Professional Documents
Culture Documents
Presented by:
Maria Walther
1st Grade Teacher
Gwendolyn Brooks Elementary
2700 Stonebridge Blvd.
Aurora, IL 60502
(630) 375-3244
www.mariawalther.com
Twitter: @mariapwalther
maria_walther@ipsd.org
“Writing teachers can do several things to help children revitalize the language of
their writing. First, we need to attune the ears of young writers to magical
language wherever they hear it—in books, poems, the writing of their peers, talk.”
Ralph Fletcher, What a Writer Needs
The traits are not a writing curriculum (Culham, 2006) but a fundamental
ingredient in quality writing instruction. The “trait lady” herself, Ruth Culham
(2006), conveys, “The six traits represent a language that empowers students and
teachers to communicate about the qualities of writing—ideas, organization, voice,
word choice, sentence fluency, conventions, and presentation (a feature of writing
often added the “+1” trait). We use the terms consistently, teacher to teacher,
year to year, to build understanding of what good writing looks like and to help
students generate texts that exceed our wildest expectations” (p. 53).
Reading aloud IS teaching writing, even if no writing activity follows the reading.
Vicki Spandel, Creating Young Writers (2008)
During read aloud, stop several times at natural breaking points and pose the following queries
for students to “turn and talk” about:
• Where do you think this author got his/her ideas for this book?
• Listen to this! Let me reread the beginning of this book. Did the lead make you want to read
the story?
• Did you hear any words that you want to remember and use in your writing?
• Can you picture this setting/character/event in your mind? How did the author help you do
that? What words did he or she use?
• Notice the way the sentences flow. Talk about how the author did that.
• Does this writing have voice?
• Who is telling this story? How do you know that?
Source: Adapted from Routman, Regie. (2003). Reading Essentials: The Specifics You Need to Teach Reading Well.
Portsmouth, NH: Heinemann.
• Word Play “Are there any favorite words or phrases, or ones you
wish you had written?”
• Onomatopoeia
“Why would an author do something like that?” “How
• Interjections else could the author have done that?”
Daywalt, D. (2013). The day the crayons quit. (O. Jeffers, Illus.). New York: Philomel.
Duncan’s crayons write him letters to tell him why they are quitting. Illustrated with crayon (of course!), this
clever book is perfect for launching a discussion on creating colorful illustrations.
LaRochelle, D. (2012). It’s a tiger! (J. Tankard, Illus.). San Francisco, CA: Chronicle.
Begin reading this boldly illustrated picture book on the front flap and continue to read, notice, and laugh at the
young narrator’s adventures as he narrowly escapes a tiger again and again!
Fleming, C. (2012). Oh, no! (E. Rohmann, Illus.). New York: Schwartz & Wade.
When a frog, mouse, loris, sun bear, and monkey fall into a hole, the tiger is ready to pounce. Then, elephant comes
and saves the animals and tiger falls into the hole. Will the animals help him out? “Oh no!”
Rocco, J. (2013). Super hair-o and the barber of doom. New York: Disney/Hyperion.
Rocco and his “superfriends” get their superpowers from their hair. Unfortunately, they all have to go to the
barber. Will they get their powers back?
In the book Creating Writers (2005) Vicki Spandel identifies six traits that are present in fine
writing: ideas, organization, voice, word choice, sentence fluency, and conventions. To make these traits
come alive for your students try the following mini-lesson.
Recall the movie Mary Poppins. Do you remember her carpet bag filled with all the items she
needed to make her room a home? An engaging way to introduce the traits of good writing to your
students is to fill a shopping bag with an object to represent each trait. Then, slowly reveal each object
as you describe the trait to your class.
1. Fill a shopping bag labeled My Bag of Traits with a light bulb, a dictionary, a puzzle, the book
Brown Bear, Brown Bear, What Do You See? (Martin, 1967) or music, a megaphone (the P.E. teacher may
have one or roll a piece of paper into a megaphone shape), and a pencil.
