SIX TRAITS OF WRITING

         Copper Ridge teachers have a tool called the ‘6 Traits of Writing’ that is used to help all writers improve their skills.  The 6 Traits are ideas, organization, Voice, Word Choice, Sentence Fluency, and Conventions.  Each trait can be scored on a scale from 1 to 6 with 4 being our benchmark.

        There are three advantages to having this tool.  First, it provides a language teachers, students and parents can use to talk about a piece of writing.  For example, if the writing seems flat or uninteresting, 6 Traits gives you the language to help the writer specifically focus in on that trait.  You might talk to the child about word choice or voice.  In this sense, the 6 Traits is a teaching tool.  Second, the 6 Traits is an assessment tool.  Our District writing Benchmarks for grades 1 through 5 and the AIMS writing tests for 3^rd, 4^th, and 5^th grades are all scored using the 6 Trait point scale.  Teachers and students will also score papers using this scale.  For teaching and learning purposes most writing will typically be scored for only one trait.  Lastly, it is a tool that students can use to develop self-directed learning.  Using the 6 Traits students take control over improving their writing because of the feedback the rubric provides.

        Copper Ridge teachers understand the value of your support and assistance of the work we do on a daily basis.  The language of 6 Traits is the bridge we provide for our children to cross over from initial tentative ideas to powerful and meaningful writing.
 

6 TRAITS OF WRITING POINT SCALE

Each of the 6 Traits can be scored for all grade levels and all types of writing using the
following 6 point scale:

 SCORING SCALE POINT DESCRIPTORS: 

6     Exemplary: Writing at this level is both exceptional and memorable.  It shows distinction and  sophisticated application
of knowledge and skills. 

5     Strong: Writing at this level exceeds the standard.  It shows a thorough and effective application of skills and
knowledge.

4     Proficient: Writing at this level MEETS THE STANDARD.  It is acceptable and demonstrates application of essential
skills. Minor errors or omissions do not detract from the overall quality of the work. 

3     Developing: Writing at this level does not yet meet the standard.  It shows basic, but inconsistent application of
knowledge and skills.  Work has minor errors or omissions that detract from the overall quality.  It needs further development. 

2     Emerging: Writing at this level shows a partial application of knowledge and skills.  It is typically superficial,
fragmented or incomplete and needs considerable development before reflecting the proficient level.  Work at this level may
contain many errors or omissions. 

1     Beginning: The writing shows little application of knowledge and skills.  Work at this level contains many errors and
omissions.

SUCCESSFUL WAYS TO TALK TO YOUR CHILD ABOUT A PIECE OF WRITING 

  Let the writer hold the pencil.

  Keep the writing conference short.

  Respond to the CONTENT first.  Respond as though you were reading a postcard from a friend.

  Let the child do MOST of the talking.

  Encourage the student to read the writing out loud.

  Help your child learn the language of a writer by commenting on the paper using the 6 Traits.

  Resist thinking for the writer.  Let the writer make decisions about what to do next.  Resist the urge to fix the writing.  Revision means the writer is seeing the writing again to determine if the writing says what the writer intended.

  Focus on conventions (editing) at a different time, not when you are talking about content.

  In editing conferences, let the writer take the lead, hold the pencil, guide the conference and ask questions.  Start by having the writer tell you what needs to be corrected.  If you correct editing, the student misses the opportunity to learn.

  Be cautious about praise.  Be specific about what parts of the writing work well.  Use the 6 Trait language when you comment on the paper’s strengths.  Too much praise can discourage a writer.

 In addition:

  Read often and broadly.  Read poems, stories, news articles and messages together with the student.  We all learn by example

  Share your own writing and the joys and frustrations you encountered when trying to express yourself.

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