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Using the 6+1 Writing Traits and Developing Student Writing Portfolios presented by Cheri Lynn Using the 6+1 Writing Traits and Developing Student Writing Portfolios presented by Cheri Lynn Gregory www. In. His. Delight. com [email protected] com

What are the 6+1 Writing Traits? They are NOT: • A “writing program” • What are the 6+1 Writing Traits? They are NOT: • A “writing program” • A “quick fix” • Successful in worksheet-dominated classrooms • Meant to be learned in a 75 minute seminar They ARE: • A common language to talk about writing • Shared vision of what good writing looks like in all forms of writing • An assessment tool for teachers and students • A model to use in a writing process classroom

What are the 6+1 Writing Traits? Some “givens” about writing: § Hard things take What are the 6+1 Writing Traits? Some “givens” about writing: § Hard things take time.

What are the 6+1 Writing Traits? Some “givens” about writing: § Hard things take What are the 6+1 Writing Traits? Some “givens” about writing: § Hard things take time. § Writing is a hard thing to do.

What are the 6+1 Writing Traits? Some “givens” about writing: § Hard things take What are the 6+1 Writing Traits? Some “givens” about writing: § Hard things take time. § Writing is a hard thing to do. § Tomorrow we’ll be better than we are today.

What are the 6+1 Writing Traits? Some “givens” about writing: § § Hard things What are the 6+1 Writing Traits? Some “givens” about writing: § § Hard things take time. Writing is a hard thing to do. Tomorrow we’ll be better than we are today. Next year we’ll be better than we are this year.

What are the 6+1 Writing Traits? WRITE is too big an idea for our What are the 6+1 Writing Traits? WRITE is too big an idea for our students to grasp § So, we teach them the Writing Process with lots of “baby steps” along the way

What are the 6+1 Writing Traits? REVISE is too big an idea for our What are the 6+1 Writing Traits? REVISE is too big an idea for our students to grasp § So, we teach them to look at each of the 6+1 Traits individually

What are the 6+1 Writing Traits? • • Ideas Organization Voice Word Choice Sentence What are the 6+1 Writing Traits? • • Ideas Organization Voice Word Choice Sentence Fluency Conventions (Presentation)

How are the Traits Scored? 5 = STRONG § § § Shows control and How are the Traits Scored? 5 = STRONG § § § Shows control and skill in this trait Many strengths present in this trait Not perfect, but on its way in this trait

How are the Traits Scored? 4 = EFFECTIVE § Strengths outweigh weaknesses in this How are the Traits Scored? 4 = EFFECTIVE § Strengths outweigh weaknesses in this trait § Minimal revision needed in this trait § Solid grade-level performance in this trait

How are the Traits Scored? 3 = DEVELOPING § Strengths and weaknesses are about How are the Traits Scored? 3 = DEVELOPING § Strengths and weaknesses are about equal in this trait § About “half-way home” in this trait § Minimal grade-level performance in this trait

How are the Traits Scored? 2 = EMERGING § Need for revision outweighs strengths How are the Traits Scored? 2 = EMERGING § Need for revision outweighs strengths in this trait § Isolated moments hint at what writer is attempting in this trait § Below grade-level performance in this trait

How are the Traits Scored? 1 = NOT YET § A bare beginning in How are the Traits Scored? 1 = NOT YET § A bare beginning in this trait § Writer is not showing any control in this trait § Far below grade-level performance in this trait

How are the Traits Scored? #1 concern is always the child, not the paper. How are the Traits Scored? #1 concern is always the child, not the paper. § Voice involves some risk; is my class a place where some risk can be taken? § Focusing on one trait at a time prevents you from swamping the student with too much feedback at once § Find one strength: excite student to build on it § Pick one trait to work on: movtivate student to grow § Only comment on papers that will still be re-worked!

