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       A Guide for Parents of
       Six-Trait Writing Students




                                  2007


Are you looking for ways to....
   Help your child enjoy writing?
   Help your child be a better writer?
   Help your child write more?
   Talk with your child about his or her writing without sounding
     critical?
   Coach a beginning writer?


This guide offers information to help you understand how writing is
taught in School District of Lomira K-6 classrooms, as well as
classrooms across America. Writing teachers developed the 6-Trait
Model of Writing. It works, and you can help.


Experience of thousands of teachers tells us that when students
understand what good writing looks and sounds like, their own
writing improves - significantly.


The following pages will define each of the six-traits. We will also
provide you with suggestions for helping your child become a strong,
confident, and skilled writer.




                                    2
                                           Table of
                                          Contents
Definitions                                           4

Ideas                                              5, 6

Organization                                       7, 8

Voice                                             9, 10

Word Choice                                 11, 12, 13

Sentence Fluency                                 14, 15

Conventions                                      16, 17

Presentation                                        18

Things You Can Do to Help Your Young Writer         19

Tips for Parents to Encourage Student Writing       20

How Will Student Writing Be Assessed - Rubrics      21

What Are the Advantages to Using 6 + 1 Traits?      21

Credits                                             22

What does the word "trait" mean?
                                   3
A trait is a quality of characteristic critical to successful performance.
The traits of good ice-skating, for instance, might be grace, balance,
rhythm, speed, technical and athletic skill.

The traits of good writing include

     Ideas
A clear point, message, theme or story line, backed by important,
carefully chosen details and supportive information.

     Word Choice
Language, phrasing, and the knack for choosing the "just right" word
to get the message across.

     Organization
How a piece of writing is structured and ordered.

     Sentence Fluency
The rhythm and sound of the writing as it is read aloud.

     Voice
The writer's own special, personal style coming through in the words,
combined with concern for the informational needs and interests of
the audience.

     Conventions
Editorial correctness and attention to detail, including spelling,
grammar and usage, capitalization, paragraph indentation, and
punctuation.

     What is a rubric?
A 'rubric' is a scoring guide. The School District of Lomira uses a four-
point rubric – minimal, basic, proficient and advanced.



                                    4
                                 Ideas
               (Theme, Content, Details)
A paper with good ideas and content is clear and focused. It holds the reader’s
attention. Relevant anecdotes and details contribute to and enrich the central
theme or story line.

Ideas are the heart of the message in the writing. They are what we have to say
and the reason we are writing. To write well, it is important for us to really know
about our subject. It is either connected with our own experiences or else we
have researched the topic thoroughly.

What are some ways I can help my writer with the Ideas Trait?

Questions I Can Ask

Some questions parents can suggest their children ask to direct attention to
Ideas and Content are:

    Is my message clear?

    Do I know enough about my topic?

    Did I make the topic interesting with details?

    Is my topic the right focus (not too large or too small)?

    Did I SHOW what was happening rather than just TELL?



                            Other Ways I Can Help

Helping your writer understand a particular Trait can involve more than pencil
and paper activities. Take advantage of everyday situations that help them
THINK like great writers.

      Coaching Ideas - Help students become good observers. When you are
      out-and-about, ask them to make observations about what they see; look
      for the less-than-obvious; people-watch; comment on things people in a
      rush might miss. Improving these observation skills makes it easier to
      generate ideas when prewriting and writing.
                                         5
                              Ideas
Student Check for Revision




__________ I chose a small topic I can manage.

__________ I have ALL the information I need to write.

__________ The main idea of my story is:

              _____________________________ (Fill in the blank)

__________ The details I chose will hold a reader's attention.

              They are NOT obvious or boring.

__________ I left out things that are not that important.

__________ I waited two days and re-read this. It still seemed clear.

__________ I gave this to someone else to read. I answered any

             important questions he/she had.




                                      6
                      Organization
Organization gives direction to our writing. It is the internal structure
that provides the backbone to which all the pieces are connected.
The organization helps enhance and showcase the central theme or
storyline. The order, structure, and presentation of information moves
the reader through the text.

