Six + 1Traits of Writing

A Work Shop Approach

WORK THE CLOCKUnfortunately, as teachers, that’s exactly what we do all day. We are given those little morsels called time and expected to fit a huge amount of productivity into those little pieces of time. People who do not teach cannot possibly understand the exhaustion we feel.Not that we want to exhaust our students, but one major way to encourage rigor among students is to have them work the clock. Most students (and many adults as well) would simply be content to procrastinate or work at a too-relaxed state, and then not stress out when tasks did not get completed. As teachers, we must communicate that there are time limits and that a result of some specified sort should be emergent at the end of the time limit. That’s why the Instruction Framework PDs have specific time limits to each activity. Participants are constantly reminded that they only have a specific number of minutes to achieve a specific task. Then another task is presented, with a specific time limit revealed. The pacing continues until the objective is met.This kind of pacing should be evident in our classrooms, too. When you walk around a classroom (or an entire school) and students do not show up on time, teachers are late to class, lessons start late to accommodate stragglers, assignments are accepted late, inaction is accepted because someone is having a “bad day,” needed materials have not been secured---you get the idea. We all “work the clock.” Sometimes the clock wins, and the ball is dropped. Understood. But dropping the ball should not be the norm. It should be the extremely rare occasion. There are not a whole lot of valid excuses for lateness.When we fail to make students “work the clock,” we are insulting them. We are saying, in effect, that they do not have the self-control and self-regulation skills to do things correctly. So teach them to self-pace , if that’s what’s needed. But don’t let them stagnate. Teach them that, although time limits can be stressful, it is possible to both work the clock and beat the clock.Enjoy the weekend.

WORK THE CLOCKUnfortunately, as teachers, that’s exactly what we do all day. We are given those little morsels called time and expected to fit a huge amount of productivity into those little pieces of time. People who do not teach cannot possibly understand the exhaustion we feel.Not that we want to exhaust our students, but one major way to encourage rigor among students is to have them work the clock. Most students (and many adults as well) would simply be content to procrastinate or work at a too-relaxed state, and then not stress out when tasks did not get completed. As teachers, we must communicate that there are time limits and that a result of some specified sort should be emergent at the end of the time limit. That’s why the Instruction Framework PDs have specific time limits to each activity. Participants are constantly reminded that they only have a specific number of minutes to achieve a specific task. Then another task is presented, with a specific time limit revealed. The pacing continues until the objective is met.This kind of pacing should be evident in our classrooms, too. When you walk around a classroom (or an entire school) and students do not show up on time, teachers are late to class, lessons start late to accommodate stragglers, assignments are accepted late, inaction is accepted because someone is having a “bad day,” needed materials have not been secured---you get the idea. We all “work the clock.” Sometimes the clock wins, and the ball is dropped. Understood. But dropping the ball should not be the norm. It should be the extremely rare occasion. There are not a whole lot of valid excuses for lateness.When we fail to make students “work the clock,” we are insulting them. We are saying, in effect, that they do not have the self-control and self-regulation skills to do things correctly. So teach them to self-pace , if that’s what’s needed. But don’t let them stagnate. Teach them that, although time limits can be stressful, it is possible to both work the clock and beat the clock.Enjoy the weekend.

:Writers use Writing Strategies to

solve problems they encounter while writing.

:Why Use the 6+1 Traits

By teaching the Six Traits and Writing Strategies for each of the traits, we teach students to solve problems for the major components of the writing process.

.

What are the 6+1 Traits of Writing

They are: Ideas, Organization, Voice, Word Choice, Sentence Fluency, Conventions, and Presentation

“When you teach me, teach me one thing at a time.”

-Albert Einstein

“When you teach me, teach me one thing at a time.”

-Albert Einstein

One Component at a time:

So as not to overwhelm students our focus will be on:

• Ideas

• Organization

You could count

Collaboration is the key to generating interesting ideas

Question students on content related topics.

Give them prompts that guide them towards real life ideas that are content related and worthy of arguing.

Ready?

Teach research strategies

Guide students on where to go to research support for their ideas.

a) Sirs Knowledge Source

b) Community

surveys

c) Google etc

Teach them the format or structure they should use

Introduction1. Hook

2. Give background on hook

3. Make a strong claim/thesis about an issue

4. Give three strong reasons why your claim is valid

5. Body Evidence to support claim

6. Conclude leaving your

reader thinking and ready

to act

An inviting introduction draws the reader in.

I make sure the introduction is interesting and convinces the reader to continue reading

Teach students about including thoughtful transitions.

I write sentences and paragraphs that are logical and connected to each other.

Help your children to dispel their fear of writing.

Generate

a working

Rubric that

is has

Student

Friendly language

Work at the writing process!

It is like money in the bank growing

Interest

for both

teacher & learner.

Words are like money. Spend it wisely

We all will celebrate the rewards of hard work!