Trait 1: IDEAS • • • Topic is narrow and manageable One, clear main Trait 1: IDEAS • • • Topic is narrow and manageable One, clear main idea supported with details Quality details beyond the obvious Accurate details Readers’ questions anticipated & answered Clear and focused Details enrich and develop theme Understanding of topic demonstrated Fresh and original ideas apparent

Trait 1: IDEAS Paper Title: Skateboarding Grade: 6 th My T-Shirt slogan would say Trait 1: IDEAS Paper Title: Skateboarding Grade: 6 th My T-Shirt slogan would say “Skateboarding, What a life to live. ” I would choose this slogan because skateboarding is one of my favorite hobbies. I learned skateboarding from one of my old best friends. He taught me tricks. But then he moved to Texas and I havent seen him for sevral years.

Trait 1: IDEAS 5 = STRONG Shows control and skill in this trait. . Trait 1: IDEAS 5 = STRONG Shows control and skill in this trait. . . Many strengths present. . . Not perfect, but on its way 4 = EFFECTIVE Strengths outweigh weaknesses in this trait. . . Minimal revision needed. . . Solid grade-level performance 3 = DEVELOPING Strengths and weaknesses are about equal for this trait. . . About “half-way home”. . . Minimal grade -level performance 2 = EMERGING Need for revision outweighs strengths for this trait. . . Isolated moments hint at what writer is attempting. . . Below grade-level performance 1 = NOT YET A bare beginning for this trait. . . Writer is not showing any control. . . Far below grade-level performance

Trait 2: ORGANIZATION • • • Original title captures theme Inviting introduction Structure matches Trait 2: ORGANIZATION • • • Original title captures theme Inviting introduction Structure matches purpose and audience Organization flows smoothly Thoughtful ideas show ideas connect Logical and effective sequence of details Effective placement of details Controlled pace Satisfying conclusion

Trait 2: ORGANIZATION Paper Title: Older vs. Younger (2 nd paragraph of a paper) Trait 2: ORGANIZATION Paper Title: Older vs. Younger (2 nd paragraph of a paper) Grade: 9 th But being a younger sibling has its own problems. First of all, we have to deal with hearing, “Why can’t you be more like your big brother/sister? ” We have to deal with the pressure of living up to the “example” of our older siblings. Then, there are those who think that they are so much better than we are, just because they are a year or so older: the power hungry ones. They even see one year as a big gap. Then we have to deal with being told, “I’ve lived longer, so I know better. ” Plus, younger siblings are constantly having to put up with annoying older siblings who absolutely hate it when we go through their stuff, but somehow they exercise their right to go through ours. Such injustice!

Trait 2: ORGANIZATION 5 = STRONG Shows control and skill in this trait. . Trait 2: ORGANIZATION 5 = STRONG Shows control and skill in this trait. . . Many strengths present. . . Not perfect, but on its way 4 = EFFECTIVE Strengths outweigh weaknesses in this trait. . . Minimal revision needed. . . Solid grade-level performance 3 = DEVELOPING Strengths and weaknesses are about equal for this trait. . . About “half-way home”. . . Minimal grade -level performance 2 = EMERGING Need for revision outweighs strengths for this trait. . . Isolated moments hint at what writer is attempting. . . Below grade-level performance 1 = NOT YET A bare beginning for this trait. . . Writer is not showing any control. . . Far below grade-level performance

Trait 3: VOICE • • • Writing individual, compelling, engaging Risks taken Flavor and Trait 3: VOICE • • • Writing individual, compelling, engaging Risks taken Flavor and texture apparent Appropriate voice chosen for audience Writing honest and personal (narrative) Commitment shown (persuasive/exposatory) Voice makes reader think about point of view Voice control and consistency throughout piece Strong interaction between reader and writer

Trait 3: VOICE Paper Title: Letter of Complaint Grade: 8 th Hey Buddy! Listen Trait 3: VOICE Paper Title: Letter of Complaint Grade: 8 th Hey Buddy! Listen up! This is your mouth speaking! I was invented for talking, so you had better pay attention! First of all, man, what are you thinking? Here’s a lesson in life: when food comes right off the stove, it’s hot. Do you understand second-degree burns? And please don’t shovel it all down in a half second! Trust me, buddy, it’s not going anywhere. I don’t need to work that hard. Second, do you really need to eat your own cooking? I mean, that’s why Mc. Donalds was invented, right? At least their food has flavor! (No, I don’t consider “burnt” a real flavor!) And when you eat your own “cooking, ” please don’t bite the tongue. It’s in enough pain from having to deal with your concoction, anyway!

