Implementing 6+1 Traits For The 1st Grade And Children With Special Needs

Name of Participants: Brenda Bezio, Kristie Hulbert, Lori Darst

Overview of purpose: The are numerous purposes for the need for a uniform writing framework. Our intermediate program has unofficially adopted the components of the 6+1 Traits writing framework. Research indicates that children must learn to read before they can write. However, Bissex (1980) found that young children begin writing as or even before they learn to read, because they have a need to communicate ideas.

“What are the advantages to using 6 + 1Traits?”

  • It gives teachers and students a common language to talkabout writing.
  • It breaks down the complex process of writing into manageable “chunks.”
  • It aligns with standards-based instruction: students define quality and know

what the expectations are.

  • It gives teachers a model for responding to student writing.
  • It establishes consistency from year to year and teacher to teacher.
  • It provides a solid foundation for revision and editing.
  • It encourages writers to become more independent; it empowers them to

evaluate and assess their own writing.

  • It gives teachers and students valuable feedback about student performance.
  • It challenges students to think of writing in new ways.
  • It provides opportunities to monitor progress over time.

Length of instructional time for unit : The instructional time for unit will compose of 1 week per month addressing one specific trait. Throughout the course of the year, the remaining traits will also continue to be explored.

Grade/age level of audience: The grade/age level of the audience will include all non-disabled first grade students and students classified with a Learning Disability, Other Health Impaired, Speech Impaired and/or other disabilities not mentioned.

NYS Learning Standard(s)

ELA

  • Standard 1: Students will read, write, listen and speak for information and understanding.
  • Standard 2: Students will read, write, listen, and speak for literacy responses and expression
  • Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

PCSD Standards

  • Lifelong Learner
  • Critical Thinker
  • Effective Communicator
  • Responsible Citizen

Essential Questions:

  • Why write?
  • How do writers get their ideas?
  • What is a “complete” thought?

Content knowledge

Declarative

  • Exploring
  • Emerging
  • Developing
  • Fluent/experienced

(What do you want students to know/understand?)