Chapter 1: Getting Acquainted with the Six Traits
Enter the traits . . .
Who invented the six traits?
A Quick Overview
Responding to Student Writing
What Teachers Value in Writing
Warming Up with the One-Pager
10 Tips for Scoring Well
Connecting the 6 Traits to Research-Based Strategies
Connecting the 6 Traits to the Common Core Standards for Writing
Some Closing Thoughts
Study Group: Interactive Questions and Activities
Chapter 2: Setting the Stage with Writing Process and Writing Workshop
Setting the Stage with Writing Process
Experience: The Well We Draw From
Rehearsing and Prewriting: Giving Shape to the Ideas We’ve Chosen
Drafting: Going from Beginning to End
Sharing with an Audience
Revising: Letting the Traits Shine
Editing: Making the Reader Feel “At Home” in Your Text
Publishing: Honoring and Preserving Writing
Assessing: for Students, the First Step in Revising
What about Genre?
Setting the Stage with Writing Workshop
What happens in writing workshop?
Following a Routine
On Day 1
Are some writers too young?
Ensuring Safety
Allotting Time
Two Myths
In Judy’s Third Grade Writing Workshop
The Atmosphere
Room Arrangement
Workshop Schedule
Conferences
Sharing
In Billie’s Seventh Grade Writing Workshop
Trait Aerobics
The Magic of Modeling
Backwards Planning
In Barbara’s Middle School Writing Workshop
Choosing Topics
Modeling
Assessing Writing as a Class
Pick Your Corner!
Reviewing Individual Students’ Work
In Andrea’s Second-Language Classroom
Key Words
Learning Kinesthetically
Everyone Writes
Using Technology
In Jim’s High School Writing Class
Focus, Direction–and Language
Comparing Responses
Built-in Flexibility
Study Group: Interactive Questions and Activities
Chapter 3: Making Meaning with IDEAS
How do I begin?
Student Writing Guide for Ideas (Figure 3.2)
Teacher Writing Guide for Ideas (Figure 3.3)
Ideas: Meaning & Message
A Definition
Trait Shortie for Ideas (Figure 3.4)
Warming Up with Literature
Just a Taste (small samples)
Using a Whole Book
Other Books Wonderful for Teaching Ideas
Assessing Writing Samples for Ideas
Paper 1: Making Decisions (Expository, Grade 8)
Paper 2: The Best Gift (Memoir, Grade 6)
Paper 3: The Baseball (Narrative, Grade 5)
Paper 4: Metamorphosis (Narrative, Grade 9)
Paper 5: Going Veggie (Persuasive, Grade 4)
Paper 6: Writing Is Important (Expository, Grade 11)
Paper 7: Harder Than You Think (Expository, Grade 10)
Paper 8: Why Writing Matters (Expository, Grade 6)
Lessons and Strategies for Teaching IDEAS
Some Quick Trait Logistics 52
How long should I spend teaching a single trait?
Is it important to teach the traits in a particular order?
Should I teach every feature of every trait?
What happens once I finish teaching all the traits?
Study Group: Interactive Questions and Activities
Chapter 4: Showcasing the Message with ORGANIZATION
Organization: Structure and Design
A Definition
Student Writing Guide for Organization (Figure 4.1)
Teacher Writing Guide for Organization (Figure 4.2)
Trait Shortie for Organization (Figure 4.3)
Warming Up with Literature
Just a taste . . .
Using a whole book
Other Books with Interesting Organizational Structure
Assessing Writing Samples for Organization
Paper 1: Some Cartoons Are Violent! (Persuasive, Grade 3)
Paper 2: A Great Book (Literary Analysis, Grade 8)
Paper 3: Movies and Books: A Comparison (Expository, Grade 8)
Paper 4: Are Films Too Violent? (Persuasive, Grade 5)
Paper 5: How to Be a Good Driver (Expository, Grade 12)
Paper 6: Computing Batting Averages (Expository, Grade 6)
Paper 7: Cats or Dogs (Persuasive, Grade 6)
Paper 8: Sand Dollar (Narrative, Grade 8)
Lessons and Strategies for Teaching ORGANIZATION
Study Group: Interactive Questions and Activities
Chapter 5: Making the Heart Beat with VOICE
Voice: The Heartbeat
A Definition
What Is Voice? (Figure 5.1)
Student Writing Guide for Voice (Figure 5.2)
Teacher Writing Guide for Voice (Figure 5.3)
Trait Shortie for Voice (Figure 5.4)
Warming Up with Literature
Just a taste . . .