Trait 3: VOICE 5 = STRONG Shows control and skill in this trait. . Trait 3: VOICE 5 = STRONG Shows control and skill in this trait. . . Many strengths present. . . Not perfect, but on its way 4 = EFFECTIVE Strengths outweigh weaknesses in this trait. . . Minimal revision needed. . . Solid grade-level performance 3 = DEVELOPING Strengths and weaknesses are about equal for this trait. . . About “half-way home”. . . Minimal grade -level performance 2 = EMERGING Need for revision outweighs strengths for this trait. . . Isolated moments hint at what writer is attempting. . . Below grade-level performance 1 = NOT YET A bare beginning for this trait. . . Writer is not showing any control. . . Far below grade-level performance

Trait 4: WORD CHOICE • • • Accurate and specific topic words Words and Trait 4: WORD CHOICE • • • Accurate and specific topic words Words and phrases create pictures Individual and effective natural language Striking words and phrases Lively and energetic verbs Precise nouns and modifiers Effective word and phrase placement Everyday words used well Standard American English used consistently

Trait 4: WORD CHOICE Paper Title: The Field (Paragraph 1) Grade: 9 th The Trait 4: WORD CHOICE Paper Title: The Field (Paragraph 1) Grade: 9 th The warmth of the sun embraces the field like a mother hugging her child. The wind gently sways the overgrown grass, sending light kisses over my cheeks. I see at least five shades of green, each blending perfectly into the next so no one calls attention to itself. Speckles of tiny purple flowers adorn the pasture. Who would have thought green and purple could complement each other so? As my eyes roam this immense field, they are greeted with an occasional buttercup, glowing and vibrant as a young child, bringing life to an otherwise dull, subtle pasture.

Trait 4: WORD CHOICE 5 = STRONG Shows control and skill in this trait. Trait 4: WORD CHOICE 5 = STRONG Shows control and skill in this trait. . . Many strengths present. . . Not perfect, but on its way 4 = EFFECTIVE Strengths outweigh weaknesses in this trait. . . Minimal revision needed. . . Solid grade-level performance 3 = DEVELOPING Strengths and weaknesses are about equal for this trait. . . About “half-way home”. . . Minimal grade -level performance 2 = EMERGING Need for revision outweighs strengths for this trait. . . Isolated moments hint at what writer is attempting. . . Below grade-level performance 1 = NOT YET A bare beginning for this trait. . . Writer is not showing any control. . . Far below grade-level performance

Trait 5: SENTENCE FLUENCY • • Easy flow, rhythm, and cadence Well-built and strong Trait 5: SENTENCE FLUENCY • • Easy flow, rhythm, and cadence Well-built and strong sentences for easy reading Sentences underscore and enhance meaning Sentences vary in length and structure Sentence fragments used appropriately Natural dialog, if used Purposeful and varied sentence beginnings Creative and appropriate use of connectives

Trait 5: SENTENCE FLUENCY Paper Title: The Field (Paragraph 2) Grade: 9 th In Trait 5: SENTENCE FLUENCY Paper Title: The Field (Paragraph 2) Grade: 9 th In the background, I hear a live concert. Birds sing the melody to a song only they know, accompanied by bees’ monotone humming. A white butterfly dances happily above the pasture in pursuit of the perfect flower. Finding one suitable, it lands gracefully to partake of the sweetness behind the flower’s brilliant colors. An occasional lady bug dots the field.