2. As you display each item explain how good writers use that trait. The words below will help you
get started:
Ideas (light bulb): When you see this light bulb in our room it will remind you that good ideas are the
heart of a piece of writing.
Word Choice (dictionary): What is inside this dictionary? Yes, words! Good writers know there are
many words from which to choose and they select their words very carefully.
Organization (puzzle): See the picture on the front of this puzzle box. Do the pieces inside this box
look like this? No, you're right, not yet. Writers have to put their ideas together carefully fitting each
word in just the right spot to get a complete picture.
Sentence Fluency (Brown Bear, Brown Bear What Do You See? or music): Hum the beginning of the
book Brown Bear without showing the cover or illustrations or hum a familiar tune for your students.
How did you know that was (the story/tune you hummed)? Yes, you recognize that story/tune because
each piece of writing/music has a distinct rhythm and beat. Writing is the same. When you read good
writing aloud, it flows. Good writers reread their words aloud so they can hear how they sound.
Voice (megaphone): When I talk through this megaphone you can hear my voice loud and clear. Each
writer has his/her own unique voice. When you are writing, trying using your “talking voice.” Pretend you
are talking directly to your reader.
Conventions (pencil): We write to communicate with others. After we draft a piece that we want to
share, we must edit it for proper conventions. Using correct spelling, grammar, and punctuation is a
courtesy to the reader.
Writing is thinking!
IDEAS
• Use your binoculars to zoom in on your topic
• Think of a funnel to help you narrow your focus
• Include rich details in your illustrations and/or writing
• Ask yourself, “Is the message clear?”
WORD CHOICE
• Search for the perfect word
• Use sensory words to help your reader
hear, smell, feel, or touch the moment
• Try new and unusual words
• Include vivid verbs
• Add flair to your writing
• Use words that paint a picture
ORGANIZATION
• Organization is the skeleton of your piece
• Put ideas in an order that makes sense
• Use connecting words (transitions) to link ideas
• Create a strong beginning and end
• Write a lead to hook your reader
• Good conclusions don’t just say “The End” - they give the reader
something extra like a ribbon on a package
VOICE
• Do your words tell the reader how you feel about your idea/topic?
• Are you talking directly to your reader?
• Is your writing/picture funny?
• Is your piece new, different, and
full of adventurous spirit?
• Are you excited to share it with your friends?
CONVENTIONS
For writers at the beginning levels we look for…
• Left to right orientation on the page
• Spaces between words and between lines
• Distinguishing between lowercase and CAPITALS
• Playing with punctuation
• Knowing the names of some conventions
• The use of readable spelling
As they progress we expect…
• Developmental spelling on more difficult words
• Correct spelling on word wall words
• Capital letters to begin sentences
• Ending marks including periods, question marks, and exclamation points
• Begin to use commas in a series
• Experimenting with more sophisticated punctuation marks – for example, quotation marks,
colons, dashes, ellipses, and so on
©Dr. Maria P. Walther, 2014, All Rights Reserved (Revised 3-23-14)
8
The Six Traits of Writing:
Teacher Prompts
Use this language to notice what your students are doing RIGHT!!
IDEAS:
• I can picture what you are saying.
• I learned a lot from reading this.
• No one else thought to write about _______. How did you come up
with such an original idea?
• Your writing has good, juicy details!
• This is really clear! It makes sense.
• You put interesting details in this picture/piece. Good writers
include details, fabulous job!
WORD CHOICE:
• Your words paint a picture.
• This is a great word. How did you think of it?
• I love the way your words sound and feel.
• Your words have flair!
ORGANIZATION:
• That lead hooked me. I can’t wait to find out what happens next!
• That grabber made me want to find out more about this topic.
(Expository)
• I can see how all the parts of your piece fit together.
• I see where you’re going with this.
• You have great transitions. They help build a bridge from one event
to another.