Using a whole book
Other Books with Striking (Read-aloud) Voice
Assessing Writing Samples for Voice
Paper 1: Why You Need a Job (Persuasive, Grade 9)
Paper 2: Zeena and the Marshmellows (Persuasive, Grade 5)
Paper 3: A Sunflower Seed (Expository/Reflective, Grade 5)
Paper 4: Fishing (Narrative/Expository, Grade 11)
Paper 5: You Whant to Be My Friend? (Expository, Grade 3)
Paper 6: Unscripted Television: Enjoy It While You Can (Persuasive, Middle School)
Paper 7: The Perfect Tree (Narrative/Memoir, Grade 7)
Lessons and Strategies for Teaching VOICE
Study Group: Interactive Questions and Activities
Chapter 6: Enhancing Meaning and Voice with WORD CHOICE
Word Choice: Phrasing and Terminology
A Definition
Student Writing Guide for Word Choice (Figure 6.1)
Teacher Writing Guide for Word Choice (Figure 6.2)
Trait Shortie for Word Choice (Figure 6.3)
Warming Up with Literature
Just a taste . . .
Using a whole book
Other Books Filled with Words and Expressions You’ll Remember
Assessing Writing Samples for Word Choice
Paper 1: Chad (Descriptive, Grade 3)
Paper 2: Pets Are Forever: An Investigative Report (Expository, Grade 8)
Paper 3: Fishing Lessons (Memoir, Grade 7)
Paper 4: Elephants (Expository, Grade 5)
Paper 5: A Strange Visitor (Narrative/Imaginative, Grade 5)
Paper 6: The Pirate Ship (Descriptive, Grade 5)
Paper 7: Kill Measure 34–Now! (Persuasive, Grade 8)
Lessons and Strategies for Teaching Word Choice
Study Group: Interactive Questions and Activities
Chapter 7: Enhancing Meaning and Voice with SENTENCE FLUENCY
Sentence Fluency: Rhythm & Readability
A Definition
Student Writing Guide for Sentence Fluency (Figure 7.1)
Teacher Writing Guide for Sentence Fluency (Figure 7.2)
Trait Shortie for Sentence Fluency (Figure 7.3)
Warming Up with Literature
Just a taste . . .
Using a whole book
Other Books Filled with Collectible Sentences
Assessing Writing Samples for Sentence Fluency
Paper 1: The Closet Monster (Imaginative Fantasy, Grade 3)
Paper 2: The Big Road (Narrative, Grade 7)
Paper 3: Xeriscaping (Persuasive, Grade 5)
Paper 4: The Ritual of Rocks and Sticks (Imaginative/Narrative, Grade 6)
Paper 5: Why I Write (Expository, Grade 7)
Paper 6: A Rescue (Narrative, Grade 4)
Paper 7: Marco Polo (Imaginative Journal (Grade 4)
Paper 8: Call Me When You Get There (Expository, Grade 8)
Lessons and Strategies for Teaching Sentence Fluency
Study Group: Interactive Questions and Activities
Chapter 8: Preparing to Publish with CONVENTIONS & PRESENTATION
Step 1: Editing (Textual Conventions)
Conventions? Isn’t that the easiest trait to assess?
Step 2: Packaging (Visual Conventions/Presentation)
How important is presentation in the overall score?
Going Beyond Print
Conventions & Presentation: Readiness for Publication
A Definition
Student Writing Guide for Conventions & Presentation (Figure 8.2)
Teacher Writing Guide for Conventions & Presentation (Figure 8.3)
Trait Shortie for Conventions & Presentation (Figure 8.4)
Warming Up with Literature
Books with Clever Conventions
Books with Arresting Presentation
Resource Books for You, Your Students or Both
Assessing Writing Samples for Conventions
6 Keys to Scoring Conventions Well
Paper 1: Haircut from Hell (Narrative/Imaginative, Grade 7)
Paper 2: Japan (Expository, Grade 3)
Paper 3: The Joke (Memoir, Grade 7)
Paper 4: Computer Blues (Narrative, Grade 12)
Considering Presentation
Poetry: “Rain and Ivy”
A Published Piece: Coco Writes
Original Art: Thandi
An Original Picture Book: A Great Journey
A Collage of Covers: Creating Writers
Lessons and Strategies for Teaching Conventions
A Message for Parents and Guardians
Strategies for Introducing and Teaching Presentation
Expanding Presentation through Technology
Study Group: Interactive Questions and Activities
Chapter 9: Going INFORMATIONAL
Trait by Trait: A Quick Review
Informational Writing
A Definition
One-Pager Informational Writing Guide for Teachers (9.1)
Informational Writing Guides for Students (9.2 through 9.7)
Assessing Informational Writing
Paper 1: Black Widows (Informational, Grade 3)
Paper 2: Gorillas (Informational (Grade 4)
Paper 3: Our History: Strange But True (Informational, Grade 5)
Paper 4: Mini Vampires (Informational, Grade 5)
Paper 5: Stars (Informational, Grade 5)
Paper 6: The Middle Ages (Informational, Grade 7)
Paper 7: Life in the Middle Ages (Informational, Grade 7)
Paper 8: Humboldt Penguins (Informational, Grade 9)
Paper 9: Method Acting (Informational, Grade 12)
9 Strategies for Helping Students Create Powerful Informational Writing
Informational Favorites (A Booklist)