Trait 5: SENTENCE FLUENCY 5 = STRONG Shows control and skill in this trait. Trait 5: SENTENCE FLUENCY 5 = STRONG Shows control and skill in this trait. . . Many strengths present. . . Not perfect, but on its way 4 = EFFECTIVE Strengths outweigh weaknesses in this trait. . . Minimal revision needed. . . Solid grade-level performance 3 = DEVELOPING Strengths and weaknesses are about equal for this trait. . . About “half-way home”. . . Minimal grade -level performance 2 = EMERGING Need for revision outweighs strengths for this trait. . . Isolated moments hint at what writer is attempting. . . Below grade-level performance 1 = NOT YET A bare beginning for this trait. . . Writer is not showing any control. . . Far below grade-level performance

Trait 6: CONVENTIONS • • Correct spelling Correct choice of frequently confused homonyms Accurate Trait 6: CONVENTIONS • • Correct spelling Correct choice of frequently confused homonyms Accurate and creative punctuation Consistent correct capitalization Effective paragraphing Correct grammar and word usage Creative use of conventions to enhance meaning

Trait 6: CONVENTIONS Paper Title: The Field (Paragraph 3) Grade: 9 th Take in Trait 6: CONVENTIONS Paper Title: The Field (Paragraph 3) Grade: 9 th Take in a deep breath, my friend. Be welcomed by a smell too magical for words. Close your eyes. Taste the sweetness of this quiet (yet annoyingly loud), dull (yet amazingly vibrant), overlooked (yet so richly enchanting), dead (yet buzzing with life) field. Hold onto it; do not let it go. For all too soon, it will be nothing more than a memory.

Trait 6: CONVENTIONS 5 = STRONG Shows control and skill in this trait. . Trait 6: CONVENTIONS 5 = STRONG Shows control and skill in this trait. . . Many strengths present. . . Not perfect, but on its way 4 = EFFECTIVE Strengths outweigh weaknesses in this trait. . . Minimal revision needed. . . Solid grade-level performance 3 = DEVELOPING Strengths and weaknesses are about equal for this trait. . . About “half-way home”. . . Minimal grade -level performance 2 = EMERGING Need for revision outweighs strengths for this trait. . . Isolated moments hint at what writer is attempting. . . Below grade-level performance 1 = NOT YET A bare beginning for this trait. . . Writer is not showing any control. . . Far below grade-level performance

+1: PRESENTATION • Handwriting has consistent slant, clearly formed letters, and uniform spacing • +1: PRESENTATION • Handwriting has consistent slant, clearly formed letters, and uniform spacing • Appropriate font and font size if word processed • White space directs reader to text • Proper use of title, side heads, page numbering, and bullets • Effective illustrations, charts, graphs, and tables • Neat and readable

How Do 6+1 Help Us Teach Students to Write Well? #1: We focus on How Do 6+1 Help Us Teach Students to Write Well? #1: We focus on their STRENGTHS so they know what they are doing well and can keep on doing it well! #2: We note their areas needing growth, teach short lessons to help them learn new skills, and have them practice on their own writing.

How Do 6+1 Help Us Teach Students to Write Well? #1: We focus on How Do 6+1 Help Us Teach Students to Write Well? #1: We focus on their STRENGTHS so they know what they are doing well and can keep on doing it well! What can we say are some STRENGTHS of this piece of writing?

Focus on Strengths A Christmas tree. It all starts out when a farmer plants Focus on Strengths A Christmas tree. It all starts out when a farmer plants the seeds to make some trees. About one year later it comes to that time of year to where it is time to have that special tree in your house. So that tree sees people come and go, taking all the other trees around him being cut down, roped, and taken home. The Christmas tree is really sad, because he is the last one left and nobody wants him, so he doesn’t drink water from his roots for two days.

Focus on Strengths Wait. A little boy comes to the tree and says, “Wow! Focus on Strengths Wait. A little boy comes to the tree and says, “Wow! Mommy! Daddy! I want this one!” So the parents come over to it and ask the boy, “Are you sure you want this one? ” And the boys replies, “Yes! Please!” They find the owner of the farm, ask him how much he wants for the tree. He says, “You can have it for free!” They put it in the back of their truck and take it home.

