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The 6+1 traits, Ideas, Organization, Voice, Word Choice, Sentence Fluency, Conventions, and Presentation, are characteristics that are found in good writing within all genres (Smekens, n.d.). For this reason, when students are explicitly taught the 6 traits and put them into practice, it reinforces their writing. Each trait represents a related skill in writing that is aligned with the Common Core State Standards; however, the traits offer a way of collectively grouping many skills together under one umbrella name (Smeken, n.d.) making it easier to remember. The traits provide teachers and students with a common understanding and vocabulary for how to compose, revise, and assess all types of writing. Students get consistent feedback (education northwest, n.d.) based on the traits whether they are writing a narrative, informative essay, or argumentative essay.

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The purpose of writer's workshop is to encourage students to see themselves as writers and readers. Specifically, the writer's workshop model wants students to write as readers and read as writers. Students are encouraged to write authentically and address real world topics of their choice. The community that is built with this model encourages students to value writing. (Literacy Today - WRITER’S WORKSHOP, n.d.).

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The role of the teacher during writing workshop is integral to how this method can be successful. This model encourages time for students to produce writing - and this means most of the lesson (cited in different readings frames 20-40 minutes, perhaps longer with older children) centers on children writing (Mulvahill, 2018).

To begin, teachers can structure a short (around 10 minutes) minilesson. This is the traditional idea of direct instruction. All students are gathered to focus on a specific targeted lesson. The teacher demonstrates why she is teaching this minilesson and models how students can use this in their own writing. Students then have a chance to practice this independently before they move on to the bulk of the time in the lesson which is spent on producing writing.

Topics for mini-lessons can come directly from curricular sources, state standards, or what the teacher is noticing many students are struggling with during conferencing with students (Shubitz, 2017).

Teachers can also incorporate mentor texts into minilessons. Here students study a technique used by an author (for example a beautiful metaphor), discuss this together, and try to mimic the example on their own. (Bekel, 2018).

Next, the teacher asks students for a quick "status update". There are many different forms this can take - students write on a clipboard where they are in their process writing (pre-writing, drafting, revising, editing, evaluating, publishing) or they briefly talk about how they are doing in a class "whip-around." This is an important check-in moment to help the teacher pivot to where she may be needed most during the writing time.

As students enter in the bulk of the lesson - writing - teachers can use this time to engage students with conferences. During the mini-conference, the teacher can meet with any students who are struggling and help nudge them in the right direction (Mulvahill, 2018).

At the end of the session, students get a chance to share their writing. The teacher must ensure that the classroom is a safe place for students to share their writing. Students can also ask for feedback from their peers. Here again, teachers need to be vigilant to instruct how to listen, be respectful, and how to offer positive or actionable feedback to their peers.

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The student's role during Writer's Workshop is multifaceted. Students are driving their own instruction, as they are selecting topics and spending their time developing their ideas. Students must learn to be critical of their own work, accepting of feedback, willing to try new techniques, and engage in all aspects of the writing process (Mulvahill, 2018).

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The typical structure of a Writer's Workshop follows this sequence:

1. Teacher examines curriculum, standards, rubrics (such as 6 +1 writing traits) and student work to determine a very specific minilesson to teach to students. The goal is to select something that many students may be struggling with and providing either a teacher-led model or using mentor texts to explain why the teacher selected this and how students can use this in their own writing. This minilesson is short (less than 15 minutes) direct instruction.

2. Students briefly share-out their current progress on their writing.

3. Students engage in writing. Students may continue to examine mentor texts, look over their notes for ideas, confer with the teacher, continue drafting or start a new draft.

4. The session ends with students sharing their writing as a whole class or even in small groups for feedback from their peers.

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Tools needed include:

1. Teacher: curriculum resources, mentor texts, rubric to use with students (such as the 6 +1 writing traits), digital materials, openness to share own writing with students.

2. Students: paper/pen or digital writing resources.

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There are many challenges in implementing Writer's Workshop. Here are a few of them:

1. It may not be supported by administrators.

2. We are teaching in an environment that favors high-stakes testing, and with it very structured lessons that are taught lock-step with teaching peers. Autonomy and pivoting as needed are important with Writer's Workshop (Welcome to Writer’ s Workshop, n.d.).

