has trouble writing.” ~Joseph Heller

8. “Don’t tell me the moon is shining; show me the glint of light on broken glass.” ~Anton Chekhov Ideas

9. Ideas/Content 35% Grade 4 The writer creates a clear understanding of events of the story. Content is well-focused on the topic. Numerous, relevant details are included. Storyline is logical and easy to follow throughout. Grade 8 The picture of what is being described is clear and vivid. Content is well-focused on the topic. Sensory details are numerous and relevant Grade 11 Writer conveys a clear opinion or position about the topic. Content is well-focused on the topic. Reasoning is logical and compelling. Supporting examples or reasons are numerous and relevant. Ask students to identify specific language on the rubric that describes the writing for each trait.

10. Ideas/Content What to look for... O Clarity and focus on the content O Rich and vivid details O Clear sense of purpose O Substance and accuracy O Fresh and original thinking

11. Teaching the trait of Ideas O Talk about where ideas come from. O Model differences between generalities and good details. O Read aloud from books with striking detail or strong imagery. O Use questions to expand and clarify a main idea. Think quality, not quantity. It isn’t more ideas that make a paper strong but the writer’s effective use of just the right information.

12. I Don’t Know What to Write About

13. Lessons from the Writing Fix O Elementary Lesson Idea O The Memory Games for Kids O http://bit.ly/12Ya0Luhttp://bit.ly/12Ya0Lu O Secondary Lesson Idea O One Minute in Time Poems O http://bit.ly/W1KJsH http://bit.ly/W1KJsH

15. Technology & Ideas O Five Card Story O http://5card.cogdogblog.com/index.php http://5card.cogdogblog.com/index.php O http://5card.cogdogblog.com/show.php?id=30334 http://5card.cogdogblog.com/show.php?id=30334 O Always Write O http://bit.ly/12Y6LUC http://bit.ly/12Y6LUC O Short Story Ideas O http://bit.ly/ZUlwsT http://bit.ly/ZUlwsT O Scholastic Story Starters O http://bit.ly/UFIajj http://bit.ly/UFIajj O Apps O Notability - $1.99 O Penultimate - $0.99 O Evernote - Free O Writing Prompts - Free

17. “ Organization is the internal structure of a piece of writing, the thread of central meaning, the pattern. ” ~Northwest Regional Educational Laboratory

18. Organization 25% Grade 4 Structural development of a beginning, middle, and end is effective. Pacing is well- controlled. Transitions effectively show how ideas connect. Paragraphing is sound. Grade 8 Structural development of an introduction, body, and conclusion is effective. Pacing is well- controlled. Transitions effectively show how ideas connect. Paragraphing is sound. Grade 11 Structural development of an introduction, body, and conclusion is effective. Pacing is well- controlled. Transitions effectively show how ideas connect. Paragraphing is sound.

19. Organization What to look for... O Enticing lead sentence and an engaging introduction. O Thoughtful transitions. One paragraphs should set the scene for the next paragraph. O Logical sequencing and a systematic approach to exploring a topic. O Controlled pacing that includes details in the right amounts and sentences that vary in length. O Satisfying conclusion that wraps things up.

20. Teaching Organization O Work on strong leads. O Brainstorm transition words and use them. O Practice the art of sequencing. O Match organization pattern with the writing. O Work on interesting endings and strong conclusions.

21. Lessons from the Writing Fix O Elementary O The Hamburger Paragraph Template O http://bit.ly/WkNG8x http://bit.ly/WkNG8x O Secondary O The Power Paragraph and Essay O http://writingfix.com/6_traits/orga nization.htm#frame http://writingfix.com/6_traits/orga nization.htm#frame

23. Technology and Organization O Text 2 Mindmap O http://www.text2mindmap.com/ http://www.text2mindmap.com/ O Bubbl.us O https://bubbl.us/ https://bubbl.us/ O Types & Examples of Transitions O http://bit.ly/pU1cKK http://bit.ly/pU1cKK O Apps O iBrainstorm - Free O SimpleMInd+ - Free O Idea Sketch - Free

25. “The difference between the right word and the almost right word is the difference between lightning and a lightning bug.” ~Mark Twain Word Choice/Voice

26. Voice/Word Choice 20% Grade 4 Wording is expressive and engaging, conveying a strong sense of the writer. Voice is well-suited for the purpose and audience. Language is specific, precise, and varied throughout. Grade 8 Wording is expressive and engaging, conveying a strong sense of the write throughout. Voice is well-suited for the purpose and audience throughout. Language is specific, precise, and varied throughout. Numerous vivid words and phrases used effectively. Grade 11 Writer demonstrates a strong commitment to the topic. Voice is well-suited for the purpose and audience. Language is specific, precise, varied, and engaging throughout. Writer consistently anticipates reader’s questions.