Focus on Strengths They get home and the boy helps his father take the Focus on Strengths They get home and the boy helps his father take the tree inside and set it up. When the tree is finally in the place they want it in, the boy and his mother start to decorate the tree. The tree is so happy that he sticks his branches out as far as he can and makes them as green as could be. Finally about an hour later the tree is finally finished.

Focus on Strengths The boy tells his mom, “Okay, one more thing. ” The Focus on Strengths The boy tells his mom, “Okay, one more thing. ” The boy goes running into the kitchen and comes out with what appears to be a glass of water. The boy walks over to the tree, bends down, and pours it into the vase holding the tree’s trunk. The tree loves it. Then the boy’s father lifts the boy up and the boy puts the star on top of the tree. And that’s how the tree made the best Christmas ever.

Focus on Strengths IDEAS: ORGANIZATION: VOICE: WORD CHOICE: SENTENCE FLUENCY: CONVENTIONS: (Presentation): 1 1 Focus on Strengths IDEAS: ORGANIZATION: VOICE: WORD CHOICE: SENTENCE FLUENCY: CONVENTIONS: (Presentation): 1 1 2 2 3 3 4 4 5 5 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5

How Do 6+1 Help Us Teach Students to Write Well? #2: We note areas How Do 6+1 Help Us Teach Students to Write Well? #2: We note areas needing growth, teach short lessons to help them learn new skills, and have them practice on their own writing. What can we say are some areas needing growth, based on this piece of writing? What skills does this student need to learn and practice?

Areas Needing Improvement A Christmas tree. It all starts out when a farmer plants Areas Needing Improvement A Christmas tree. It all starts out when a farmer plants the seeds to make some trees. About one year later it comes to that time of year to where it is time to have that special tree in your house. So that tree sees people come and go, taking all the other trees around him being cut down, roped, and taken home. The Christmas tree is really sad, because he is the last one left and nobody wants him, so he doesn’t drink water from his roots for two days.

Areas Needing Improvement Wait. A little boy comes to the tree and says, “Wow! Areas Needing Improvement Wait. A little boy comes to the tree and says, “Wow! Mommy! Daddy! I want this one!” So the parents come over to it and ask the boy, “Are you sure you want this one? ” And the boys replies, “Yes! Please!” They find the owner of the farm, ask him how much he wants for the tree. He says, “You can have it for free!” They put it in the back of their truck and take it home.

Areas Needing Improvement They get home and the boy helps his father take the Areas Needing Improvement They get home and the boy helps his father take the tree inside and set it up. When the tree is finally in the place they want it in, the boy and his mother start to decorate the tree. The tree is so happy that he sticks his branches out as far as he can and makes them as green as could be. Finally about an hour later the tree is finally finished.

Areas Needing Improvement The boy tells his mom, “Okay, one more thing. ” The Areas Needing Improvement The boy tells his mom, “Okay, one more thing. ” The boy goes running into the kitchen and comes out with what appears to be a glass of water. The boy walks over to the tree, bends down, and pours it into the vase holding the tree’s trunk. The tree loves it. Then the boy’s father lifts the boy up and the boy puts the star on top of the tree. And that’s how the tree made the best Christmas ever.