What are some ways I can help my writer with the Organization Trait?

Questions I Can Ask

Some questions parents can suggest their children ask to direct attention to
Organization are:

    Does my paper have a good opening that gets the reader’s attention?

    Did I tell events or details in the best order?

    Are my details linked together?

    Does my paper have a good ending?




                            Other Ways I Can Help

Helping your writer understand a particular Trait can involve more than pencil
and paper activities. Take advantage of everyday situations that help them
THINK like great writers.

      Coaching Organization - Include your child in the planning and structuring
      of various activities. There are endless opportunities including planning
      trips and parties, designing a garden, arranging the furniture, organizing
      closets and drawers, setting and arranging a table for a holiday dinner.
      The same organizational skills you highlight in these activities such as how
      to begin; what to do next; how to make everything come together - also
      carry over to writing.


                                          7
                   Organization
Student Check for Revision




__________ My opening is strong. It sets up the whole paper.

__________ It's clear where I'm headed, but I don't think it's TOO

           obvious.

__________ Things go together. No one will say, “What's THAT doing in

            this paper?”

__________ The writing builds to a main point, or to a most important

           part.

__________ I did NOT start to say one thing, then go off on a tangent.

__________ When I had told my reader enough, I stopped writing.

__________ My conclusion wraps things up well.




                                    8
                      Voice

Voice gives our writing personality, flavor, and style. Through voice, the reader
understands what we care about. When a writer creates a paper with good
Voice, the words speak directly to the reader in a style that is individualistic,
expressive, and engaging. The writing demonstrates sensitivity to the needs of
the audience

What are some ways I can help my writer with the Voice Trait?

Questions I Can Ask

Some questions parents can suggest their children ask to direct attention to
Voice are:

    Does this writing sound like me?

    Did I say what I think and feel?

    Does my writing have energy and passion?

    Is my writing appropriate for my audience and purpose?




                             Other Ways I Can Help

Helping your writer understand a particular Trait can involve more than pencil
and paper activities. Take advantage of everyday situations that help them
THINK like great writers.

      Coaching Voice - Be a good listener and coach your child's listening skills, as
      well. Play books-on-tape featuring professionals reading great literature aloud as
      they reflect the distinctive "voice" of the writer. (Jim Dale's audio-book
      presentations of J.K Rowling’s Harry Potter series are a great example!) As you
      read aloud books by your children's favorite authors, get your child to describe
      differences in the authors' voices; How is Roald Dahl different from Dr. Seuss,
      Beverly Cleary or Gary Paulsen?



                                           9
                                Voice
Student Check for Revision




__________ I like this topic.

__________ I am enjoying the writing. I like sharing this

            story/information.

__________ I have a good idea who my audience is. I thought about

           that audience as I was writing.

__________ The tone of this paper is just right – funny, light, serious,

            businesslike, authoritative, and so on.

__________ This sounds like me. I read it aloud or someone read it to

            me. I hear my own voice in hear.

__________ I said some things that were original, or I said them in my

            own, original way.




                                     10
                      Word Choice

Word Choice enriches and enlivens our writing. Using the right words in a
precise manner adds energy and clarity to our work. Writing with strong Word
Choice conveys the intended message in a precise, interesting, and natural
way. As we choose words for our writing we use language to “paint a picture”
for the reader.

What are some ways I can help my writer with the Word Choice Trait?

Questions I Can Ask

Some questions parents can suggest their children ask to direct attention to
Word Choice are:

    Will my reader understand my words?

    Did I use words that sound natural to my style?

    Were my words accurate, original, and appropriate?

    Did I use strong, energetic verbs?

    Did I replace some of those worn out words?
         - See the next page –

                           Other Ways I Can Help

Helping your writer understand a particular Trait can involve more than pencil
and paper activities. Take advantage of everyday situations that help them
THINK like great writers.

      Coaching Word Choice - Use drive time or bath-time to play word games
      like " I spy something … iridescent … obnoxious …". Or have contests back
      and forth to see who can come up with more synonyms for words. Do the
      same with opposites and rhymes.



