Using the 6 1 Writing Traits and Developing Student Writing Portfolios

1
Using the 61 Writing Traits and Developing
Student Writing Portfolios

• presented by
• Cheri Lynn Gregory
• www.InHisDelight.com
• justcheri_at_aol.com

2
What are the 61 Writing Traits?

• They are NOT
• A writing program
• A quick fix
• Successful in worksheet-dominated classrooms
• Meant to be learned in a 75 minute seminar

• They ARE
• A common language to talk about writing
• Shared vision of what good writing looks like in
  all forms of writing
• An assessment tool for teachers and students
• A model to use in a writing process classroom

3
What are the 61 Writing Traits?

• Some givens about writing
• Hard things take time.

4
What are the 61 Writing Traits?

• Some givens about writing
• Hard things take time.
• Writing is a hard thing to do.

5
What are the 61 Writing Traits?

• Some givens about writing
• Hard things take time.
• Writing is a hard thing to do.
• Tomorrow well be better than we are today.

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What are the 61 Writing Traits?

• Some givens about writing
• Hard things take time.
• Writing is a hard thing to do.
• Tomorrow well be better than we are today.
• Next year well be better than we are this year.

7
What are the 61 Writing Traits?

• WRITE is too big an idea for our students to
  grasp
• So, we teach them the Writing Process with lots
  of baby steps along the way

8
What are the 61 Writing Traits?

• REVISE is too big an idea for our students to
  grasp
• So, we teach them to look at each of the 61
  Traits individually

9
What are the 61 Writing Traits?

• Ideas
• Organization
• Voice
• Word Choice
• Sentence Fluency
• Conventions
• (Presentation)

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How are the Traits Scored?

• 5 STRONG
• Shows control and skill in this trait
• Many strengths present in this trait
• Not perfect, but on its way in this trait

11
How are the Traits Scored?

• 4 EFFECTIVE
• Strengths outweigh weaknesses in this trait
• Minimal revision needed in this trait
• Solid grade-level performance in this trait

12
How are the Traits Scored?

• 3 DEVELOPING
• Strengths and weaknesses are about equal in this
  trait
• About half-way home in this trait
• Minimal grade-level performance in this trait

13
How are the Traits Scored?

• 2 EMERGING
• Need for revision outweighs strengths in this
  trait
• Isolated moments hint at what writer is
  attempting in this trait
• Below grade-level performance in this trait

14
How are the Traits Scored?

• 1 NOT YET
• A bare beginning in this trait
• Writer is not showing any control in this trait
• Far below grade-level performance in this trait

15
How are the Traits Scored?

• 1 concern is always the child, not the paper.
• Voice involves some risk is my class a place
  where some risk can be taken?
• Focusing on one trait at a time prevents you from
  swamping the student with too much feedback at
  once
• Find one strength excite student to build on it
• Pick one trait to work on movtivate student to
  grow
• Only comment on papers that will still be
  re-worked!

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Trait 1 IDEAS

• Topic is narrow and manageable
• One, clear main idea supported with details
• Quality details beyond the obvious
• Accurate details
• Readers questions anticipated answered
• Clear and focused
• Details enrich and develop theme
• Understanding of topic demonstrated
• Fresh and original ideas apparent

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Trait 1 IDEAS

• Paper Title Skateboarding
• Grade 6th
• My T-Shirt slogan would say Skateboarding, What
  a life to live. I would choose this slogan
  because skateboarding is one of my favorite
  hobbies.
• I learned skateboarding from one of my old best
  friends. He taught me tricks.
• But then he moved to Texas and I havent seen him
  for sevral years.

