The Six Traits of Writing Model of Instruction and Assessment
Presentation Starting with the ideas, these are the main message, the focus of the piece. The idea will be the main theme that comes to together with all of the supporting details that help develop the theme. When writing is clear and concise, the message is strong. The writer should choose details that are important, informative, and interesting. At times, the writer should also try to include details that the reader would not predict. The organization of writing is how a piece of writing is structured. Organization can be developed and structured in many ways, for example: compare and contrast, point-by-point analysis, deductive logic, and many other patterns. When the organization of writing is strong, it is more meaningful and grabs the reader’s attention. Events should proceed in a logical fashion and connections selection, borders, or a balance or visuals and text. Presentation is a key piece that a writing may be ready for publishing. Summary of Report This report is based off of one specific writing sample from one session Katie During this session, half of the hour I spent with Katie was ocused on writing. Katie would start by writing a story with a given within detail should be strong.
The Voice of a piece is when you can hear the writer speaking to you through their writings. This trait is seen in the words that are used. Word choice Is the use of rich, colorful, precise language that communicates the story to the reader. Word choice can and will be very different depending on the type of writing you are reading. Sentence fluency is how the words and sentences low together. Fluent writing has cadence, power, rhythm, and movement. It does not have awkward word patterns that slow the reader down. Sentences will vary in length, structure, and style Conventions are the mechanical aspect of the writing which encompasses five elements: spelling, punctuation, capitalization grammar, and paragraphing. Writing u usually be proofread and edited. The last trait of the writing model is Presentation. This combines how the writing is seen visually as well as the textual elements. This could include: neatness, handwriting or font prompt or making one up on her own and then we would do some type of writing instruction. I offered Katie two options for her writing prompt: she could write about whatever she wanted or I could give her a prompt. For this particular writing, she chose to free write. Writing Trait Analysis Ideas In writing sample A, I gave Katie time to free write, where she could write about anything she wanted. She chose to write about a character from a game she plays named Angelo. She decided that Angelo had run out of food in her house and then went to the store. Originally, that is where Katie stopped writing her story and those are the only two ideas that her writing contained. Katie’s original sentences were very basic and did not include a lot of detail. But after we talked about he story, I started asking her questions about what Angelo was going to do since she ran out of food and how she was going to get food, where she was going to get it from, what was she going to get, etc. After that, Katie wanted to go back and add to her writing. During this time, Katie added about three more sentences to her writing.
Organization: This piece of writing was organized. Katie seems to have a logical understanding of how writings should progress and be sequenced. sample A, all of her events made sense in the order that she wrote them.
Voice: As mentioned before, Katie’s sentences are very basic right now. She is still developing her voice at this time.
Word Choice: Uses words that she is familiar with in her everyday Katie continuously uses words that y. That makes her word choice very repetitive at times and does not add variety to her writings.
Sentence Fluency: Katie does a great job making sure that her sentences flow correctly. She uses a self-monitoring technique where she will talk out what she make sure it sounds correct. I was very impressed is about to write to m with how most of her sentences seemed to flow throughout her writing.
Conventions: Katie has basic knowledge of capital letters and periods. For her age, I do not expect much more in this area. She could use some work on spacing her words out when writing; sometimes her words will run into one another making it difficult to read. Presentation This piece of writing would be a great rough draft to start various instruction ie. The presentation of this writing was not bad at cal hand writing for a young student but the paper was free of any other distractions. As I said before, Katie could use some work on spacing her words out which would help the presentation of the paper as well.
Instructional Plan for Writing
I think that Katie has a lot of potential when it comes to writing. She is very imaginative which means she has endless possibilities to write about. I would like to start having Katie use different graphic organizers to organize her ideas before she started writing. Since she still likes to write everything in sentences, this could serve as a type of rough draft for Katie. To bring Katie’s voice into writing, I wou riting, I would start by having he tell me a story in her own words and I would scribe it. Then, when ask her if she heard read it back to her From there, I would ask Katie to take the story from her graphic organizer and write it down like she was telling it to someone in a conversation . During this same session that Katie created writing sample A, Katie and did a lesson on Word Choice. I started with a simple sentence, “IT WENT TO THE STORE.” Then I would start asking Katie questions about who is IT? How did IT get to the store? Why did IT go to the store? What store did IT go to? What did IT buy at the store? Each time w added something new to the sentence, Katie would rewrite the new sentence. She was able to see the progression from the first to the final had a discussion about the difference where she sentence and then we demonstrated she liked the final sentence and would rather use that sentence in a story than the first one. After we completed that activity we went back to her writing sample and completed the same activity using her sentences.