Persuasive Writing and Thoughts About “Trait Eight”
4 Simple Steps to Your Own Persuasive Checklist
Paper 11: Driving Tests Should Be Harder (Persuasive, Grade 7)
Paper 12: Smoking Stinks! (Persuasive, Grade 5)
Study Group: Interactive Questions and Activities
Chapter 10: Exploring the World of BEGINNING WRITERS
Focusing on Strengths
Bat and Spider (Age 4)
Mike’s Note (Age 5)
Taking a Close Look at Primary Writing
What to Look for in Primary Writing (Figure 10.1)
Early Guides to Traits (Figure 10.2)
Sample Papers
“Clouds” by Nicole (Grade 1)
“Sam Is My Friend” by Kean (Grade 1)
“My Favorite Brother Is Nick” by Lincoln (Grade 1)
“I Like My Library” by Nicholas (Grade 1)
“CatDog Shopping” by Jocelyn (Grade 1)
Mason’s First Book (K)
“Old” by Megan (Grade 3)
“Dear Tooth Fairy” by Leah (Grade 2)
“Jamey the Cat” by Veronica (Grade 2)
“Pyramid” by Brad (Grade 2)
Three Short Pieces by Andrew (K)
“Love” by Kaden (Grade 1)
“My Friend” by Jane (Grade 1)
“Spiderman” by Wyatt (Grade 1)
“My Winter Vacation” by Connor (Grade 2)
“Guess Why I Like School” by Hollie (Grade 1)
Using the 6 Traits to Teach Primary Writing
Primary Books for Teaching Ideas
Primary Books for Teaching Organization
Primary Books for Teaching Voice
Primary Books for Teaching Word Choice
Primary Books for Teaching Sentence Fluency
Primary Books for Teaching Conventions & Presentation
Assessing Young Writers
Assessment Step 1: Looking Carefully at Student Writing
Assessment Step 2: Observing Young Writers Carefully
Assessment Step 3: Asking Children to Talk about Their Process
Assessment Step 4: Keeping Portfolios
Assessment Step 5: Using Age-Appropriate Tools for Assessment
Avoid Scales Intended for Older Writers
Early Guides to Traits (Assessing Examples)
Primary Continuums (Figure 10.17)
Closing Thoughts
Study Group: Interactive Questions and Activities
Chapter 11: COMMUNICATING about Students’ Writing
Comments
But . . . we meant well!
Encouraging Comments + Modeling = Path to Success
Offer Suggestions through Modeling
Comments plus Rubrics
Quick Practice
“Waters of Death” (Figure 11.2)
“The Bathroom” (Figure 11.3)
Conferences
A good conference begins with listening
. . . is also short
. . . puts the writer in control
. . . is flexible
Sharing: Connecting with an Audience
10 Things You Can Do
1. Help students develop good listening skills
2. Think about logistics.
3. Define roles clearly
4. Model what not to do.
5. Write notes.
6. Encourage responders to “begin with I.”
7. Participate.
8. Don’t apologize–and don’t over-react.
9. Make it real–by sharing what you picture, how you feel.
10. Keep it snappy.
Debriefing
Communicating with Parents or Guardians
Comments on Student Writing
“Waters of Death” (Figure 11.2)
“The Bathroom” (Figure 11.3)
Study Group: Interactive Questions and Activities
Chapter 12: ASSESSING Our Students Well
Making Large-Scale Writing Assessment All It Can Be
Step 1: Have a clear purpose.
Step 2: Design an Assessment to match our vision of success.
Step 3: Match the assessment approach to the task.
Step 4: Design rubrics or writing guides with care.
Step 5: Be thoughtful about prompts.
Step 6: Abolish forever the dreaded “off-topic” label.
Step 7: Become truly skilled assessors.
Step 8: Teach on-demand writing as a genre unto itself.
Step 9: Minimize bias.
Step 10: Consider multiple samples.
Step 11: Ensure that assessments are reliable and valid.
Step 12: Make writing a priority.
Making Classroom Writing Assessment All It Can Be
Step 1: Define our personal vision of success.
Step 2: Let the writing tell its own story.
Step 3: Think process–not just product.
Step 4: Assess some pieces deeply–to see what students can do.
Step 5: Provide both formative and summative assessment.
Step 6: Assess what matters–not what’s obvious.
Step 7: Teach students to evaluate their own work.
Step 8: Make personal comments a major part of any feedback.
Step 9: Be flexible about genre and format.
Step 10: Encourage students to develop “habits of mind” essential for success.
Grading
What Grades Mean to Students
How and What to Grade
Grading as a Control Issue
Translating Analytical Scores into Grades
Final Thoughts
Study Group: Interactive Questions and Activities
Looking Forward: Expanding the Vision
Appendices
Appendix 1 Brief History of the Traits
Appendix 2 Teacher Three-Level Writing Guide (Adaptable to 5- or 6-Point)
Appendix 3 Student Three-Level Writing Guide (Adaptable to 5- or 6-Point)
Appendix 4 Student “Leap the River” Writing Guide in Spanish
Appendix 5 Student Checklist in Spanish
Appendix 6 Requirements by Genre: Common Core Standards for Writing