                                          11
Word Choices for Worn Out Words

Said - whispered, cried, screamed, hollered, shrieked,
bellowed, believed, wept, howled, wailed, blubbered,
shouted, exclaimed, called, yelped, screeched

Good - nice, pleasant, well-behaved, excellent, gracious,
phenomenal, extraordinary, unique, fantastic, awesome,
super, fabulous, wonderful, amazing, exceptional

Big - large, huge, enormous, gigantic, gargantuan, giant,
immense, great whopping, extensive, massive

Small - tiny, miniature, teeny, little, microscopic, petite,
undersized, minute

Laugh - chortle, chuckle, grin, guffaw, crow, titter, cackle,
hoot, giggle, snicker

Slow - swagger, saunter, shuffle, meander, amble, stroll,
sluggish

Happy - tickled, elated, thrilled, lighthearted, delighted,
ecstatic, blissful, jovial, overjoyed, jubilant

Sad - pitiable, downhearted, woebegone, forlorn, dispirited,
miserable, wretched, dejected, disheartened, depressed

Went - traveled, meandered, scurried, trotted, hurried,
scuttled, rushed, darted, dashed, bustled, crept, crawled,
edged, strolled, roamed, wandered, ambled, scampered

Nice - pleasant, good, kind, polite, satisfying, enjoyable,
pleasing, pleasurable, lovely, amusing, cheery

Look - peer, gaze, peek, stare, glance, peep, glimpse
Eat - nibble, crunch, gobble, wolf, munch, chomp, devour,
gorge, swallow, gnaw, chew, bite, snack




                                            12
                  Word Choice
Student Check for Revision




__________ The language is clear and easy to understand.

__________ It's also precise (I didn't say, "They danced poorly" when I

           meant, "They butchered the tango").

__________ I could circle at least three strong verbs if you asked.

__________ When I read this through, I get a picture in my mind.

__________ I did NOT repeat words unless it was necessary.

__________ I tried to make things clear and interesting. I was NOT

           trying to impress people with my BIG vocabulary.




                                   13
              Sentence Fluency
Sentence Fluency gives our writing a sense of rhythm and grace. The writing has
an easy flow when read aloud. Sentences are well built with varied structures
that invite expressive oral reading. Sentences need to be clear and powerful,
creating just the right meaning. This is accomplished through logic, creative
phrasing, parallel constructions, alliteration, and a variety with sentence length
and structure.

What are some ways I can help my writer with the Sentence Fluency
Trait?

Questions I Can Ask

Some questions parents can suggest their children ask to direct attention to
Sentence Fluency are:

    Do my sentences begin in different ways?

    Are some sentences long and some short?

    Is it easy to read my work out loud with expression?

    Have I used transitions to help my sentences fit together?




                             Other Ways I Can Help
Helping your writer understand a particular Trait can involve more than pencil
and paper activities. Take advantage of everyday situations that help them
THINK like great writers.

      Coaching Sentence Fluency - Read aloud all kinds of writing from billboards,
      magazine advertisements and backs of cereal boxes. Then try out different
      versions to see which sounds best.




                                         14
            Sentence Fluency
Student Check for Revision




__________ I read this paper aloud or had someone read it to me. I

           like how it sounds.

__________ As I scan down the page, I see that sentences DO begin

           in different ways.

__________ Some sentences are much longer than others.

__________ If I used dialogue, I read all parts aloud to see if they

           sounded natural.

__________ My sentences are NOT wordy.




                                    15
                      Conventions

Once our writing is complete, we are ready to edit and proofread. It is time to
prepare our writing so others can read it and enjoy it. The writer who uses
conventions correctly and effectively demonstrates an understanding of
grammar, capitalization, punctuation, usage, spelling, and paragraphing.


What are some ways I can help my writer with the Conventions Trait?

Questions I Can Ask

Some questions parents can suggest their children ask to direct attention to
Conventions are:

    Did I use enough paragraphing?

