Building Writers IDEA Workshop

8/8/2019 Building Writers IDEA Workshop

1/22

Building WritersBuilding Writers

Traits 2 and 3!Traits 2 and 3!

Bernadette HarrisBernadette Harris


2/22

Trait DefinitionsTrait Definitions

Our trait definitions come from theOur trait definitions come from theNorthwest Regional EducationalNorthwest Regional EducationalLaboratory (NWREL), a 40+ year oldLaboratory (NWREL), a 40+ year oldorganization focused on researchorganization focused on research--based professional development forbased professional development for

educators.educators.http://www.nwrel.org/index.phphttp://www.nwrel.org/index.php


3/22

The 6 + 1 TRAIT is an analytic model for teachingThe 6 + 1 TRAIT is an analytic model for teachingand assessing writing, which comprises 7 key qualitiesand assessing writing, which comprises 7 key qualities

that define strong writing. (NWREL)that define strong writing. (NWREL)


4/22

IDEAS: The main message, or content of thepiece, together will all supporting details thatenrich & develop the theme. Ideas should beCLEAR & engaging.(aka the hook)

ORGANIZATION: The internal structure, orpattern; thread of central meaning ; iforganization is strong, the piece beginsmeaningfully and creates a sense of anticipationin the reader.

VOICE: This is where the writer comes throughthe words; the heart, soul, magic and breath ofthe writing piece; the personal tone & flavor! Itmakes the writing disctinctly theirs


5/22

WORD CHOICE: The use of rich, precise languagethat communicates in a way the moves andenlightens the reader; strong word choice clarifies& expands IDEAS.

SENTENCE FLUENCY: The rhythm & flow of thelanguage; the way the writing plays on the ear of thereader. How does it sound read ALOUD?? Fluentwriting is smooth and powerful; no awkward wordpatterns that slow the reader down. Sentences varyin length and style.

CONVENTIONS: mechanical correctness

PRESENTATION: The way we exhibit ourmessage on paper; may include graphics, etc.


6/22

How they align to the writingHow they align to the writing

processprocess

Prewriting: Gathering/organizing IDEASPrewriting: Gathering/organizing IDEAS

Drafting: ORGANIZATION, VOICE,Drafting: ORGANIZATION, VOICE,WORD CHOICE & SENTENCE FLUENCYWORD CHOICE & SENTENCE FLUENCY

Conferencing: Piece is read aloud inConferencing: Piece is read aloud in

conference to discuss ways to improveconference to discuss ways to improvethe aforementioned.the aforementioned.


7/22

Revising: Rereading and makingRevising: Rereading and making

decisions about changes to improvedecisions about changes to improvethe piece.the piece.

Editing: CONVENTIONS (For this area,Editing: CONVENTIONS (For this area,

we recommend using the Bellawe recommend using the BellaScriveri tools, available throughScriveri tools, available throughWizards Castle Publishing)Wizards Castle Publishing)

Publishing: PRESENTATION!Publishing: PRESENTATION!


8/22

Opening/MiniOpening/Mini--lesson (10lesson (1015 minutes)15 minutes)

Connection/PurposeConnection/Purpose

Provide context with the guiding question; Provide context with the guiding question;

Explain the purpose of the lesson. Explain the purpose of the lesson. Teach/Model (I do.)Teach/Model (I do.)

Teach and model the skill, strategy, writers craft, or process; Teach and model the skill, strategy, writers craft, or process;

Use a Think Aloud to demonstrate helpful thought processes; Use a Think Aloud to demonstrate helpful thought processes;

Monitor studentsunderstanding. Monitor studentsunderstanding.

Guided Practice (We do.)Guided Practice (We do.)

Have students practice applying the skill in pairs, small groups, or as a Have students practice applying the skill in pairs, small groups, or as a class;class;

Ask questions and offer help and feedback; Ask questions and offer help and feedback;

Have students reconvene for discussion and sharing. Have students reconvene for discussion and sharing.

Writers Workshop (60Writers Workshop (60

Minutes)Minutes)


9/22

Cont.Cont.

