WRITING

Information on 6- Trait Writing

Kindergarten Writing

By the end of kindergarten most students will know the names and sounds of the letters and be aware of their importance when composing text. They form some words beginning with accurate consonant sounds. Much of the writing will be about themselves, their families, pets, and friends. Writing may be presented in simple sentences, often with the same structure repeated within a piece or used in several pieces.
A Quick Check:

Does the student:
• Realize that ideas and thoughts are communicated in writing?
• Form letters; show increasing knowledge of letters, sounds, and patterns?
• Use some spelling, punctuation, and directionality conventions?
• Draft simple sentences reflecting own experiences and understanding?
• Choose to write for own satisfaction?

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Grade 1 Writing

Most first grade writers are able to develop an idea or item of information beyond one sentence, adding some details of description or explanation. Although phonetic spelling is common, there is a marked increase in the number of words spelled accurately. As understanding of revising and editing develops, the overall accuracy of writing increases. Conventions of punctuation, directionality, spacing, and letter formation ensure work is legible.
A Quick Check:

Does the student:
• Write simple sentences in sequence with some logical development?
• Show awareness of some spelling patterns?
• Attend to medial (middle) and final sounds in phonetic spelling?
• Reread what is written, being aware of the need to work toward accuracy?
• Include some detail and explore new topics?

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Grade 2 Writing

During the second-grade, most writers make significant progress in moving from single idea and patterned sentences to more detailed and sequential text, often including more than one event or descriptive element. Students have a more conscious approach to planning and work toward accuracy and effectiveness through purposeful choice of words.
A Quick Check:

Does the student:
• Elaborate on a basic idea or item of information?
• Show a considered approach to writing by planning and following through?
• Vary sentence structures within a piece of writing?
• Strive to achieve accuracy in his/her writing?
• Write in a variety of forms, maintaining basic features and conventions?

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Grade 3 Writing

Most third-grade students are writing longer texts when writing narratives. They embed their ideas in time and place (setting) and develop stronger characters through detail and dialogue. Their writing is often divided into sections through paragraphing or book parts (e.g., tables of contents, chapters). Information gathering as part of the planning process is common and most students are becoming more selective about vocabulary, especially when writing in task-oriented or functional forms.
A Quick Check:

Does each student:
• Gather and organize information as essential elements of planning?
• Develop characters and setting throughout story?
• Write coherent informational text?
• Organize text into appropriate paragraphs or book parts?
• Revise for detail and accuracy in content and edit for conventions and format?
• Reflect on efforts and achievements?

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Grade 4 Writing

At this stage, students become more aware of the conventions of writing and of language usage. They are able to select and sometimes adapt basic forms and conventions to meet specific requirements. Their understanding and use of figurative language introduces imagery and tension to their writing. Informational and task-oriented writing reflects understanding of specific purpose, often requiring gathering and synthesizing information from a number of sources to express and justify an opinion.
A Quick Check:

Does the student:
• Display an awareness of the interdependence of the topic, audience, purpose, and form?
• Identify and work towards the specific requirements of a prompt or assignment?
• Use more than one resource for planning and/or for checking accuracy of content and spelling?
• Write for a range of purposes including to describe; to tell a story; and to explain what, why, and how?
• Reflect on strengths and weaknesses of own writing and make observable efforts to improve?

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Grade 5 Writing

By the end of the fifth grade most students have developed a strong personal voice in their writing. This is reflected by the way they inject humor and tension into their narrative writing and how they add emphasis or opinion into informational and persuasive writing, especially in the content areas. Collaborative writing efforts are taken more seriously, often with assigned responsibilities and checklists. Scoring guides, often student-initiated, provide criteria for critiquing their own work and that of others. These guides are often detailed, addressing content, organization, style, and conventions.
A Quick Check:

Does the student:
• Write with a strong personal voice, using a range of techniques to express opinion, bias, and reactions?
• Apply an increasing knowledge of figurative language and stylistic techniques to enhance fiction writing?
• Use precise and specialized vocabulary appropriately and effectively in informational text?
• Write from a personal viewpoint as well as a more formal one?
• Synthesize research when doing informational writing?
• Use technology for the process of writing as well as the gathering of information?

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Grade 6 Writing

A purposeful approach to writing is a hallmark of sixth-grade students. They are able to use form, content, technique, and conventions flexibly in order to meet their own purposes or assignment requirements. Competence is evident in the skills of paragraphing, summarizing, and synthesizing in content-area writing, while fiction writing reflects an increasing awareness of its role to entertain, explore human relationships, or persuade.
A Quick Check:

Does each student:
• Remain focused on a topic, audience, purpose, form, and style?
• Maintain personal style but also explore new techniques and emphases?
• Work for precision in the use and spelling of vocabulary in all writing?
• Evaluate honestly both own work and that of others and make a concerted effort to improve weaknesses?
• See writing as an important and effective tool for furthering own learning?

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Grade 7 Writing

Most students in seventh grade are able to present legible, coherent, and interesting writing in a form, format, and style appropriate for the purpose and audience. Claims and opinions are well researched and are supported with sufficient examples or facts to engender a response from the reader. Writing is seen as a means to an end, as well as a worthwhile activity in itself, and many students enjoy exploring their ideas and opinions through writing and graphics.
A Quick Check:

Does each student:
• Address a range of issues by writing comprehensive and well-balanced texts, supporting views and bias with well-researched information and data?
• Know how to use language and format techniques to achieve maximum impact?
• Maintain effort and interest over extended periods and on more than one piece at a time?
• Talk about the craft of writing and use these discussions to enhance effort and product?

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Grades 8-10 Writing

Writing as a Literary Form
Overview: At these grades, most students create their own literary texts with confidence. They can explore, interpret, and reflect on a wide range of experiences, texts, ideas, and opinions. Their work portrays complex thoughts in a strong personal voice, using a wide range of literary techniques. They write, revise, edit, and present texts to explore ideas imaginatively and in depth, using forms, language, and conventions accurately and intentionally. They are able to work toward new goals in authorship and evaluate their writing, its literary qualities, and their own writing processes with objectivity.
A Quick Check:

Does the student:
• Write confidently, fluently, and independently?
• Craft text, using a range of literary techniques effectively, considering the topic, purpose, and anticipated audience?
• Demonstrate well-considered thought, comprehensive reading and research, and careful planning in written work?
• Employ revision and editing processes until accuracy and desired emphases are achieved?
• Seek criticism in order to improve quality of writing?
• Maintain a portfolio or collection of own literary writing?

Writing in the Content Areas
Overview: At these grades students increase their competence in writing reports, explanations, and reviews on a range of complex topics, reflecting a secure understanding of the theme and/or issue. The students are able to relate their knowledge and opinions to personal, social, cultural, political, and historical contexts. They structure well-researched material effectively, in appropriate forms and style for an increasing range of audiences and purposes. They retrieve, select, organize, synthesize, and evaluate material from a variety of resources, including technology
A Quick Check:

Does the student:
• Research in sufficient depth to formulate ideas and present accurate information or effectively debate a proposition or a point of view?
• Present information and organize writing according to the dictates of specific disciplines?
• Revise and edit to reflect accurately an understanding of the topic, audience, purpose, form, and format?
• Manage time and resources for optimum benefit?
• Evaluate work from several perspectives, including process employed, content, and breadth and depth of treatment of topic?

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