Creating Writers

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