Work Time (35Work Time (3545 minutes)45 minutes)

Application in Independent Work (You do.)Application in Independent Work (You do.)

Direct students in applying the skill, strategy, craft, or process to their Direct students in applying the skill, strategy, craft, or process to their own writing project;own writing project;

Students may Students may prewriteprewrite, draft, revise, proofread, or publish;, draft, revise, proofread, or publish;

Conference with individual students or in small groups; Conference with individual students or in small groups;

ReteachReteach as necessary.as necessary.

Closing/Share (5Closing/Share (510 minutes)10 minutes)

Have students share finished work or work in progress for feedback; Have students share finished work or work in progress for feedback; Encourage students as they share; Encourage students as they share;

Ask questions and model questioning; Ask questions and model questioning;

Have students offer feedback to their peers and think about further Have students offer feedback to their peers and think about further

revisions;revisions;

Monitor students progress. Monitor students progress.


10/22

Writers Workshop IDEASWriters Workshop IDEAS

Begins with a miniBegins with a mini--lesson, which usuallylesson, which usuallyimplements a read aloud from a publishedimplements a read aloud from a published

book, followed by a 10 min. discussionbook, followed by a 10 min. discussionabout the authors use of the trait or traitsabout the authors use of the trait or traitsyou are focusing on (you are focusing on (ieie: IDEAS) that: IDEAS) thatcorrelates to the part of the writing processcorrelates to the part of the writing process

you are teaching (e.g. the plan oryou are teaching (e.g. the plan orprewriting stage correlates to ideas andprewriting stage correlates to ideas andbrainstorming)brainstorming)


11/22

Next, after the teacher and studentsNext, after the teacher and studentscite how the author demonstrated thecite how the author demonstrated the

skill or craft (e.g.skill or craft (e.g.ideas/planning/prewriting ask whereideas/planning/prewriting ask wherethe author might have gotten his/herthe author might have gotten his/her

IDEAS when planning their story.IDEAS when planning their story.Answers should include things likeAnswers should include things likebackground knowledge, etc.)background knowledge, etc.)


12/22

II. Modeled writingII. Modeled writing

After the students and teacher discussAfter the students and teacher discussthe authors use of craft, the teacherthe authors use of craft, the teacher

then models her own writing, usingthen models her own writing, usingthe same craft/trait.the same craft/trait.

Samples: cause / effect, LauraSamples: cause / effect, Laura

NumeroffNumeroff, text connections, Alexander, text connections, Alexanderand the,and the, StellalunaStellaluna, etc., etc.


13/22

III. IndependentIII. Independent

application of skillapplication of skill Next the students spend about 20Next the students spend about 20 --3030

minutes applying the skill they justminutes applying the skill they just

heard, saw and discussed. Duringheard, saw and discussed. Duringprewriting, this should include using aprewriting, this should include using agraphic organizer to help them draftgraphic organizer to help them draft

their ideas.their ideas. *Students who struggle should come*Students who struggle should come

to a table and work with the teacher.to a table and work with the teacher.


14/22

IV. Shared WritingIV. Shared Writing

After students have all done some writingAfter students have all done some writingindependently, they will come together as aindependently, they will come together as a

class, with their independent writingclass, with their independent writingsamples. A few will be called upon to sharesamples. A few will be called upon to sharewhat they wrote. Then, a large chart tabletwhat they wrote. Then, a large chart tabletor white board can be used for a sharedor white board can be used for a shared

writing where several students contribute towriting where several students contribute tothe writing piece.the writing piece.


15/22

Peer EditsPeer Edits

As the writing piece progresses and movesAs the writing piece progresses and movesinto a full written rough draft, peer editinginto a full written rough draft, peer editing

should take place before revisions areshould take place before revisions aremade. Use of the Bellamade. Use of the Bella ScriveriScriveri colorcolor--codedcodedediting system is used to assist studentsediting system is used to assist studentswith edits.with edits.

((distribute student writing samples anddistribute student writing samples andhighlighters and have edit for organization)highlighters and have edit for organization)


16/22

Writing ConferencesWriting Conferences

Before final drafting of writing pieces,Before final drafting of writing pieces,students should have an opportunitystudents should have an opportunity

for a onefor a one--onon--one conference with theone conference with theteacher, where they will receiveteacher, where they will receivefeedback and direction on additionalfeedback and direction on additional

edits or revisions that can make theiredits or revisions that can make theirwriting piece better.writing piece better.