Areas Needing Improvement IDEAS: ORGANIZATION: VOICE: WORD CHOICE: SENTENCE FLUENCY: CONVENTIONS: (Presentation): 1 1 Areas Needing Improvement IDEAS: ORGANIZATION: VOICE: WORD CHOICE: SENTENCE FLUENCY: CONVENTIONS: (Presentation): 1 1 2 2 3 3 4 4 5 5 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5

Skills to Teach/Practice • Organization: Strong openings • Organization: Pacing • Voice: Express “personality” Skills to Teach/Practice • Organization: Strong openings • Organization: Pacing • Voice: Express “personality” • Word Choice: Avoiding repetition • Word Choice: Specific, vivid words • Sentence Fluency: Varied lengths • Sentence Fluency: Varied styles

Teaching the Traits Set up a filing system § Collect lesson plans for each Teaching the Traits Set up a filing system § Collect lesson plans for each Trait § Keep samples of writing for each Trait § If one piece of writing demonstrates several Traits, make several copies and file one in each folder § Materials to use when teaching specific aspects of a Trait § Start looking at the world through ” 6+1 eyes” § Find/Make bad samples of my own writing

Teaching the Traits Set up Writing Portfolios for each student § After teaching a Teaching the Traits Set up Writing Portfolios for each student § After teaching a writing skill lesson, have students select a piece of their own writing with which to practice the new skill § § Don’t start a totally new writing project Draw from pre-written work Assess informally by walking around and reading Have students “flag” this revision with a Post-It note with date and assignment name so you can find it easily in their portfolio formal assessment § Worksheets are not practice; real writing is practice!

Teaching the Traits Proper student: teacher time ratios § Student spends 30 minutes, I Teaching the Traits Proper student: teacher time ratios § Student spends 30 minutes, I spend 1 minute § If the student spent 5 minutes, I should not spend 20 minutes Writing is thinking § Quit telling, telling § Let them think They won’t be mature writers for many years § Mimic their errors back to them § Let them fix their own errors

Teaching the Traits • IDEAS § Children’s Books • Read aloud • Brainstorm ideas Teaching the Traits • IDEAS § Children’s Books • Read aloud • Brainstorm ideas • Write & share aloud § Writing Prompts (modify as needed!) • http: //www. canteach. ca/elementary/prompts. html • http: //www. creativewritingprompts. com/ • http: //www. writingfix. com/dailypromptgenerator. htm

Teaching the Traits • ORGANIZATION § Sentence Strips: • • Select a paragraph more Teaching the Traits • ORGANIZATION § Sentence Strips: • • Select a paragraph more than 3 sentences long Type it up Cut it up Have students put it back together § Students learn about text from text!

Teaching the Traits • VOICE § It is not the student’s voice; it is Teaching the Traits • VOICE § It is not the student’s voice; it is the student’s ability to express personality in writing • Define purpose • Define audience § Teacher is not an effective audience § Students need a real audience they care about § Alternate point-of-view writing • A Po. V other than Christ at crucifixion • A unique Po. V at Christmas

Teaching the Traits • WORD CHOICE § Select a rich segment from a good Teaching the Traits • WORD CHOICE § Select a rich segment from a good writer (Leave them in suspense, and some will read the book!) • Play audiobook (if possible) while reading copied text • Highlight the effective words • Analyze: they’ll be specific NOUNS and VERBS § Strong Word Choice creates Voice

Teaching the Traits • SENTENCE FLUENCY § It’s more than just sentence structure • Teaching the Traits • SENTENCE FLUENCY § It’s more than just sentence structure • It’s about flow; there’s an auditory component • College students are still struggling § Read, Read aloud to my students! § Students need to hear their writing read aloud • Have students read their own writing aloud, slowly • Have students listen to a partner read their writing aloud § Make a graph counting # of words in each sentence, beginning words, types of sentences, etc. • Strengths? Celebrate! “I am a writer who. . . “ • Weaknesses? Deal with one issue at a time!