3. It is not easy to learn nor easy to implement.

4. Workshop teaching favors process-oriented teaching - which is not what we emphasize in schooling. We have to change how students think about their own learning that is grade-based and product-oriented (Thomas, 2021).

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Guided writing is a method where teachers select a small group of students who need more help with their writing. The teacher focuses on a specific writing skill or goal and helps coach the students to develop their ability to write independently. The teacher gives assistance and feedback. The goal is to help coach students to move from guided writing to independent writing (Guided Writing – What Is It? How and Why to Do It in the Classroom? – 3peaksclassroom, 2023).

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teacher working with a small group of students

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The teacher uses assessments and observations to create flex groups with similar needs. A particular writing procedure, strategy, or skill is selected to explicitly teach and model. This can focus on whole text, sentence, or word levels. The teacher then acts as a coach to guide the student’s writing. Instant feed back is given to further assist the students (Gibson, S. NCTE Read Write Think. Guided Writing).

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In a small group, the students take on the responsibility of drafting their own piece of writing. Since they are grouped according to similar needs, their guided instruction is tailored to a common skill or strategy to improve their writing. They can explain any challenges and support one another ("What is Guided Writing?" Twinkl)

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During guided writing the teacher must do the following:

1. The teacher begins with a mini-lesson with a small group of struggling writers. The focus is for the group to have a shared experience to draw from and have a rich conversation about the subject.

2. The teachers selects a few strategies to teach to the small group of students. This can include: how to select a topic to write about, how to pre-write, how to write strong sentences, etc.

3. Students are given time to produce writing. The teacher provides assistance as necessary during this time.

4. Students are given time to share their writing with each other (Guided Writing | Read Write Think, n.d.).

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Engaging Materials (Gibson, 2008): shared experiences, model texts that are rich in language and information, hands-on experiments

Supportive Tools (Gibson, 2008): cue cards, diagrams, graphic organizers, clear examples of sentence structures, paper & pencil, 3-ringed binder or blank journal, word walls

“Strips, post its, adding machine tape, odd sized papers either large or small, index cards, overhead transparencies” (Oczkus, 2007, 2012).

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In the context of primary grade writers, various studies have shown that students…

do not have the tools they need to organize their writing well, which makes it hard for them to use their writing skills effectively (McNaughton, 1995)

struggle to organize their ideas and write more complex sentences (Gibson, 2008)

need explicit instruction and support to help them improve in their writing; telling them to write is not enough (Englert, 1992)

do not know how to engage in the writing process, which requires planning and decision-making (Flower & Hayes, 1981)

may struggle with the planning and revision process as they are still learning to express their ideas clearly (Gibson, 2008)

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Englert, C.S. (1992). Writing instruction from a sociocultural perspective: The holistic, dialogic, and social enterprise of writing. Journal of Learning Disabilities, 25(3), 153–172.

Flower, L., & Hayes, J.R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387. doi:10.2307/356600

Gibson, S. A. (2008). An Effective Framework for Primary-Grade Guided Writing Instruction. The Reading Teacher, 62(4), 324–334. https://doi.org/10.1598/rt.62.4.5

Guided Writing | Read Write Think. (n.d.). Www.readwritethink.org. https://www.readwritethink.org/professional-development/strategy-guides/guided-writing

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Guided Writing – What is it? How and Why to do it in the classroom? – 3peaksclassroom. (2023, March 13). https://3peaksclassroom.com/2023/03/13/guided-writing-what-is-it-how-and-why-to-do-it-in-the-classroom/

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McNaughton, S. (1995). Patterns of emergent literacy: Processes of development and transition. New York: Oxford University Press.