    Is my spelling correct?

    Did I use end marks correctly?

    Did I use capital letters in the right place?




                            Other Ways I Can Help

Helping your writer understand a particular Trait can involve more than pencil
and paper activities. Take advantage of everyday situations that help them
THINK like great writers.

      Coaching Conventions - Help your child discover spelling, punctuation and
      grammar errors in headlines, newspaper articles, storefront signs and yard signs.
      Also, learn copy editors' symbols and help your child use them in editing and
      revising their work




                                          16
                   Conventions
Student Check for Revision




__________ I waited at least two days, then read my paper slowly,

           word for word, to check for errors.

__________ I read this paper both silently and aloud so I could listen

           AND look for errors.

__________ I used editing tools: dictionary, spell checker on the

           computer, and so on.

__________ I had editing help (from a teacher, parent or friend) if I

           needed it.

__________ I checked from the bottom up for spelling errors (so I

           couldn't read too fast and miss some).




                                   17
                      Presentation
Presentation combines both visual and verbal elements. It is the way we "exhibit"
our message on paper. Even if our ideas, words, and sentences are vivid,
precise, and well constructed, the piece will not be inviting to read unless the
guidelines of presentation are present. Think about examples of text and
presentation in your environment. Which signs and billboards attract your
attention? Why do you reach for one CD over another? All great writers are
aware of the necessity of presentation, particularly technical writers who must
include graphs, maps, and visual instructions along with their text.

What are some ways I can help my writer with the Presentation Trait?

Questions I Can Ask

Some questions parents can suggest their children ask to direct attention to
Presentation are:

    Is the writing easy to read?

    Is the page balanced and uniform?

    Did I use the right style and format?




                           Other Ways I Can Help

Helping your writer understand a particular Trait can involve more than pencil
and paper activities. Take advantage of everyday situations that help them
THINK like great writers.

      Coaching Presentation - Help your child discover the layout, style and
      form of, newspaper pages, children's books, magazine advertisements
      billboards and signs. Talk about what makes them interesting and
      appealing to the eye. Pay particular attention to use of color, illustrations
      and placement




                                        18
Things You Can Do to Help Your Young Writer

       READ! Read often. Read aloud. Read silently. Read books. Read short
       stories. Read poems. Read cookbooks. Read letters. Read greeting
     cards. Get the idea? Read, read, read, and read some more!

      PROVIDE WRITING MATERIALS! Provide plenty of writing materials – paper
      of all kinds, colors, textures, and sizes, pens, pencils, markers, post-its, --
      whatever will invite your student writer to explore writing in original
      colorful ways.

       TAKE TURNS! Be the reader sometimes. Other times let your child read
       aloud to you. Reading aloud builds comprehension skills, a sense of
       voice, and much more.

      WRITE NOTES! A personal note – just a few words – tucked in a lunch box
      or left under a pillow can be a wonderful surprise. If you're lucky, you'll
      get a response. Writing doesn't always have to be BIG.

        READER'S THEATER! Read a play or any book that lends itself to two
       voices. Your young writer will soon have an 'ear' for sentence fluency.

       RESOURCES! Have a dictionary handy? A thesaurus? Grammar
      handbook? If not, shop together for books both of you like. Use them
      with care. For example, when you use a thesaurus, don't take the first
      word on the list. Choose the word that's just right!

       BROWSE! Discover the fine art of browsing at the bookstore or the
       library. Look at books; handle books, read pieces from books. What is it
       about this book that intrigues you? An opening sentence? The layout
      (organization)? The title?
      BE A WRITER YOURSELF! You do not have to be writing a novel to teach
      valuable writing strategies – a simple grocery list holds a dozen potential
      lessons on word choice, organization, and conventions.

       READING CORNER! Where you read can be almost as important as
       what you read. In school, children usually must read sitting straight up in
       hard unforgiving chairs. But most of us, given a choice, would prefer to
       curl up on the sofa or a favorite chair. A love of reading will lead to a
       love of writing!