17/22

Rubrics: age friendly!Rubrics: age friendly!

Rubrics for the 6 traits are available inRubrics for the 6 traits are available inageage--appropriate formats. Forappropriate formats. For

example, for Grades K and most of 1,example, for Grades K and most of 1,the only trait introduced is IDEAS.the only trait introduced is IDEAS.During the latter part of Grade 1,During the latter part of Grade 1,

organization, so rubrics would onlyorganization, so rubrics would onlyaddress these traits.address these traits.


18/22

Trait 1: IDEASTrait 1: IDEAS

The first and perhaps most difficult ofThe first and perhaps most difficult ofthe traitsthe traits

Teach: brainstorming techniques, asTeach: brainstorming techniques, aswell as how to narrow down ideas towell as how to narrow down ideas tomake them manageablemake them manageable

Teach them to stay on topic, and useTeach them to stay on topic, and usedetails that show rather than tell thedetails that show rather than tell thestory (create a visual for the reader).story (create a visual for the reader).


19/22

Idea miniIdea mini--lessonlesson

(Insert mini lesson using Alexander(Insert mini lesson using Alexanderand the horrible, terrible, no good,and the horrible, terrible, no good,

very bad day)very bad day)

Distribute attached rubric and writingDistribute attached rubric and writingpaperpaper

Have them brainstorm, then write aHave them brainstorm, then write apage, explaining these would be donepage, explaining these would be doneon separate days!on separate days!


20/22

Now we will take a stab atusing a writingNow we will take a stab atusing a writingtraits rubric to grade student writing samplestraits rubric to grade student writing samples

(hand out post(hand out post--its & rubrics)its & rubrics)

ONLY grading on ideasONLY grading on ideas

Cannot consider conventions orCannot consider conventions orpresentation (handwriting, etc.) at thispresentation (handwriting, etc.) at thistime, ONLY IDEAStime, ONLY IDEAS

(Discuss)(Discuss)

Questions/ AnswerQuestions/ Answer


21/22

RubricRubric

Idea Development:Idea Development:

RankRank each skill from 1 (low) to 5 (high) in the following:each skill from 1 (low) to 5 (high) in the following:

Idea Development:Idea Development:

RankRank each skill from 1 (low) to 5 (high) in the following:each skill from 1 (low) to 5 (high) in the following:

___ I used a balance of showing and telling.___ I used a balance of showing and telling.

___My details try to paint a picture in the readers head.___My details try to paint a picture in the readers head.

___I took a unique approach when writing about this topic.___I took a unique approach when writing about this topic.

___I stayed on topic throughout the entire writing.___I stayed on topic throughout the entire writing. ___My theme/message is clear to my reader.___My theme/message is clear to my reader.


22/22

References:References:

Northwest Regional Educational Laboratory.(1999). 6 + 1 TraitsNorthwest Regional Educational Laboratory.(1999). 6 + 1 Traits..Portland, Oregon. Available atPortland, Oregon. Available at

http://www.nwrel.org/index.phphttp://www.nwrel.org/index.php..

Staff Development For Educators.(2008).Staff Development For Educators.(2008).Beyond 6 Trait Writing.Beyond 6 Trait Writing.Peterborough, N.H. Available atPeterborough, N.H. Available athttp://www.sde.comhttp://www.sde.com..

BellaBella CriareCriare ScriveriScriveri Writing Tools.(2008).Writing Tools.(2008).Wizards CastleWizards CastlePublishing.Publishing. Lincoln, NE.Lincoln, NE.

WritingFixWritingFix For Teachers, Students & Writers (2001).For Teachers, Students & Writers (2001).

Northern Nevada Writing Project.Northern Nevada Writing Project. Available atAvailable athttp://www.writingfix.comhttp://www.writingfix.com..

Building Writers IDEA Workshop

Documents

Transcript of Building Writers IDEA Workshop