Oczkus, L. (2022). Guided Writing Scaffolding Writing for Success! Retrieved from https://education.byu.edu/sites/default/files/media/cites/files/2022/OczkusGuidiedWriting.pdf

Twinkl. (n.d.) What is guided reading? https://www.twinkl.com/teaching-wiki/guided-writing

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Using the gradual release of responsibility, the teacher first sets time aside in mini-lessons to introduce the traits. During this time, students are not mastering the traits, but the purpose is to establish a common language regarding the traits. Each trait needs to be introduced following a consistent pattern of approach. One means is to introduce all six traits with a single mentor text (Smeken, n.d.). Anchor texts can also be used to introduce the traits (Holt McDougal, n.d.). The teacher then models the trait and provides guided practice and collaborative practice with the trait. Next, the teacher provides individual practice to of the traits (Collins, n.d.). Finally, the teacher moves into writing units where the application and reinforcement of the traits are continued (Collins, n.d.). It is important to note that the teacher is not teaching the traits but teaching writing (Smeken, n.d.).

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Once students have learned and practiced the six traits of writing with their teacher and peers, it is time for them to internalize the traits and apply them to their writing. They need to actively analyze and evaluate their writing. Developing an awareness of their writing will assist them in making improvements to a piece of writing by using the six traits. A rubric checklist will act as a scaffold for them to monitor their writing. (6+1 Traits of Writing).

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6+1 Traits of Writing

Ideas

Ideas develop a single topic to convey a clear message

Organization

Reveals ideas in a logical order. This can include a beginning, middle, and end. It can include a particular text structure.

Voice

The writer’s personal tone is conveyed. There is intention in the emotions, feelings, and attitude of the writer. The writer knows the audience and purpose for writing.

Word Choice

The writer uses the right words in the right places to convey the intended meaning. The vocabulary a writer chooses is rich, colorful, precise, and vivid. Imagery and figurative language are utilized.

Sentence Structure

Writers improve the readability of a piece with varied sentence beginnings and sentence variety. The writing is free of awkward patterns. There is a specific style to the writing.

Conventions

The writing is made correct by following the rules of spelling, punctuation, capitalization, grammar, and usage.

Presentations (Not a Trait)

This includes how a piece of writing looks on the page and whether it invites someone to read it. If the piece is manually written, it includes: handwriting, penmanship, writing on a line, letter formation, and overall legibility. If the piece is digital, it includes: typography, color, graphics, images, proportions, margins, and white space.

(Smekens, n.d.)

(About 6+1 Trait® Writing and 6+1 Trait® Definitions)

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Six Traits and the Writing Process

(Collins, Six traits writing workshop)

Planning:

ideas, organization, voice

Drafiting:

add & develop ideas / organize ideas into parts / use voice for purpose & audience / sentence fluency / word choice

Revising:

adjust voice, ideas, organization, sentence fluency, word choice

Editing:

conventions

Publishing:

Presentation

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Anchor Papers: https://mrswarnerarlington.weebly.com/6-traits-resources.html

Songs & Charts:

https://mrswarnerarlington.weebly.com/6-traits-resources.html

Mentor Texts:

https://www.smekenseducation.com/wp-content/uploads/2024/09/Use-a-single-text-to-introduce-the-6-Traits-Grade-Level-Picture-Book-List.pdf

Rubrics:

https://www.teacherplanet.com/pdf/6TraitsParagraph.pdf?ref=rubrics4teachers

Lessons for Each Trait:

https://www.geneva304.org/Downloads/six%20traits2.pdf

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About 6+1 Trait® Writing and 6+1 Trait® Definitions https://www.slps.org/cms/lib03/MO01001157/Centricity/Domain/4943/6%20plus%201.pdf

Collins, J. (n.d.). Six traits writing workshop. https://www.bloomfield.k12.nj.us/pdf/Academics/Special%20Services/6Traits_Intro.pdf

Education Northwest. Looking for 6+1 traits. https://educationnorthwest.org/traits

Holt McDougal. Six traits for writing middle school. https://ademaio.weebly.com/uploads/1/3/7/6/13760533/sixtraitsofwritinghandbook.pdfhttps://ademaio.weebly.com/uploads/1/3/7/6/13760533/sixtraitsofwritinghandbook.pdf

Mrs. Warner’s Learning Community. Six traits of writing. https://mrswarnerarlington.weebly.com/6-traits-resources.html

Smekens, K. (n.d.). Six traits of writing: The Ultimate Guide. Smekens Education Solutions, Inc. https://www.smekenseducation.com/6-traits-of-writing/

6+1 Traits of Writing. https://www.geneva304.org/Downloads/six%20traits2.pdf

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Building stronger writers can seem overwhelming. One reason for this is that every class includes a broad range of students at varying writing levels (Smeken, n.d.). GATE, ELD, and Special Ed students, along with those students on a 504 are often grouped together making it even more of a challenge to teach writing. Canned writing curriculum will never meet the unique needs of every student. Therefore, the 6+1 Traits provide a common basis to reinforce good writing for all levels of students.