• That ending works well! Bravo!
©Dr. Maria P. Walther, 2014, All Rights Reserved (Revised 3-23-14)
9
SENTENCE FLUENCY
• Your piece is easy to read aloud.
• Your sentences begin in different ways.
• Some of your sentences are long and stretchy. Some are short and
snappy!
• I love the way your paper sounds - it has rhythm.
VOICE
• It sounds as if you are talking to me.
• I love the way your words sound and feel.
• Your words have flair!
• Your feelings come through loud and clear here.
• I could tell this was your writing.
CONVENTIONS
• You remembered to write your name on the top of your paper, thanks!
• I love it when you put a title on your piece - it gives me a clue about
your story.
• You remembered to put spaces between your words- that helps me
read your ideas!
• How did you know to put a comma/period/question mark/capital here?
• When you work to make your spelling readable, it really helps your
reader a lot. Super!
Wong, J. S. (2002). You Have to Write. (T. Flavin, Illus). Margaret K. McElderry.
This clever book shows children that their lives are filled with experiences about which
to write.
Onomatopoeia Lead:
Bedhead (Palatini, 2000) Shuffle-shlump. Shuffle-shlump. Shuffle-shlump. . .
The Great Fuzz Frenzy (Stevens & Stevens, 2005) Down it went. Boink! Boink!
Character Lead:
Click, Clack, Moo: Cows That Type (Cronin, 2000) Farmer Brown has a problem.
The Boy Who Was Raised By Librarians (Morris, 2007) Melvin lived in the Livingston Public Library.
Quotation Lead:
Grandpa’s Teeth (Clement, 1997) “Help, I’ve been robbed!” We heard Grandpa shouting.
Those Shoes (Boelts, 2007) “I have dreams about those shoes. Black high-tops. Two white stripes.”
Cottin, M. (2006/2008). The Black Book of Colors. (R. Faría, Illus.). Berkeley, CA: Publishers
Group West.
Imagine for a moment how you would describe the color red to a person who is blind. In this
groundbreaking book, Thomas describes colors using his senses of touch, taste, smell, or
hearing. The illustrations are raised black line drawings on black pages and the written text is
also translated into Braille. This book is a wonderful mentor text to model how writers paint a
picture with words.
One important aspect of writing is choosing precise words to communicate ideas to your reader.
Each time you teach a vocabulary lesson, you are teaching young children about word choice. In
addition, you strengthen students’ word choice as you read aloud and discuss key words in the
text. A quick and easy way to broaden your students’ writing vocabularies is to introduce them
to different words in the morning message.
EXAMPLE:
Good morning smart students!
(Possible responses: brainy, brilliant, clever, intelligent, sharp)
It is cold outside today!
(Possible responses: chilly, freezing, icy, frosty, bitter, frozen, arctic)
I begin this mini-lesson by saying to the children, “Boys and girls I have a terrible disease that
some writers get, it is called AND-I-TIS.” Then I share a piece of writing on the overhead (see
below). I continue, “When writers get this disease they have a few options. First, they can
cross out AND then replace it with a period or they can use ‘connecting words.’ Connecting
words help build a bridge from one sentence to the next. Let’s make a list of connecting words
to help us next time we have AND-I-TIS.”
birthday party and we went to Chuck E. friends and we went outside and
Cheese and we played games and I won played in the snow and we made a
300 tickets and we opened presents and snowman and we made a fort and we
we ate pizza and my friend blew out the had a snowball fight and we got cold
candles and we ate chocolate cake and and we went inside and we had hot
we had a marvelous time and we went chocolate and it was a fabulous day.
home.
• Build background knowledge by talking about dogs and cats. Make a web of dog and cat
characteristics.
• Share the story I am the Dog, I am the Cat. Discuss the differences in the voice of the dog
and cat.
• Students write similar version of the story using different animals. For example: “ I am a
mouse. I love to scamper and eat cheese. Don’t try to catch me because I’m too fast.”