      Share! Do you write as part of your job? Letters? Memos? Reports?
      Evaluations? Advertising or promotional materials? Directions? Almost
      everyone in every occupation writes something. Share some of your
      work-related writing with your student writer.

                                        19
Tips for Parents to Encourage Student Writing

   Coach – don’t write – for your child. Question, listen, and talk about writing
    together. Students need to do their own drafting, revising, and editing with you at
    the sidelines
   Look first for what is done well in the writing and offer praise. Writing is a
    challenging task. Children need encouragement to be successful.
    When working with your child, focus on ideas and content first. Save
    editing until the ideas are clear, complete, and focused.
   Listen attentively as your child reads writing to you.
   Encourage even the youngest writers to “read” their writing aloud
    whether it is scribbles, drawings, or strings of letters. Talk about the story.
   Build a climate of words at home. Go places and see things with your
    child, then talk about what has been seen, heard, smelled, tasted,
    touched. The basis of good writing is good talk, and younger children
    especially grow into stronger control of language when loving adults --
    particularly parents -- share experiences and rich talk about those
    experiences.
   Read aloud to your children – no matter the age. Discuss good examples
    of writing from newspapers, magazines, poetry, descriptions from travel
    brochures, and instructions on toys, games. Read from fiction and non-
    fiction.
   Let your child SEE you write.
   Share your own writing with your children. Ask for their feedback on your
    effort.
   Provide a suitable place for children to write. A quiet corner is best, the
    child's own place, if possible. If not, any flat surface with elbowroom, a
    comfortable chair, and a good light will do.
   Give the child, and encourage others to give, the gifts associated with
    writing (special pencils, desk lamp, pads of paper, stationery, envelopes,
    diary/daily journal, dictionary, thesaurus and erasers).
   Share letters from friends and relatives. Treat such letters as special events.
    Urge relatives and friends to write notes and letters to the child, no matter
    how brief. Writing is especially rewarding when the child gets a response.
    When thank-you notes are in order, after a holiday especially, sit with the
    child and write your own notes at the same time. Writing ten letters (for
    ten gifts) is a heavy burden for the child; space the work and be
    supportive.
   Turn off the TV.
   Visit the library.
   Read, read, and read! Better readers make better writers!


                                         20
                      How will student writing be assessed?

Student writing will be assessed using a “rubric.” A rubric is a scoring tool
consisting of a set of criteria that describe what expectations are being
assessed/evaluated. It also includes descriptions of levels of quality used to
evaluate students’ work or to guide students to desired performance levels.

Rubrics can be:

      Teacher or student created

      Given prior to the task

      Used often during teaching as an assessment tool

      Used to allow students to assess their own work


Six Traits Rubric

      The six traits rubric used in the School District of Lomira is a four-point scale,
       with four being the highest score and one being the lowest score.

      Each of the six traits has descriptors for the individual score (4-3-2-1).

      The rubrics used in each classroom may vary slightly, but each will include
       the trait or traits being evaluated and descriptors for individual scores.


What are the advantages to using 6 + 1 Traits?

          1. It gives teachers and students a common language to
              talk about writing.
          2. It breaks down the complex process of writing into manageable
              “chunks.”
          3. It aligns with standards-based instruction: students define quality
              and know what the expectations are.
          4. It gives teachers a model for responding to student writing.
          5. It establishes consistency from year to year and teacher to
              teacher.
          6. It provides a solid foundation for revision and editing.
          7. It encourages writers to become more independent; it
              empowers them to evaluate and assess their own writing.
          8. It gives teachers and students valuable feedback about student
              performance.
          9. It challenges students to think of writing in new ways.
          10. It provides opportunities to monitor progress over time.


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Parent Handbooks:

Much of this information was gathered from the following 6 + 1 Traits Parent
Handbooks. Please feel free to print one out so that you will have a hard copy
available to you while you work with your child.

      Deer Valley Unified School District Dear Parent, A Handbook for Parents of
       6 Trait Writing Students



      Mukwonago School District-6 Trait Parent web site


      Northwest Regional Educational Laboratory




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