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Trait 1 IDEAS

• 5 STRONG
• Shows control and skill in this trait . . . Many
  strengths present . . . Not perfect, but on its
  way
• 4 EFFECTIVE
• Strengths outweigh weaknesses in this trait . .
  . Minimal revision needed . . . Solid grade-level
  performance
• 3 DEVELOPING
• Strengths and weaknesses are about equal for
  this trait . . . About half-way home . . .
  Minimal grade-level performance
• 2 EMERGING
• Need for revision outweighs strengths for this
  trait . . . Isolated moments hint at what writer
  is attempting . . . Below grade-level performance
  
• 1 NOT YET
• A bare beginning for this trait . . . Writer is
  not showing any control . . . Far below
  grade-level performance

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Trait 2 ORGANIZATION

• Original title captures theme
• Inviting introduction
• Structure matches purpose and audience
• Organization flows smoothly
• Thoughtful ideas show how ideas connect
• Logical and effective sequence of details
• Effective placement of details
• Controlled pace
• Satisfying conclusion

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Trait 2 ORGANIZATION

• Paper Title Older vs. Younger (2nd paragraph of
  a paper)
• Grade 9th
• But being a younger sibling has its own
  problems. First of all, we
• have to deal with hearing, Why cant you be more
  like your big
• brother/sister? We have to deal with the
  pressure of living up to the
• example of our older siblings. Then, there are
  those who think that
• they are so much better than we are, just because
  they are a year or so
• older the power hungry ones. They even see one
  year as a big gap.
• Then we have to deal with being told, Ive lived
  longer, so I know
• better. Plus, younger siblings are constantly
  having to put up with
• annoying older siblings who absolutely hate it
  when we go through
• their stuff, but somehow they exercise their
  right to go through ours.
• Such injustice!

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Trait 2 ORGANIZATION

• 5 STRONG
• Shows control and skill in this trait . . . Many
  strengths present . . . Not perfect, but on its
  way
• 4 EFFECTIVE
• Strengths outweigh weaknesses in this trait . .
  . Minimal revision needed . . . Solid grade-level
  performance
• 3 DEVELOPING
• Strengths and weaknesses are about equal for
  this trait . . . About half-way home . . .
  Minimal grade-level performance
• 2 EMERGING
• Need for revision outweighs strengths for this
  trait . . . Isolated moments hint at what writer
  is attempting . . . Below grade-level performance
  
• 1 NOT YET
• A bare beginning for this trait . . . Writer is
  not showing any control . . . Far below
  grade-level performance

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Trait 3 VOICE

• Writing individual, compelling, engaging
• Risks taken
• Flavor and texture apparent
• Appropriate voice chosen for audience
• Writing honest and personal (narrative)
• Commitment shown (persuasive/exposatory)
• Voice makes reader think about point of view
• Voice control and consistency throughout piece
• Strong interaction between reader and writer

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Trait 3 VOICE

• Paper Title Letter of Complaint
• Grade 8th
• Hey Buddy!
• Listen up! This is your mouth speaking! I was
  invented for talking,
• so you had better pay attention!
• First of all, man, what are you thinking?
  Heres a lesson in life
• when food comes right off the stove, its hot.
  Do you understand
• second-degree burns? And please dont shovel it
  all down in a half
• second! Trust me, buddy, its not going
  anywhere. I dont need to
• work that hard.
• Second, do you really need to eat your own
  cooking? I mean, thats
• why McDonalds was invented, right? At least
  their food has flavor!
• (No, I dont consider burnt a real flavor!)
  And when you eat your
• own cooking, please dont bite the tongue.
  Its in enough pain from
• having to deal with your concoction, anyway!

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Trait 3 VOICE

• 5 STRONG
• Shows control and skill in this trait . . . Many
  strengths present . . . Not perfect, but on its
  way
• 4 EFFECTIVE
• Strengths outweigh weaknesses in this trait . .
  . Minimal revision needed . . . Solid grade-level
  performance
• 3 DEVELOPING
• Strengths and weaknesses are about equal for
  this trait . . . About half-way home . . .
  Minimal grade-level performance
• 2 EMERGING
• Need for revision outweighs strengths for this
  trait . . . Isolated moments hint at what writer
  is attempting . . . Below grade-level performance
  
• 1 NOT YET
• A bare beginning for this trait . . . Writer is
  not showing any control . . . Far below
  grade-level performance

