Write Traits

1. Sentence Fluency Conventions Write Traits Presented by: Casey Torisk, Angelle Buschbaum, and Laura Hrabal Computer : Lisa Simmons January 2011 Organization Ideas WordChoice Voice

2. Why Teach the 6 Traits? • Provides a common language for talking about writing • Provides consistency • Makes revision manageable and purposeful • Offers support for writing process • Empowers students • Increases motivation and thinking skills • Links writing and reading • Provides a foundation for lifelong writing • Saves assessment time

3. What to look for in Primary Writing Ideas— • Original ideas (something not assigned) • Clarity—can understand it without the child present to explain • A strong main idea • Details that enhance meaning or create images—Tom wore a blue hat. • Attention to picture details—face parts, expressions, legs on insects, etc. • Expansion—multiple sentences that give more information on a topic

4. The Squiggle • Author: Carole Lexa Schaefer • Lesson on Ideas

5. Organization-- • Balance on the page—good use of space • Text and picture that go together, providing complementary information • Multiple sentences all on the same topic • One sentence leading into another • Transitional words such as but, because, then, at last • Any kind of beginning—including a title, or words such as last night, first, once • Any kind of ending—including phrases such as that’s it, that’s all for now, the last things, or the words the end

6. Voice-- • Originality, individuality • Sparkle, life • Emotion of any kind • Emotion in the reader • Commitment to the topic—clearly likes it, writes a lot, makes an effort, feels strongly about the subject • Expressiveness • Speaking directly to the audience—”Well I’ll just tell you……”

7. The Very Hungry Caterpillar • Author: Eric Carle • Lesson on Voice

8. Word Choice-- • Words that make sense • The right word for the moment • Colorful or unusual words • New words • Describing words • Words that show action or movement • Words that show excitement or sound—Zoom • Words that s-t-r-e-t-c-h beyond the writer’s spelling capabilities

9. Sentence Fluency-- • Letter strings that read like sentences—even if they don’t look like sentences! • Word order that makes sense • A complete sentence • More than one sentence • Sentences in patterns first: I like school. I like my mom. I like my dog. • Then, sentences that begin differently: I like school. So does my friend Sean. • Connecting words to link sentences: We saw a fish. Then, we caught one!

10. Conventions-- • Left to right orientation on the page • Up to down orientation on the page • Letters facing the right way: E, F, P, B, b, d, etc. • Awareness of margins • Continuation of text to the next line • Spaces between words • Readable spelling (phonemic and/or transitional) • Correct spelling of name • Correct spelling of sight words/high frequency words • Good guesses on some sounds of more difficult words • Use of punctuation marks—whether correct or not • Correct use of some punctuation—such as periods • Distinction between capital and lowercase letters • Use of capital “I”

11. The Snowy Day • Author: Ezra Jack Keats • Lesson on Conventions

12. What makes writing work for you? • Talk with your table and list 10 things that makes writing work for you • Nice handwriting • Good spelling • Capitals on name • Looks neat • Complete sentences

13. What makes writing work with 5th graders after 3 weeks of 6 traits? • Makes me wish I’d written it • Gets me hooked from the first line • Strong sentences • I can picture it! • Fun to read • Interesting characters • Details, Details! • Some surprises and a good ending!

14. Checklist for Younger Students Ideas— _____ You can tell what my main idea is. _____ I did not try to tell everything. I told what was important. _____ I know my topic well. I had enough information. _____ My paper is clear. _____ I gave my reader interesting and important details. _____ I answered my reader’s questions.

15. Organization-- ____ My lead gets you hooked. ____ My paper is easy to follow like a map. ____ You will never feel lost. ____ I linked ideas with word bridges like next or at last. ____ I did not spend time explaining things everyone already knows. ____ I ended my paper with some final thoughts.

16. Voice-- ____ This writing sounds like me. ____ It’s lively! ____ You can tell that I like my topic. ____ I sound like I know what I’m talking about. ____ This is a paper you might share aloud. ____ I “talk” to the reader in my writing.

17. Word Choice-- ____ My words make sense. They are used correctly. ____ My words go with my topic. ____ Strong verbs help you see things move or change. ____ Some words make pictures in your mind. ____ My writing is not wordy. ____ I avoid tired words like great, fun, nice, etc. ____ I did not use big words just to show off. ____ I was careful not to use one word too many times.

