6 + 1 Writing Traits

6 + 1 Writing TraitsLindsey Shreck

Towson UniversitySpring 2012

Lindsey Shreck Spring 2012

ObjectivesParticipants will…

• Use words and pictures to define the 6 + 1 traits of writing

• Identify strategies to use in the classroom to support the 6 + 1 traits of writing

• Use the 6 + 1 traits rubric to assess sample writing pieces


Pre-AssessmentTurn and Talk:

1. What process do your students complete to create a writing piece?

2. How do you conference with your students during writing?

3. Do your students use checklists during writing? If so, describe its purpose?

4. How do you assess your students’ writing?


Background Research

• Choice, time, and feedback are important elements in teaching children to write effectively (Higgins, Miller, & Wegmann, 2006).

• To address the need for effective feedback, an analytic scoring system was developed by a group of teachers in the early 1980s. The Northwest Regional Educational Laboratory (2004) identified six key qualities that define strong writing. These qualities are ideas, organization, voice, word choice, sentence fluency, and conventions.


WRITING TRAITSIdeas Did you choose an

interesting topic? Did you support your

ideas with juicy details? Are your ideas clear?

Organization Does it have a clear

beginning? Does it have a middle

where details are in clear order?

Does it have an ending?

Voice Is my writing different

from everyone else’s? Have I added some

sparkle? Does the writing sound

like you?


WRITING TRAITSWord Choice Is my writing different

from everyone else’s? Have I added some

sparkle? Does the writing sound

like you?

Sentence Fluency Does the writing flow? Does each sentence have

a subject and verb? Does each sentence begin

with a different word?

Conventions Is the spacing correct

between the letters and words?

Is the spelling readable? Are capitals at the

beginning of sentences and punctuation at the end?

Presentation Is it neat and legible? Is their balance between

text, pictures, and white space?

Are there margins around the edges of the paper?

http://soulsaloninternational.com/wp-content/uploads/2011/10/abc.jpg

http://www.edupics.com/coloring-page-music-notes-dl10471.jpg

http://www.tts-group.co.uk/_rmvirtual/media/tts/images/LI00882.jpg


6 + 1 Traits in ActionWatch and Ponder:1. What language

did the teacher use

2. What resources did the teacher use?

3. What were the children doing?

• Video clip of sentence fluency mini-lesson

( I will be attaching a video clip of myself modeling a

lesson)• http://www.youtube.com/

watch?v=S6BEyUmtUZ4• http://www.youtube.com/

watch?v=yldtbXSAd5Y

http://www.youtube.com/watch?v=S6BEyUmtUZ4

http://www.youtube.com/watch?v=S6BEyUmtUZ4

http://www.youtube.com/watch?v=yldtbXSAd5Y

http://www.youtube.com/watch?v=yldtbXSAd5Y


Research Support• “Beginning writers benefit from trait-driven

instruction because the traits are specific, are easily taught and reinforced, and make sense.” (Culham, 2005, p. 15).

• Through mini-lessons, students are taught how to assess their writing by the definitions of the six traits (Higgins, Miller, & Wegmann, 2006).


Why Teach 6 + 1 Traits?• It is imperative for students to have specific

and constructive feedback in the writing classroom so that they are knowledgeable about what their strengths are and what areas need improvement (Culham, 2005).

• Creates consistency• Common language• Students think critically and self-assess their

writing


How are you feeling?1. Look around the room. There are

colored posters hanging up.2. Stand next to the colored poster that

best describes how you are feeling about 6 + 1 traits of writing at this moment.

3. Turn and talk with the people at your poster and explain your color choice.

4. Say “Hello” to your group members for the small group activity.


Small GroupIdeas Trait

1. Draw a picture or a symbol to define the ideas trait.

2. Open up the envelope in your group’s basket.

3. Read the directions and complete the activity.


Envelope ActivitiesIdeas Trait

I’m Making Dinner…

Begin by asking, “I’m sure making dinner and what do I need?” Then come up with a word that begins with the letter A, such as apple. Write the word on the board and select a student to do the next letter. Continue onto the next student until everyone has had a turn. Ask students to pick their favorite two or three and write them in their notebooks. Tell them to record at least three details they know about each word.


Envelope ActivitiesIdeas

Drawing the Idea

Select a common activity, such as grocery shopping. Ask students to draw a picture of what the activity looks like. Help them set the scene by asking, for example, “What is the name of this grocery store? Who are you with? Who else is around? Are you happy to be there? Are you taking your time or rushing?” Collect all the pictures and show them to the class one at a time, pointing out that even though everyone wrote about the same idea, each person did it differently.


Envelope ActivitiesIdeas Trait

Picture This

Find a picture from a magazine showing a person expressing a strong emotion: happiness, sadness, anger, fear, worry, and so on. Put the picture up for all students to see and ask them to tell you the person’s story: Who is the person and why is he or she feeling the emotion? Jot down your responses on the overhead and have students use them as starting points for stories about the person.


AssessingIdeas Rubric

Directions:1. Read the sample writing piece2. Use the Ideas Rubric to score the

writing piece3. Discuss the score with your small

group members


Sample Writing PieceIdeas Trait


Ideas Rubric


Future Professional Development

• Book Club• Classroom Demonstration Lessons• Small Group Meetings• Observations and Feedback• Coaching Sessions


Available Resource• 6 + 1 Traits of Writing: The Complete

Guide For The Primary Grades (Culham, 2005)– This book will be used in the Book Club– All participants will receive a copy– Each trait is defined, along with sample

activities, lists of children’s books, scoring rubrics, and more!


Evaluation

• Please take a few minutes to complete the workshop evaluation

• Please be honest with your feedback as it will be used to help plan future professional development sessions/activities!


Minute Reflection1. What challenges do you face in

implementing this concept/strategy in your classroom?

2. What support or assistance do you need to implement this concept/strategy in you classroom?


References• Culham, R. (2005). 6 + 1 Traits of Writing: The Complete Guide For The Primary Grades. New York, NY:

Scholastic Inc. • Culham, R. (2006). The Trait Lady Speaks Up. Educational Leadership, 64(2), 53-57.

• Gibson, S. A. (2008). An Effective Framework for Primary Grade Guided Writing Instruction. The Reading Teacher, 62(4), 324-334.

• Higgins, B., Miller, M., Wegmann, S. Teaching to the test…not! Balancing best practice and testing requirements in writing. The Reading Teacher, 60(4), 310-319.

• • Jacobson, J. R. (2005). Six Traits Writing Using Literature as a Model. Book Links, 14(5), 44-47. • James, L. A., Abbott, M., Greenwood, C. H. (2001). How Adam Became a Writer: Winning Writing Strategies for

Low- Achieving Students. Teaching Exceptional Children, 33(3), 30-37.

• Northwest Regional Educational Laboratory (2004). Experimental Study on the Impact of the 6 + 1 Trait Writing Model on Student Achievement in Writing. Portland, Oregon: Kozlow, M., Bellamy, P.

• Northwest Regional Educational Laboratory (2011). An Investigation of the Impact of the 6 +1 Trait. Portland, Oregon: Coe, M., Hanita, M., Nishioka, V., Smiley, R.

• Paquette, K. (2007). Encouraging Primary Students’ Writing through Children’s Literature. Early Childhood Educational Journal, 35(2), 155-165.

• Paquette, K. (2009). Integrating the 6 + 1 Writing Traits Model with Cross-Age Tutoring: An Investigation of Elementary Students’ Writing Development. Literacy Research and Instruction, 48(1), 28-38.

Documents

6 + 1 Writing Traits