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Trait 4 WORD CHOICE

• Accurate and specific topic words
• Words and phrases create pictures
• Individual and effective natural language
• Striking words and phrases
• Lively and energetic verbs
• Precise nouns and modifiers
• Effective word and phrase placement
• Everyday words used well
• Standard American English used consistently

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Trait 4 WORD CHOICE

• Paper Title The Field (Paragraph 1)
• Grade 9th
• The warmth of the sun embraces the field like a
  mother hugging her child. The wind gently sways
  the overgrown grass, sending light kisses over my
  cheeks. I see at least five shades of green,
  each blending perfectly into the next so no one
  calls attention to itself. Speckles of tiny
  purple flowers adorn the pasture. Who would have
  thought green and purple could complement each
  other so? As my eyes roam this immense field,
  they are greeted with an occasional buttercup,
  glowing and vibrant as a young child, bringing
  life to an otherwise dull, subtle pasture.

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Trait 4 WORD CHOICE

• 5 STRONG
• Shows control and skill in this trait . . . Many
  strengths present . . . Not perfect, but on its
  way
• 4 EFFECTIVE
• Strengths outweigh weaknesses in this trait . .
  . Minimal revision needed . . . Solid grade-level
  performance
• 3 DEVELOPING
• Strengths and weaknesses are about equal for
  this trait . . . About half-way home . . .
  Minimal grade-level performance
• 2 EMERGING
• Need for revision outweighs strengths for this
  trait . . . Isolated moments hint at what writer
  is attempting . . . Below grade-level performance
  
• 1 NOT YET
• A bare beginning for this trait . . . Writer is
  not showing any control . . . Far below
  grade-level performance

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Trait 5 SENTENCE FLUENCY

• Easy flow, rhythm, and cadence
• Well-built and strong sentences for easy reading
• Sentences underscore and enhance meaning
• Sentences vary in length and structure
• Sentence fragments used appropriately
• Natural dialog, if used
• Purposeful and varied sentence beginnings
• Creative and appropriate use of connectives

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Trait 5 SENTENCE FLUENCY

• Paper Title The Field (Paragraph 2)
• Grade 9th
• In the background, I hear a live concert.
  Birds sing the melody to a song only they know,
  accompanied by bees monotone humming. A white
  butterfly dances happily above the pasture in
  pursuit of the perfect flower. Finding one
  suitable, it lands gracefully to partake of the
  sweetness behind the flowers brilliant colors.
  An occasional lady bug dots the field.

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Trait 5 SENTENCE FLUENCY

• 5 STRONG
• Shows control and skill in this trait . . . Many
  strengths present . . . Not perfect, but on its
  way
• 4 EFFECTIVE
• Strengths outweigh weaknesses in this trait . .
  . Minimal revision needed . . . Solid grade-level
  performance
• 3 DEVELOPING
• Strengths and weaknesses are about equal for
  this trait . . . About half-way home . . .
  Minimal grade-level performance
• 2 EMERGING
• Need for revision outweighs strengths for this
  trait . . . Isolated moments hint at what writer
  is attempting . . . Below grade-level performance
  
• 1 NOT YET
• A bare beginning for this trait . . . Writer is
  not showing any control . . . Far below
  grade-level performance

31
Trait 6 CONVENTIONS

• Correct spelling
• Correct choice of frequently confused homonyms
• Accurate and creative punctuation
• Consistent correct capitalization
• Effective paragraphing
• Correct grammar and word usage
• Creative use of conventions to enhance meaning

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Trait 6 CONVENTIONS

• Paper Title The Field (Paragraph 3)
• Grade 9th
• Take in a deep breath, my friend. Be welcomed
  by a smell too magical for words. Close your
  eyes. Taste the sweetness of this quiet (yet
  annoyingly loud), dull (yet amazingly vibrant),
  overlooked (yet so richly enchanting), dead (yet
  buzzing with life) field. Hold onto it do not
  let it go. For all too soon, it will be nothing
  more than a memory.