Teaching the Traits • CONVENTIONS § No more insulting the teacher • Stop enabling Teaching the Traits • CONVENTIONS § No more insulting the teacher • Stop enabling my students § Dr. Phil approach: “How’s that working for you? ” • Post my expectations § Refuse papers that demonstrate laziness § Quit showing them their errors § Expect them to find their own § Standard English = access to power in America • Conventions are not teachers imposing on students • Conventions are teachers trying to help students express themselves clearly

Teaching the Traits • PRESENTATION § Do not assume students know what you want Teaching the Traits • PRESENTATION § Do not assume students know what you want § Show students exactly what you expect • Demonstrate and name the materials they’ll need • Tell them where to purchase anything special • Provide the basics § Show students samples of unacceptable work • Your lowest standard of acceptable work is set by the worst piece of work you allow; be persnickity • Return unacceptable work immediately

Teaching the Traits Add Humor to Teaching the Traits http: //www. tallrite. com/Light. Relief/churchbloopers. Teaching the Traits Add Humor to Teaching the Traits http: //www. tallrite. com/Light. Relief/churchbloopers. htm "Ladies, don't forget the rummage sale. It's a chance to get rid of those things not worth keeping around the house. Don't forget your husbands. ” “Remember in prayer the many that are sick of our community. . Smile at someone who is hard to love. . Say ‘hell’ to someone who doesn't care much about you. ” “Don't let worry kill you off - let the Church help. ” “Attend and you will heal an excellent speaker and heave a healthy lunch. ”

Teaching the Traits “During the absence of our Pastor, we enjoyed the rare privilege Teaching the Traits “During the absence of our Pastor, we enjoyed the rare privilege of hearing a good sermon when J. F. Stubbs supplied our pulpit. ” “A bean supper will be held on Tuesday evening in the church hall. Music will follow. ” “At the evening service tonight, the sermon topic will be "What is Hell? " Come early and listen to our choir practice. ” “This evening at 7 pm there will be a hymn sing in the park across from the Church. Bring a blanket and come prepared to sin. ”. “Please place your donation in the envelope along with the deceased person you want remembered. ”

Developing Writing Portfolios DANGER: Students usually don’t value schoolassigned writing, and they often don’t Developing Writing Portfolios DANGER: Students usually don’t value schoolassigned writing, and they often don’t value their own writing, period.

Developing Writing Portfolios DANGER: Students usually don’t value schoolassigned writing, and they often don’t Developing Writing Portfolios DANGER: Students usually don’t value schoolassigned writing, and they often don’t value their own writing, period. CRIME: What do they often do with their schoolassigned writing?

Developing Writing Portfolios DANGER: Students usually don’t value schoolassigned writing, and they often don’t Developing Writing Portfolios DANGER: Students usually don’t value schoolassigned writing, and they often don’t value their own writing, period. CRIME: What do they often do with their schoolassigned writing? THROW IT ALL AWAY!

Developing Writing Portfolios DANGER: Students usually don’t value schoolassigned writing, and they often don’t Developing Writing Portfolios DANGER: Students usually don’t value schoolassigned writing, and they often don’t value their own writing, period. CRIME: What do they often do with their schoolassigned writing? THROW IT ALL AWAY! PREVENTION: The teacher KEEPS all student writing, all year long, and then passes it -- in an organized manner -- along to the next teacher.

Goals of a Writing Portfolio • Save all student writing from an early death Goals of a Writing Portfolio • Save all student writing from an early death § Teacher keeps EVERYTHING § Students may copy anything they want to take

Goals of a Writing Portfolio • Chronicle the student’s writing journey § EVERYTHING must Goals of a Writing Portfolio • Chronicle the student’s writing journey § EVERYTHING must be dated! § Question/Assignment is helpful (but not necessary)

Goals of a Writing Portfolio • Provide a goldmine of “diamonds in the rough” Goals of a Writing Portfolio • Provide a goldmine of “diamonds in the rough” § “I don’t know what to write about today!” § “I don’t remember writing this -- it’s pretty good!”