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ELD teachers and Special Education teachers can use the six traits to serve as a foundation as students progress through the developmental stages of writing (Smeken, n.d.). This limits the vocabulary while reinforcing good writing skills.

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The purpose of interactive writing is to help students learn to write by collaborating with teachers to create meaningful texts. It is an "apprenticeship in learning to write" (Dennen, 2004) in a supportive environment. It makes the writing process visual for the whole class (Williams, 2017).

The purpose remains the same going into upper elementary with an additional goal of strengthening student writing skills. This is achieved by providing clear instructions that align with the Common Core writing standards (Roth 2014).

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As I share articles here on various topics, one thing remains top of mind about the life of an educator that we don't talk about often enough.

It's about showing up.

As an educator, showing up each day for your kids is a daily commitment. This looks different for everyone, but it can sometimes mean pushing things aside and summoning your inner strength to be your best self.

No matter what you may be going through at any point in your career as an educator, know that I see you - and know how hard it can be at times, and at the same time, can be equally as rewarding.
Being an educator, you need to put on your best face each day and keep up that momentum and energy for your other relationships - your family, your kids, and anyone else in your circle.
Importantly, you need to remember yourself and your own needs. Putting all of this together, it can feel like a big task to keep it together - and this is on a regular day without any additional stress going on.

Even in challenging times, if the simplest thing you do is read our articles, I hope it can still spark something in you or inspire you to try something n ew.

Here we're going to return to some basics, specifically with interactive writing to help give you some solid ground for which to include during your day in the classroom .
Here are some helpful tools for interactive writing.
When I reflect on myself as a teacher, I didn't do interactive writing well. I didn't do it enough or use it in different ways to support my kids with conventions, spelling, spacing, and grammar.

And I know now that it's a truly powerful method to use to work on these things. Now would be a great time to do more of it, as it's truly supportive in helping young writers become more independent in these areas.
Let's start with the basics. What is Interactive Writing? Interactive writing is a teaching method where the students and teacher work together to create a text.
According to Fountas and Pinnell, authors of Interactive Writing: How Language and Literacy Come Together, Interactive writing is a dynamic, collaborative literacy event in which children actively compose together, considering appropriate words, phrases, organization of text, and layout . At points selected by the teacher for instructional value, children take over or "share the pen" with the teacher.

It can be great to support kids with learning a new genre, responding to a read-aloud, creating a math survey, or sharing new information in science or social studies.

This is different from shared writing , where the teacher holds the pen the entire time. In interactive writing, kids can participate in the composition and share the pen.
Here are four tips for making interactive writing fun and effective:
In the many years I've been teaching, I've noticed that the most common interactive writing use is creating a morning message. And while there's nothing particularly wrong with that, there are many other ways you could use interactive writing to make it more fun for you and the kids!

1. Keep it short! Just 10-15 minutes is plenty of time. Remember, it should feel fun. Decide how kids will engage in the session - will they...

Write in the air with their fingers?

Write on a partner's back?

Write on a wipe board with a dry erase marker?

2. Create systems for setting up

Once you've decided how to immerse the kids in the session, prepare your system. If you're using dry erase pens and boards, you'll need to get these out to kids quickly so that you don't lose momentum.

For example: In a Kindergarten class I worked in years ago, Ms. Diaz's system included bins at the end of each row of kids seated at the rug. Inside the bin at the end of the row were five plastic bags. Each plastic bag had a board, a dry erase pen, and a sock eraser. It took the kids less than a minute to get these into their laps and ready to start the session.

3. Plan a focus for the class
You can plan your focus based on the majority's word or spelling work needs. If your class needs work on short vowels, have kids share the pen on the words in the text that have short vowels. If they need work on ending punctuation - have them come up to decide which ending punctuation is most appropriate.