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Trait 6 CONVENTIONS

• 5 STRONG
• Shows control and skill in this trait . . . Many
  strengths present . . . Not perfect, but on its
  way
• 4 EFFECTIVE
• Strengths outweigh weaknesses in this trait . .
  . Minimal revision needed . . . Solid grade-level
  performance
• 3 DEVELOPING
• Strengths and weaknesses are about equal for
  this trait . . . About half-way home . . .
  Minimal grade-level performance
• 2 EMERGING
• Need for revision outweighs strengths for this
  trait . . . Isolated moments hint at what writer
  is attempting . . . Below grade-level performance
  
• 1 NOT YET
• A bare beginning for this trait . . . Writer is
  not showing any control . . . Far below
  grade-level performance

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1 PRESENTATION

• Handwriting has consistent slant, clearly formed
  letters, and uniform spacing
• Appropriate font and font size if word processed
• White space directs reader to text
• Proper use of title, side heads, page numbering,
  and bullets
• Effective illustrations, charts, graphs, and
  tables
• Neat and readable

35
How Do 61 Help Us Teach Students to Write Well?

• 1 We focus on their STRENGTHS so they know
  what they are doing well and can keep on doing
  it well!
• 2 We note their areas needing growth, teach
  short lessons to help them learn new skills,
  and have them practice on their own writing.

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How Do 61 Help Us Teach Students to Write Well?

• 1 We focus on their STRENGTHS so they know
  what they are doing well and can keep on doing
  it well!
• What can we say are some STRENGTHS of this piece
  of writing?

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Focus on Strengths

• A Christmas tree. It all starts out when a
• farmer plants the seeds to make some trees.
• About one year later it comes to that time of
• year to where it is time to have that special
  tree
• in your house. So that tree sees people come
• and go, taking all the other trees around him
• being cut down, roped, and taken home. The
• Christmas tree is really sad, because he is the
• last one left and nobody wants him, so he
• doesnt drink water from his roots for two days.

38
Focus on Strengths

• Wait. A little boy comes to the tree and
• says, Wow! Mommy! Daddy! I want this one!
• So the parents come over to it and ask the boy,
• Are you sure you want this one? And the
• boys replies, Yes! Yes! Please! They find
• the owner of the farm, ask him how much he
• wants for the tree. He says, You can have it
• for free! They put it in the back of their
  truck
• and take it home.

39
Focus on Strengths

• They get home and the boy helps his father
• take the tree inside and set it up. When the
  tree
• is finally in the place they want it in, the boy
  and
• his mother start to decorate the tree. The tree
• is so happy that he sticks his branches out as
• far as he can and makes them as green as
• could be. Finally about an hour later the tree is
• finally finished.

40
Focus on Strengths

• The boy tells his mom, Okay, one more
• thing. The boy goes running into the kitchen
• and comes out with what appears to be a glass
• of water. The boy walks over to the tree, bends
• down, and pours it into the vase holding the
• trees trunk. The tree loves it. Then the boys
  
• father lifts the boy up and the boy puts the star
  
• on top of the tree. And thats how the tree
• made the best Christmas ever.

41
Focus on Strengths

• IDEAS 1 2 3 4 5
• ORGANIZATION 1 2 3 4 5
• VOICE 1 2 3 4 5
• WORD CHOICE 1 2 3 4 5
• SENTENCE
• FLUENCY 1 2 3 4 5
• CONVENTIONS 1 2 3 4 5
• (Presentation) 1 2 3 4 5

42
How Do 61 Help Us Teach Students to Write Well?

• 2 We note areas needing growth, teach short
  lessons to help them learn new skills, and have
  them practice on their own writing.
• What can we say are some areas needing growth,
  based on this piece of writing?
• What skills does this student need to learn and
  practice?