Goals of a Writing Portfolio • Preserved “polished gems” § Store all revisions -- Goals of a Writing Portfolio • Preserved “polished gems” § Store all revisions -- document the writing process § Store all final drafts

Goals of a Writing Portfolio • Model vital life skill: preserving valuable records § Goals of a Writing Portfolio • Model vital life skill: preserving valuable records § Yes, their writing is a valuable record! § Yes, they will have to organize and store papers for the rest of their lives! (Bills, tax records, etc. )

Setting Up a Writing Portfolio Funding the materials § Give a specific list at Setting Up a Writing Portfolio Funding the materials § Give a specific list at registration and require uniformity § Purchase identical materials for everyone and charge parents at registration for the exact cost § Make do with what you’ve got

Setting Up a Writing Portfolio Container: § § Notebook Expandable file Portable file box Setting Up a Writing Portfolio Container: § § Notebook Expandable file Portable file box (narrow) Folder

Setting Up a Writing Portfolio Dividers: § Notebook • Tabbed dividers • Clear pocket Setting Up a Writing Portfolio Dividers: § Notebook • Tabbed dividers • Clear pocket dividers § Expandable file • File folders (colored if possible!) § Portable file box (narrow) • Hanging file folders (colored if possible!) § Folder • Paper clips, colored paper

Setting Up a Writing Portfolio Labels for Dividers: § Writing Process (Pre-Writing, Rough Drafts, Setting Up a Writing Portfolio Labels for Dividers: § Writing Process (Pre-Writing, Rough Drafts, Revisions, Final Editing, Published) § Assignment (Quick Writes, Autobiographical Narrative, Persuasive Essay, Comparison/Contrast Article, etc. ) § Simple (Started, In Process, Done)

Starting Student Writing Portfolios § Have all materials ready § Decide on labels, colors, Starting Student Writing Portfolios § Have all materials ready § Decide on labels, colors, etc. ahead of time § Walk students through the set-up process one step at a time § Create your own portfolio along with your students § Be prepared for mistakes and frustrations § Realize that for many students, this is their first time setting up any kind of filing/organizational system

Maintaining Student Writing Portfolios § Don’t randomly hand writing back to students § Have Maintaining Student Writing Portfolios § Don’t randomly hand writing back to students § Have volunteers/readers divide the writing by student § Return writing ONLY when the student has his/her portfolio ready to receive it § Schedule writing return days so it doesn’t stack up § Allow time for students to enjoy re-reading their writing and informally sharing with peers

Relinquishing Student Writing Portfolios § For students staying at your school, pass them along Relinquishing Student Writing Portfolios § For students staying at your school, pass them along to the next teacher § For students leaving your school, give them to parents (beware of private writing) or to the student if he/she promises to keep all writing

Resources Recommended Books (all published by Scholastic) 6+1 Traits of Writing: The Complete Guide Resources Recommended Books (all published by Scholastic) 6+1 Traits of Writing: The Complete Guide Grades 3 and Up by Ruth Culham 6+1 Traits of Writing: The Complete Guide for the Primary Grades by Ruth Culham Using Picture Books to Teach Writing with the Traits by Ruth Culham Writing to Prompts in the Trait-Based Classrom: Literature Responses by Ruth Culham & Amanda Wheeler Writing to Prompts in the Trait-Based Classroom: Content Areas by Ruth Culham & Amanda Wheeler 40 Reproducible Forms for the Writing Traits Classroom by Ruth Culham & Amanda Wheeler

Resources Recommended Websites: http: //www. nwrel. org/assessment/department. php? d=1 This is the official North. Resources Recommended Websites: http: //www. nwrel. org/assessment/department. php? d=1 This is the official North. West Regional Educational Laboratory web site, where it all began! Lots of writing samples and lesson plans are available here. http: //www. madison. k 12. wi. us/tnl/langarts/sixtrtcrsmtrl. htm This is an excellent reference site with a number of excellent. pdf handouts http: //www. webenglishteacher. com/6 traits. html About a dozen ideas, lesson plans, handouts, etc. http: //www. writingfix. com/Traits. htm An elaborate interactive site packed with ideas, plans, activities, you name it!

Using the 6+1 Writing Traits and Developing Student Writing Portfolios presented by Cheri Lynn Using the 6+1 Writing Traits and Developing Student Writing Portfolios presented by Cheri Lynn Gregory www. In. His. Delight. com [email protected] com