27. Word Choice & Voice What to look for... O Powerful, stunning verbs, unique phrasing O Words capture what is hard to express O Words are clear and precise O Examples of vivid imagery

28. Teaching Word Choice & Voice O Use word choice that catches the reader’s eye O Replace vague vocabulary with precise words O Emphasize imagery and sensory details O Identify the audience and purpose O Encourage students to be themselves and put their feelings into the writing.

29. Lessons for Word Choice & Voice O Elementary & Secondary O RAFT Writing Prompts O http://bit.ly/ZbStiVhttp://bit.ly/ZbStiV O Sensory Words Walls O http://bit.ly/THqQJQhttp://bit.ly/THqQJQ O The Unlikely Lost and Found Ad O http://bit.ly/10Owsr0 http://bit.ly/10Owsr0

31. Technology & Word Choice/Voice O Big Huge Thesaurus O http://words.bighugelabs.com/ http://words.bighugelabs.com/ O Snappy Words O http://www.snappywords.com/ http://www.snappywords.com/ O Wordle O http://www.wordle.net/ http://www.wordle.net/ O Apps O FreeSaurus - Free O iThesaurus - Free

33. “When something can be read without effort, great effort has gone into its writing.” ~Enrique Jardiel Poncela Sentence Fluency/Conventions

34. Sentence Fluency/Conventions 20% Grade 4 Sentences vary in length and structure throughout. Phrasing consistently sounds natural and conveys meaning. Fragments and run-ons, if present, are intended for stylistic effect. Grammar, usage, punctuation, and spelling are consistently correct and may be manipulated for stylistic effect. Grade 8 Sentences vary in length and structure throughout. Phrasing consistently sounds natural and conveys meaning. Fragments and run-ons, if present, are intended for stylistic effect. Grammar, usage, punctuation, and spelling are consistently correct and my be manipulated for stylistic effect. Grade 11 Sentences vary in length and structure throughout. Phrasing consistently sounds natural and conveys meaning. Fragments and run-ons, if present, are intended for stylistic effect. Grammar, usage, punctuation, and spelling are consistently correct and may be manipulated for stylistic effect.

35. Sentence Fluency & Conventions What to look for... O Well-built sentences O Different sentence lengths O Varied sentence beginnings O Smooth phrasing O Spelling, punctuation and capitalization O Grammar usage O Paragraphing

36. Teaching Sentence Fluency/Conventions O Generate a list of transition words. O Teach difference sentence structures. O Teach grammar. O Have students read their writing aloud. O Have students circle or list the first word in each sentence they have written. O Have students count the number of words in their sentences. O Teach copy editor’s symbols and show how to use them. O Provide many opportunities to practice editing anonymous texts.

37. Sentence Fluency/Conventions O PaperRater O http://www.paperrater.com/http://www.paperrater.com/ O Text Content Analyzer O http://bit.ly/12TIQFPhttp://bit.ly/12TIQFP O Editing and Proofreading Practice O http://bbc.in/UED87C http://bbc.in/UED87C

39. 7 Things You Can Do Right Now 1.Be a collector. 2.Be a reader. 3.Form a network. 4.Post the traits in your room. 5.Model (be a writer yourself). 6.Have your students write, write, and write more. 7.Include parents.

40. Resources O Writing Fix http://writingfix.com/http://writingfix.com/ O Kim’s Korner 4 Teacher Talk O http://www.kimskorner4teachertalk.com/ http://www.kimskorner4teachertalk.com/ O ESU 4 Six Trait Wikispace O http://esu4sixtraitwriting.wikispaces.com/ http://esu4sixtraitwriting.wikispaces.com/ O ESU 6 Writing Wikispace O http://esu6writing.wikispaces.com/ http://esu6writing.wikispaces.com/ O Lee’s Summit Technology Integration and Writing http://bit.ly/Z0oh5Chttp://bit.ly/Z0oh5C

41. Time for Reflection O Refer back to your learning outcome. O Was your learning outcome met? O What additional information or resources do you need?

42. O Read a lot. O Be a writer. O Make time to write. O Model, model, model! Final Thoughts