43
Areas Needing Improvement

• A Christmas tree. It all starts out when a
• farmer plants the seeds to make some trees.
• About one year later it comes to that time of
• year to where it is time to have that special
  tree
• in your house. So that tree sees people come
• and go, taking all the other trees around him
• being cut down, roped, and taken home. The
• Christmas tree is really sad, because he is the
• last one left and nobody wants him, so he
• doesnt drink water from his roots for two days.

44
Areas Needing Improvement

• Wait. A little boy comes to the tree and
• says, Wow! Mommy! Daddy! I want this one!
• So the parents come over to it and ask the boy,
• Are you sure you want this one? And the
• boys replies, Yes! Yes! Please! They find
• the owner of the farm, ask him how much he
• wants for the tree. He says, You can have it
• for free! They put it in the back of their
  truck
• and take it home.

45
Areas Needing Improvement

• They get home and the boy helps his father
• take the tree inside and set it up. When the
  tree
• is finally in the place they want it in, the boy
  and
• his mother start to decorate the tree. The tree
• is so happy that he sticks his branches out as
• far as he can and makes them as green as
• could be. Finally about an hour later the tree is
• finally finished.

46
Areas Needing Improvement

• The boy tells his mom, Okay, one more
• thing. The boy goes running into the kitchen
• and comes out with what appears to be a glass
• of water. The boy walks over to the tree, bends
• down, and pours it into the vase holding the
• trees trunk. The tree loves it. Then the boys
  
• father lifts the boy up and the boy puts the star
  
• on top of the tree. And thats how the tree
• made the best Christmas ever.

47
Areas Needing Improvement

• IDEAS 1 2 3 4 5
• ORGANIZATION 1 2 3 4 5
• VOICE 1 2 3 4 5
• WORD CHOICE 1 2 3 4 5
• SENTENCE
• FLUENCY 1 2 3 4 5
• CONVENTIONS 1 2 3 4 5
• (Presentation) 1 2 3 4 5

48
Skills to Teach/Practice

• Organization Strong openings
• Organization Pacing
• Voice Express personality
• Word Choice Avoiding repetition
• Word Choice Specific, vivid words
• Sentence Fluency Varied lengths
• Sentence Fluency Varied styles

49
Teaching the Traits

• Set up a filing system
• Collect lesson plans for each Trait
• Keep samples of writing for each Trait
• If one piece of writing demonstrates several
  Traits, make several copies and file one in each
  folder
• Materials to use when teaching specific aspects
  of a Trait
• Start looking at the world through 61 eyes
• Find/Make bad samples of my own writing

50
Teaching the Traits

• Set up Writing Portfolios for each student
• After teaching a writing skill lesson, have
  students select a piece of their own writing with
  which to practice the new skill
• Dont start a totally new writing project
• Draw from pre-written work
• Assess informally by walking around and reading
• Have students flag this revision with a Post-It
  note with date and assignment name so you can
  find it easily in their portfolio for formal
  assessment
• Worksheets are not practice real writing is
  practice!

51
Teaching the Traits

• Proper studentteacher time ratios
• Student spends 30 minutes, I spend 1 minute
• If the student spent 5 minutes, I should not
  spend 20 minutes
• Writing is thinking
• Quit telling, telling, telling
• Let them think
• They wont be mature writers for many years
• Mimic their errors back to them
• Let them fix their own errors

52
Teaching the Traits

• IDEAS
• Childrens Books
• Read aloud
• Brainstorm ideas
• Write share aloud
• Writing Prompts (modify as needed!)
• http//www.canteach.ca/elementary/prompts.html
• http//www.creativewritingprompts.com/
• http//www.writingfix.com/dailypromptgenerator.htm

53
Teaching the Traits

• ORGANIZATION
• Sentence Strips
• Select a paragraph more than 3 sentences long
• Type it up
• Cut it up
• Have students put it back together
• Students learn about text from text!