To help to move things along in the session, you'll add any letters or words that are either too easy or too challenging for your class.

4. Show students how it helps them in their independent writing
In many classrooms where I've observed this and even reflected on it in my own primary classroom, I often held the interactive writing session and then moved on to the next subject. Keep in mind that interactive writing aims to support kids in doing this work more independently, so try giving a quick link at the end.

Here's something to try during the writing workshop when it's independent writing time: "Writers, today when we were creating this sign during interactive writing, we were working on listening carefully to the beginning sounds in each word and writing them down. How many of you will try to do that today when we have writing time?"

How To Differentiate Your Interactive Writing Session
Call on kids who are more advanced in sophisticated topics. For example, if I were teaching Kindergarten but had a child who was an advanced reader, I might call them up to spell or write some of the longer, more complex words. You may also call on beginning writers to come up and do the simpler work or the work that's review for the rest of the class. For example, If I were a first grade teacher who had a student stringing letters together and not yet putting spaces between words, I might call that child up to hold a space between each word. In doing this, I'd be helping them to practice that skill which will hopefully help them when they're working independently.

Keep in mind ...
Interactive writing could be great to use in small groups with kids who are still working on conventions, grammar, or spelling. This could be for English Language Learners , small groups with 2-4 kids, or students needing small group instruction in primary grades. If you've only ever done it as a morning message with letters missing, I invite you to try something new. Here are some examples:
The possibilities are endless!

Writing a reading response with your class

Creating a letter to the principal inviting them to your writing celebration

Creating a survey in math

Writing some new facts you learned about force and motion during science

Making a sign with your kids for a bulletin board where you'll display their work

Here are some additional resources to help you on your interactive writing journey:

And, if you enjoyed this information about interactive writing, and if you'd like some other helpful content about support in challenging times, you may want to read these:

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professional development for teachers los angeles

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Going Beyond the Morning Message With Interactive Writing - Literacy Partners

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As I share articles here on various topics, one thing remains top of mind about the life of an educator that we don't talk about often enough. It's about showing up. As an educator, showing up each day for your kids is a daily commitment. This looks different for everyone, but it can sometimes mean...

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In interactive writing, teachers play an important role as both a facilitator and an expert writer. They model the writing process and demonstrate strategies through think-alouds, guiding students as they contribute to the text. They provide immediate feedback, engage students in discussions about content and language (more in upper elementary), and offer explicit instruction on writing conventions. They also differentiate instruction based on student needs and gradually reduce support as students become more proficient in their writing (Williams, 2018; Roth, 2014).

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Students participate in the writing process by collaborating with the teacher and their peers, sharing their ideas, and taking turns "sharing the pen." They engage in discussions about content and language, which allows them to practice and apply learned strategies. As they gain confidence, students gradually take on more responsibility for writing and revising their work. Students move from observation to active engagement (Williams, 2018; Roth, 2014; Lave & Wenger, 1991).

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1. Begin with a shared experience or topic that interests the students (i.e. recent read aloud). For lower primary, teachers could begin by writing a prompt on chart paper, such as “Today is …” and involve students in deciding how to complete the sentence (Cox, 2012).

2. Have the whole class collaborate in planning what to write and brainstorming ideas together, including discussion of the purpose and audience.

3. Teacher models the writing process by thinking aloud, using strategies, and guiding students in the writing process. For example, the teacher might say, “Should we use ridiculous instead of silly? We can change it if we want to because authors often revise as they write” (Williams, 2017).

4. Invite students to take turns “sharing the pen” and writing parts of the text while the teacher provides guidance. This encourages student engagement and collaboration across all grade levels (Button et al., 1996). Note that older students, in particular, will have longer writing sessions and explore more genres. ELs could first observe the writing being modeled and can then copy sentences into their journals. Struggling students can contribute verbally by dictation (Cox, 2012).

5. Teach writing conventions throughout the lesson, the teacher discusses and prepares mini-lessons on writing conventions, such as spacing, capitalization, and punctuation. For example, “I’m putting spaces between the words so everyone can read what we’ve written” (Williams, 2017).

