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How to Introduce the Six Traits of Writing Using a Single Text

Consider the potential of using a single mentor text in a series of mini-lessons to introduce students to the Six Traits of Writing. This focused approach reinforces the message that effective writing incorporates all six ingredients. 🔔 Subscribe to this channel:    / @smekenseducation   💡 Learn more about this topic: https://www.smekenseducation.com/kris... ✏️ READ: The Ultimate Guide to the Six Traits of Writing: https://www.smekenseducation.com/6-tr... The Six Traits of Writing provide a research-based framework for how to teach writing, regardless of your grade level. But in order to bake the traits into your daily instruction, we first need to introduce the traits of ideas, organization, voice, word choice, sentence fluency, and conventions to students. This can occur in a variety of ways, but a popular method is to use picture books and other mentor texts. And while many teachers like the strategy, they aren’t always sure how to plan and execute these mini-lessons. Many teachers use six separate texts—one to introduce each trait. However, consider the potential of using a single mentor text for the entire series of mini-lessons. This approach sends a powerful message to students: effective writing incorporates all six traits. Utilize a single mentor text By returning to portions of the same text, students become more familiar with its content. With repeated exposure, they begin to memorize word choice, sentence phrasing, and other details. This single picture book serves as a mentor text all year long, guiding young writers as they develop their own skills. Selecting a mentor text is not merely a matter of choosing any picture book. In addition to being engaging and relatable, the text must have sufficient depth and evidence of grade-level writing skills. Read the text several times to find the following skills. IDEAS | Look for excerpts with rich details and a clear focus. ORGANIZATION | Identify passages that demonstrate a clear order, including an obvious beginning, middle, and end. VOICE | Find excerpts that convey strong emotions, whether from a character or the author. WORD CHOICE | Look for vivid language, including descriptive adjectives, precise nouns, and powerful verbs. SENTENCE FLUENCY | Identify passages with flowing, rhyming, and/or varied sentences. CONVENTIONS | Find examples of correct punctuation, grammar, and capitalization that enhance clarity. The goal is to find examples of all Six Traits throughout this one text. These are the excerpts that you will reference during each trait mini-lesson. Pre-read the mentor text Before introducing the Six Traits in a series of mini-lessons, read the entire picture book aloud to your students. The mini-lessons are designed to name, define, and understand a single trait. The picture book serves only as a source of examples; it’s not the primary focus of the lessons. By reading the entire text beforehand, students are already familiar with the text’s general ideas and can then concentrate on reviewing only excerpts during the trait introduction. Conduct the mini-lessons On the first day of the six-day series, explain that effective writing has six essential ingredients, known as the Six Traits. These traits will be introduced one at a time over the next six mini-lessons. Clarify that the goal is for students to become aware of the Six Traits and to gain a basic understanding of each. The focus is on building students’ knowledge of these essential writing elements. Within each mini-lesson: Introduce the trait of the day and provide a clear definition. Mention a couple of grade-appropriate writing skills that demonstrate the trait effectively. (Some of these writing skills may be known to the students, others will be taught throughout the year.) And reread excerpts from the picture book, highlighting the trait in action. Within these lessons, don’t expect students to actively participate. Don’t call on them to tell you about the trait. They need their teacher to define the trait, show evidence of it, and build their background knowledge. This isn’t a discussion; it’s direct instruction. The students learn about each trait directly from their teacher. Conclude the mini-lessons Remember that the mini-lessons focus on introducing each trait, not teaching how to execute it perfectly. Consequently, the writing task that follows each mini-lesson is primarily for exploration and practice. Give students an opportunity to dabble with the trait, but with a low-stakes assignment. By the end of the trait introduction, your students will have six words to describe “good” writing, and they will be primed for a year of direct instruction on how to integrate those ingredients within their own writing. 👍 Stay connected with Smekens! ▶   / smekensed​   ▶   / smekensed​   ▶   / smekensed