Encourage students to show their animal’s voice in their piece.
• Have students share their piece without telling the animal’s name, see if their classmates
can guess their animal by listening carefully for its voice.
Cronin, D. (2003). Diary of a Worm. (H. Bliss, Illus.). New York: HarperCollins.
The first in a series of hysterical journals, this one describes a worm’s life.
Black, I. M. (2009). Chicken Cheeks. (K. Hawkes, Illus.). New York: Simon & Schuster.
Read this one aloud just for laughs. Then, return to it as a mentor text for “list” books as it
lists all the different kinds of animal rear ends. Observant readers will also notice the story of
the two ants depicted in the illustrations.
O’Malley, K. (2005). Once Upon a Cool Motorcycle Dude. (K. O’Malley, C. Heyer, & S. Goto, Illus.).
Walker & Co.
A girl and boy tell a fairy tale to the class with two very distinct voices.
O’Malley, K. (2010). Once Upon a Royal Superbaby. (K. O’Malley, C. Heyer, & S. Goto, Illus.).
Walker & Co.
A girl and boy tell a story about a king and queen to the class with two very distinct voices.
Little Books/ Little Books/ Little Books/ October Animals Little Books/
Writer’s Notebook Writer’s Notebook Writer’s Notebook Owls, Bats, Spiders Writer’s Notebook
O O O O
C C C C
5. I 6. I 7. I 8. I
O O O O
C C C C
O O O O
C C C C
O O O O
C C C C
O O O O
C C C C
O O O O
C C C C
___ Ideas: The writer showed thoughtfulness in gathering writing ideas for this topic. The final
selected idea was narrow and focused on one single idea. The writer wrote enough about the
topic to engage the reader.
___ Organization: The paragraph includes indentation. It contains a topic sentence, enough body
sentences to describe the topic thoroughly, and a closing sentence that makes sense and
“wraps up” the writer’s idea. The order of the body sentences makes sense to the reader.
___ Word Choice: The writer included powerful verbs, descriptive adjectives, and sensory words
(where appropriate) related to touch, taste, smell, sight, and hearing. The word choice makes
the paragraph interesting to read.
___ Fluency: The writing makes sense and has a flow to it.
___ Voice: The writer’s enthusiasm and understanding of the topic are evident.
___ Conventions: The writer took care to edit the paragraph and turned in all draft work to
demonstrate edits made. The writer gave his/her full attention to indentation, capitalization,
ending punctuation, and spelling using our classroom’s list of editing expectations.
___ Effort: The teacher observed the writer using his/her time wisely during Writer’s Workshop.
The writer worked to apply the lessons taught and evidence of revisions is clear.
Grading Scale:
35 to 28 points = A
27 to 21 points = B
20 to 14 points = C
13 to 8 points = D
7 points = F
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Calkins, L. (2003). Units of study for primary writing: A yearlong curriculum (K-2). Heinemann.
Corgill, A. M. (2008). Of primary importance: What’s essential in teaching young writers. Stenhouse.
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Culham, R. (2008). Inside the writing traits classroom: K-2 lessons on DVD. Scholastic.
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Culham, R., & Coutu, R. (2009). Getting started with the traits: Writing lessons, activities, scoring guides, and more
Culham, R., & Coutu, R. (2008). Using picture books to teach writing with the traits. New York: Scholastic.
Culham, R., & Jachles, L. (2010). Using benchmark paper to teach writing with the traits. Scholastic.
Cunningham, P. M. (2009). Phonics they use: Words for reading and writing (5th ed.). Allyn & Bacon.
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©Dr. Maria P. Walther, 2014, All Rights Reserved (Revised 3-23-14)
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Hoyt, L., & Therriault, T. (2008). Mastering the mechanics: Ready-to-use lessons for modeled, guided, and
Jacobson, J. (2010). No more, I’m done!” Fostering independent writers in the primary grades. Stenhouse.
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