6. Emphasize the importance of rereading and revising in writing: “good writers make sure it makes sense.” Teachers provide specific feedback that helps students tell the difference between making big changes to the overall structure of the text v. fixing small details like spelling and punctuation (Williams, 2017).

7. Wrap up with a review at the end of the lesson, summarizing the main writing ideas and reminding students how they can use these strategies when they write on their own.

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Materials and texts needed will depend on the student(s):

large writing tablets or chart paper for group writing

writing tools (markers, expo markers + whiteboards)

relevant texts or resources to inspire ideas/writing topics

visual aids (graphic organizers for planning)

technology (interactive whiteboards or typing tools, can enrich the writing experience, especially for older students)

(Williams, 2018; Roth, 2014)

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Some challenges of interactive writing include:

meeting the varying levels of writing ability within the same group (Williams, 2017)

maintaining classroom dynamics (Roth, 2014)

ensuring active participation from all learners (Roth, 2014)

finding the right balance between focusing on spelling and grammar rules and looking at the bigger picture of writing a complete text (Williams, 2017)

balancing planned instruction with spontaneous teaching moments (Roth, 2014)

Bottom line: Teachers will need to adapt their instruction to meet the diverse needs of their students (Williams, 2018).

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1. Teaching that makes sense - Writer's Workshop

This PDF gives a lot of great practical advice for teachers to use to make Writer's Workshop successful for their students.

chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.ttms.org/PDFs/05%20Writers%20Workshop%20v001%20(Full).pdf

2. Books that are referenced:

1. Nancy Atwell - In the Middle

2. William Zinsser’s - On Writing Well

3. Ken Macrorie’s - Telling Writing

4. Natalie Goldberg’s - Writing Down the Bones

5. Peter Elbow’s - Writing Without Teachers

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Button, K., Johnson, M. .J., & Fergerson, P. (1996). Interactive writing in a primary classroom. The Reading Teacher, 49, 446-454.

Cox, C. (2012). Interactive Writing | Reading Rockets. Retrieved from www.readingrockets.org website: https://www.readingrockets.org/topics/writing/articles/interactive-writing

Dennen, V.P. (2004). Cognitive apprenticeship in educational practice: Research on scaffolding, modeling, mentoring, and coaching as instructional strategies. In D.H. Jonassen (Ed.), Handbook of research on educational communications and technology (pp. 813–828). Mahwah, NJ: Erlbaum.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.

Roth, K., & Dabrowski, J. (2014). Extending Interactive Writing Into Grades 2–5. The Reading Teacher, 68(1), 33–44. doi:10.1002/trtr.1270

Williams, C. (2017). Learning to Write With Interactive Writing Instruction. The Reading Teacher, 71(5), 523-532. doi:10.1002/trtr.1643

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All Children Can Write | LD OnLine. (n.d.). Www.ldonline.org. https://www.ldonline.org/ld-topics/writing-spelling/all-children-can-write

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Bekel, J. (2018, September 18). Who’s Doing the Work?: Letting Students Guide the Process in a Writing Workshop [Review of Who’s Doing the Work?: Letting Students Guide the Process in a Writing Workshop]. International Literacy Association. https://www.literacyworldwide.org/blog/literacy-now/2018/09/12/who-s-doing-the-work-letting-students-guide-the-process-in-a-writing-workshop

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Literacy Today - WRITER’S WORKSHOP. (n.d.). Www.literacytoday.ca. https://www.literacytoday.ca/home/writingproduction/writers-workshop

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Mulvahill, E. (2018). What is Writing Workshop? WeAreTeachers. https://www.weareteachers.com/what-is-writing-workshop/

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Shubitz, S. (2017, August 3). Minilessons: Writing Workshop Fundamentals. TWO WRITING TEACHERS. https://twowritingteachers.org/2017/08/03/minilessons-wwfundamentals/

Thomas, P. (2021, May 6). The Problem of Student Engagement in Writing Workshop. Medium. https://plthomasedd.medium.com/the-problem-of-student-engagement-in-writing-workshop-d0280530b9cd

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Welcome to Writer’ s Workshop. (n.d.). https://www.ttms.org/PDFs/05%20Writers%20Workshop%20v001%20(Full).pdf

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Rubric for Argumentative Essay_ The Outsiders