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For each trait, select the progression that best aligns to your writer. Then click on the arrow to access targeted supports and instructional strategies.

6 Traits of Writing K-6

DEVELOPING

APPROACHING

PROFICIENT

ADVANCED

IDEAS

I have a main idea and details, but they do not relate to one another. 

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I have a main idea and details that relate to one another. The relevant details attempt to present an idea. 

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I have a main idea and relevant details that relate to one another. The relevant details present an interesting idea. 

I have a main idea and details that relate to one another. The  details relate to the senses (sight, hearing, touch, taste, sound) and present a unique or captivating idea. 

ORGANIZATION

I'M AN ORIGINAL CATCHPHRASE

I’m a paragraph. Double click here or click Edit Text to add some text of your own or to change the font. This is the place for you to tell your site visitors a little bit about you and your services.

I have a beginning, middle, and end. Sequencing and pacing are not present.

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I have a beginning, middle, and end that are connected together with transition words and topic sentences for each paragraph. Sequencing and pacing are confusing to the reader. 

I have a beginning, middle, and end that are connected together with transition words and topic sentences for each paragraph. The ideas are sequenced and my first line hooks the reader or I have a strong ending. The pacing is present, but not purposeful.

I have a beginning, middle, and end that are connected together with transition words and topic sentences for each paragraph.. My first line hooks the reader AND I have a strong ending. Deliberate pacing and purposeful sequencing

CLICK HERE FOR MENTOR TEXTS

SENTENCE FLUENCY

I'M AN ORIGINAL CATCHPHRASE

I’m a paragraph. Double click here or click Edit Text to add some text of your own or to change the font. This is the place for you to tell your site visitors a little bit about you and your services.

I have simple sentences and some sentence fragments.

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I have simple and compound sentences.

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I have simple, compound, and complex sentences  that flow and are easy to read. I use common conjunctions like, and & but and some sentence starters.

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I have simple, compound, and complex sentences  that flow and begin in different ways. I use a variety of conjunctions (FANBOYS)  and with a variety of sentence starters and transition words.

VOICE

I'M AN ORIGINAL CATCHPHRASE

I’m a paragraph. Double click here or click Edit Text to add some text of your own or to change the font. This is the place for you to tell your site visitors a little bit about you and your services.

I state how characters feel or think.  I include a setting

I present how characters feel and think by using dialogue.  I describe a setting.

I show characters’ thoughts, feelings and personality using dialogue, actions and characters’ senses. I give detailed descriptions of characters, setting, or story sequence.

I include characters’ dialogue, actions and senses to allow readers to infer thoughts, feelings, motivations, and personality. I use multiple forms of figurative language and “show, don’t tell” to build imagery, add details, and enrich descriptions of characters, setting, or story sequence.

WORD CHOICE

I'M AN ORIGINAL CATCHPHRASE

I use mostly tier 1 words and my verbs lack variety. Many of my verbs are helping verbs (i.e., is/was/am) and not action verbs.​

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I attempt to use tier 1 nouns with some variation in my verbs (some action verbs).

I use a variety of tier 1 and tier 2 nouns and a variety of verbs. I use adjectives.

I appropriately use a variety of tier 1 and tier 2 nouns and verbs. I use adjectives, and adverbs.

CONVENTIONS

 I attempt to sound out each word. I have spaces between words. 

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I spell all words phonetically, end each sentence with a punctuation mark, and capitalize the first word in each sentence. Each sentence has a subject and predicate but some sentences are run on sentences.

I spell all grade-level sight words correctly and other words phonetically. I use a variety of punctuation marks and capitalize the first word in each sentence and proper nouns. Each sentence has a subject and predicate,

I spell all most words correctly. I use a variety of punctuation marks and capitalize the first word in each sentence and nouns. All sentences are completed with subjects and predicates. I use noun-verb agreement. I use the correct verb tenses.

I'M AN ORIGINAL CATCHPHRASE

mentor texts
ideas - developing

Ideas- Developing

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Ideas-Approaching
Notebook and Pen

Ideas - Approaching

  • Review graphic organizer with student

  • Highlight where in the text the elements of the writing are found

  • Share a text and create an anchor chart that highlights the writing elements

  • PRovide sentence starters.

  • Stretch the story out by cutting it and helping the student fill in the missing parts.

Ideas-Proficient
Mount Fuji

Ideas- Proficient

  • Ask students to identify five key details and add sensory details to describe the details

  • Share sensory details anchor chart

  • Highlight sensory details using a mentor text. 

  • Share a list of sensory details 

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Organization-Developing
Tropical Bird

Organization- Developing

  • Share  transition word anchor chart

  • Model writing topic sentences for each paragraph.

  • Select the best topic sentence

  • Select a graphic organizer:

    • Venn Diagram

    • Flow Chart

    • Anchor Chart

    • Sentence Starters

    • Outline

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Organization- Approaching
Cartoon Fox

Organization- Approaching & Proficient

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Word Choice

Word Choice

Use of sticky notes with specific vocabulary​

Recommend vocabulary words from resources (research; word wall)

Ask the writer to circle commonly used words and then create a personalized thesaurus.

Share verb cards  

Share a language support 

Word wall

Word banks

Sentence starters

Modeling

Supportive Bookmark

Graphic organizers

Visuals

mnemonic device

phonetic spelling tools

Kidspiration/Inspiration

Dictionary/Thesaurus

Prompting

Paraphrasing

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sentence fluency

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https://www.education.com/worksheet/article/stretch-a-sentence/

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Conventions

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-Teach spelling patterns/rules; keep student accountable to the spelling patterns previously taught.

-Guide student to use tools (word wall, academic text)

-Facilitate student to stretch out the words with unfamiliar spelling patterns and identify sounds

-Pre-conference before student writes

-Ask student to point to the page while saying the words that he or she will write there

-Conference mid-writing (ask for elaboration/more details)

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Word Choice

-Use of sticky notes with specific vocabulary

  • Ask the student to identify key vocabulary words

-Recommend vocabulary words from resources (research; word wall)

_  have writer circle commonly used words and then create a personalized thesaurus.

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  • Provide goals for the student (in the next 5 minutes write to this dot on the page).

-Encourage the student with skill-specific commendations (e.g., Great use of vocabulary in your text).

-Remind student of the publishing party

-Share Mentor Texts and highlight specifics structures

-Model your own writing and highlight the text structures

-Share a language support (anchor chart)

 

  • Vocabulary Supports:

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Word wall

Word banks

Sentence starters

Modeling

Engaging games to reinforce content

Examples

Appropriately leveled texts

Texts matched to focus strategies and skills

Visual cues

Highlighters

Post it notes

Engaging games to reinforce content

Pace

Sentence Frame

Supportive Bookmark

Graphic organizers

Visuals

mnemonic device

phonetic spelling

Linguisitic supports

Kidspiration/Inspiration

Dictionary/Thesaurus

Prompting

Paraphrasing

Acronym

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-Graphic Organizers

-Checklists

-Sticky notes from teacher with suggestions

-editing (at the end) use of CHOPS (capitalization, Homophones (4th grade and up), Order of words, Punctuation, and Spelling).

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