54
Teaching the Traits

• VOICE
• It is not the students voice it is the
  students ability to express personality in
  writing
• Define purpose
• Define audience
• Teacher is not an effective audience
• Students need a real audience they care about
• Alternate point-of-view writing
• A PoV other than Christ at crucifixion
• A unique PoV at Christmas

55
Teaching the Traits

• WORD CHOICE
• Select a rich segment from a good writer
• (Leave them in suspense, and some will read the
  book!)
• Play audiobook (if possible) while reading copied
  text
• Highlight the effective words
• Analyze theyll be specific NOUNS and VERBS
• Strong Word Choice creates Voice

56
Teaching the Traits

• SENTENCE FLUENCY
• Its more than just sentence structure
• Its about flow theres an auditory component
• College students are still struggling
• Read, Read, Read aloud to my students!
• Students need to hear their writing read aloud
• Have students read their own writing aloud,
  slowly
• Have students listen to a partner read their
  writing aloud
• Make a graph counting of words in each
  sentence, beginning words, types of sentences,
  etc.
• Strengths? Celebrate! I am a writer who . . .
  
• Weaknesses? Deal with one issue at a time!

57
Teaching the Traits

• CONVENTIONS
• No more insulting the teacher
• Stop enabling my students
• Dr. Phil approach Hows that working for you?
• Post my expectations
• Refuse papers that demonstrate laziness
• Quit showing them their errors
• Expect them to find their own
• Standard English access to power in America
• Conventions are not teachers imposing on students
• Conventions are teachers trying to help students
  express themselves clearly

58
Teaching the Traits

• PRESENTATION
• Do not assume students know what you want
• Show students exactly what you expect
• Demonstrate and name the materials theyll need
• Tell them where to purchase anything special
• Provide the basics
• Show students samples of unacceptable work
• Your lowest standard of acceptable work is set by
  the worst piece of work you allow be persnickity
• Return unacceptable work immediately

59
Teaching the Traits

• Add Humor to Teaching the Traits
• http//www.tallrite.com/LightRelief/churchbloope
  rs.htm
• "Ladies, don't forget the rummage sale. It's a
  chance to get rid of those things not worth
  keeping around the house. Don't forget your
  husbands.
• Remember in prayer the many that are sick of our
  community. . . . Smile at someone who is hard to
  love. . . . Say hell to someone who doesn't
  care much about you.
• Don't let worry kill you off - let the Church
  help.
• Attend and you will heal an excellent speaker
  and heave a healthy lunch.

60
Teaching the Traits

• During the absence of our Pastor, we enjoyed the
  rare privilege of hearing a good sermon when J.F.
  Stubbs supplied our pulpit.
• A bean supper will be held on Tuesday evening in
  the church hall. Music will follow.
• At the evening service tonight, the sermon topic
  will be "What is Hell?" Come early and listen to
  our choir practice.
• This evening at 7 pm there will be a hymn sing
  in the park across from the Church. Bring a
  blanket and come prepared to sin.
• .
• Please place your donation in the envelope along
  with the deceased person you want remembered.

61
Developing Writing Portfolios

• DANGER Students usually dont value
  school-assigned writing, and they often dont
  value their own writing, period.

62
Developing Writing Portfolios

• DANGER Students usually dont value
  school-assigned writing, and they often dont
  value their own writing, period.
• CRIME What do they often do with their
  school-assigned writing?

63
Developing Writing Portfolios

• DANGER Students usually dont value
  school-assigned writing, and they often dont
  value their own writing, period.
• CRIME What do they often do with their
  school-assigned writing? THROW IT ALL AWAY!

64
Developing Writing Portfolios

• DANGER Students usually dont value
  school-assigned writing, and they often dont
  value their own writing, period.
• CRIME What do they often do with their
  school-assigned writing? THROW IT ALL AWAY!
• PREVENTION The teacher KEEPS all student
  writing, all year long, and then passes it -- in
  an organized manner -- along to the next teacher.

65
Goals of a Writing Portfolio

• Save all student writing from an early death
• Teacher keeps EVERYTHING
• Students may copy anything they want to take

66
Goals of a Writing Portfolio

• Chronicle the students writing journey
• EVERYTHING must be dated!
• Question/Assignment is helpful (but not
  necessary)

67
Goals of a Writing Portfolio

• Provide a goldmine of diamonds in the rough
• I dont know what to write about today!
• I dont remember writing this -- its pretty
  good!