18. Sentence Fluency-- ____ I read this aloud. I like how it sounds. ____ When you read it, you will hear my voice. ____ Many sentences begin in different ways. ____Some sentences are long and some are short. ____ If I used dialogue, it sounds like real people talking. ____ I know what a fragment is. If I used fragments, it was for a special effect.

19. Conventions-- ____I have proofread my whole paper. ____I read the piece both silently and aloud. ____I used a handbook if I needed one. I have checked my: ____spelling ____grammar ____punctuation ____paragraphing ____capitals ____My paper is neat. It looks good on the page.

20. Traits in a Nutshell—Kindergarten and First Grade Ideas— ____ I have a MAIN message. ____ I know a LOT about my topic. ____ I share interesting DETAILS. ____ It is EASY to tell what my paper is about. Organization— ____ Everything is in ORDER. ____ I stay ON THE TRAIL. ____ My paper starts off with a good LEAD. ____ My paper says goodbye with a good ENDING.

21. Voice-- ____ I LOVE how my paper sounds. ____ This sounds like ME. ____ My paper is LIVELY. ____ My paper shows FEELINGS. ____ I know who my AUDIENCE is. Sentence Fluency— ____ My sentences are COMPLETE. ____ This is EASY to read out loud. ____ My sentences begin in different ways. ____ I used short and long sentences. ____ My paper is 4 or MORE sentences long.

22. Conventions-- ____ I used my EYES to check my paper. ____ I used my EARS to check my paper. ____ I wrote my name and the title. ____ I put spaces between my words. ____ I checked my spelling. ____ I used PERIODS to end sentences. ____ I used QUESTION MARKS to end questions. ____ I used CAPITAL letters to start sentences. ____ I used capital “I”.

23. Word Choice-- ____ I use some FAVORITE words. ____ My words help readers see, hear, feel, smell, or taste things. ____ I do NOT repeat most words. ____ I use STRONG VERBS to show action. ____ I s-t-r-e-t-c-h for NEW words.

24. Rubrics— • Linking TAKS to 6-Trait Writing • Modified TAKS Writing Rubric • Wee Can Write Rubric for Kindergarten

25. Stages of Writing-- I like apples. • Experimenting • Ideas—uses pictures/scribbles for writing • Organization—draws/scribbles/scrawls randomly on paper • Voice—produces unclear work or it is like everyone else’s • Word Choice—uses pictures for words; students can read his/her writing • Sentence Fluency—mimics letters and words on page • Conventions—attempts spacing, left to right writing, and top to bottom placement

26. Stages-- Lk I abs • Emerging • Ideas—represents detailed pictures by some recognizable letters and words • Organization—begins to group orally and visually like words and pictures • Voice—displays self-expression through unique pictures and letters • Word Choice—uses environmental print and some letters to represent words • Sentence Fluency—strings random letters together to imitate sentence structure • Conventions—does not use letters to represent sound; beginning use of spacing and placement of words on paper

27. Stages-- I Lik APL • Developing • Ideas—supports writing with illustrations; general idea is understandable • Organization—represents sequence and events with words and pictures • Voice—begins to express personal feeling through words and pictures • Word Choice—repeats familiar words and phrases; uses frequently used words • Sentence Fluency—uses simple sentence with beginning structure • Conventions—uses developing phonemic awareness in initial and final consonant placement; random capitalization and punctuation

28. Stages-- I lick apsl • Capable • Ideas—enhances writing with illustrations • Organization—begins to highlight key ideas, with attempt at beginning and ending and sequencing • Voice—writes to convey a story with individual/personal expression • Word Choice—begins to use new, favorite, special descriptive words to create images • Sentence Fluency—varies beginning and ending of sentences to create rhythm and flow of words • Conventions—attempts to use writing conventions (spacing, capitalization, punctuation); readable spelling clearly evident and consistent

29. Stages-- Apples I like apples. I eat apples. They are yummy. • Experienced • Ideas—uses focused topic with supporting details • Organization—employs easy-to-follow sequence with clear beginning and end • Voice—shows personality • Word Choice—uses high-frequency and everyday words independently; writes using fresh, original words • Sentence Fluency—uses correct sentence structure showing clear idea • Conventions—uses consistent punctuation, capitals, and spacing

30. Computer Activities • Lesson on Organization • Kidspiration • Kid Pix • Visions in Lab • Websites