68
Goals of a Writing Portfolio

• Preserved polished gems
• Store all revisions -- document the writing
  process
• Store all final drafts

69
Goals of a Writing Portfolio

• Model vital life skill preserving valuable
  records
• Yes, their writing is a valuable record!
• Yes, they will have to organize and store papers
  for the rest of their lives! (Bills, tax
  records, etc.)

70
Setting Up a Writing Portfolio

• Funding the materials
• Give a specific list at registration and require
  uniformity
• Purchase identical materials for everyone and
  charge parents at registration for the exact cost
• Make do with what youve got

71
Setting Up a Writing Portfolio

• Container
• Notebook
• Expandable file
• Portable file box (narrow)
• Folder

72
Setting Up a Writing Portfolio

• Dividers
• Notebook
• Tabbed dividers
• Clear pocket dividers
• Expandable file
• File folders (colored if possible!)
• Portable file box (narrow)
• Hanging file folders (colored if possible!)
• Folder
• Paper clips, colored paper

73
Setting Up a Writing Portfolio

• Labels for Dividers
• Writing Process
• (Pre-Writing, Rough Drafts, Revisions, Final
  Editing, Published)
• Assignment
• (Quick Writes, Autobiographical Narrative,
  Persuasive Essay, Comparison/Contrast Article,
  etc.)
• Simple
• (Started, In Process, Done)

74
Starting Student Writing Portfolios

• Have all materials ready
• Decide on labels, colors, etc. ahead of time
• Walk students through the set-up process one step
  at a time
• Create your own portfolio along with your
  students
• Be prepared for mistakes and frustrations
• Realize that for many students, this is their
  first time setting up any kind of
  filing/organizational system

75
Maintaining Student Writing Portfolios

• Dont randomly hand writing back to students
• Have volunteers/readers divide the writing by
  student
• Return writing ONLY when the student has his/her
  portfolio ready to receive it
• Schedule writing return days so it doesnt stack
  up
• Allow time for students to enjoy re-reading their
  writing and informally sharing with peers

76
Relinquishing Student Writing Portfolios

• For students staying at your school, pass them
  along to the next teacher
• For students leaving your school, give them to
  parents (beware of private writing) or to the
  student if he/she promises to keep all writing

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Resources

• Recommended Books (all published by Scholastic)
• 61 Traits of Writing The Complete Guide Grades
  3 and Up by Ruth Culham
• 61 Traits of Writing The Complete Guide for
  the Primary Grades by Ruth Culham
• Using Picture Books to Teach Writing with the
  Traits by Ruth Culham
• Writing to Prompts in the Trait-Based Classrom
  Literature Responses by Ruth Culham Amanda
  Wheeler
• Writing to Prompts in the Trait-Based Classroom
  Content Areas by Ruth Culham Amanda Wheeler
• 40 Reproducible Forms for the Writing Traits
  Classroom by Ruth Culham Amanda Wheeler

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Resources

• Recommended Websites
• http//www.nwrel.org/assessment/department.php?d1
  
• This is the official NorthWest Regional
  Educational Laboratory web site, where it all
  began! Lots of writing samples and lesson plans
  are available here.
• http//www.madison.k12.wi.us/tnl/langarts/sixtrtcr
  smtrl.htm
• This is an excellent reference site with a
  number of excellent .pdf handouts
• http//www.webenglishteacher.com/6traits.html
• About a dozen ideas, lesson plans, handouts,
  etc.
• http//www.writingfix.com/Traits.htm
• An elaborate interactive site packed with ideas,
  plans, activities, you name it!

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Using the 61 Writing Traits and Developing
Student Writing Portfolios

• presented by
• Cheri Lynn Gregory
• www.InHisDelight.com
• justcheri_at_aol.com