ࡱ> q` UbjbjqPqP 1::MB^^^^^#j````````jjjjjjj$}khm(j`````(j``=j"c"c"c`(``j"c`j"c"c"c`` P#$n72^`L"c>cSj0j"ckn akn"ckn"c``"c`````(j(jc ```j````###;^###^T6> k Six Traits Checklist (Revised 2005) Six TraitsStage 1 Stage 2 Stage 3 (K)Stage 4 (K)Idea Development__ Begins to use pictures to write __ Draws using scribbles or random marks__ Uses pictures to write __ Uses random marks to tell about pictures drawn__ Uses pictures to write __ Begins to include details in pictures __ Uses a string of random letters to tell about picture drawn__ Tells about pictures with connected thoughts __ Writes at least one sentence/thought related to topic __ Pictures include details __ Begins to label drawings with lettersOrganization__ No organization present__ Writes in a random way on paper__Writes strings of random letters or words__ Writes strings of letters with some sound/symbol relationship that correlate with picture __ Begins to use finger spaces __Begins to write left to rightVoice__ Not evident__ Picture conveys feelings __ Orally tells about picture__ Orally tells about picture with some related details __ Begins to use pictures to communicate feelings (vivid colors, BIG letters or shapes, bold lines)__ Uses pictures to communicate feelings (vivid colors, BIG letters or shapes, bold lines, characters with expressive faces)Word Choice__ Not evident__ Copies environmental print to write letters or words in a random manner without purpose__ Begins to use letters to represent a whole word (letter may not demonstrate letter/sound relationship)__ Begins to use known words with strings of letters _ Begins to use environmental print to locate a needed word Sentence Fluency __ Not evident__ Not evident__May mimic letters or words to fill a space__ Groups a few letters together to make words related to a complete thoughtConventions __ Not evident__ Not evident__ Not evident__ Begins to use initial consonant sounds Six Traits Checklist (Revised 2005) Six TraitsStage 5 (K)Stage 6 ( 1st Grade)Stage 7 (1st Grade)Stage 8 (1st Grade)Idea Development__ Draws detailed pictures __ Tells about pictures with connected and related ideas __ Uses labels to expand meaning __Begins to write two different sentences/ideas__ Stays on topic (sentence matches picture) __ Begins to emphasize writing more than drawing __ Writes two or more different sentences/ideas__ Frequently emphasizes writing more than drawing __ Writes three or more different sentences/ideas about a topic__ Writes 4 or more different sentences/ideas about a topic __ Supports writing with an illustration Organization__ Begins to group a few words together to make simple sentences that correlate with the picture __ Continues to use finger spaces between words __ Begins to write left to right and top to bottom__ Groups a few words together to make simple sentences that correlate with the picture __ Frequently uses finger spaces between words __ Frequently writes left to right and top to bottom __ Begins to wrap text__Consistently uses finger spaces between words __ Consistently writes left to right and top to bottom __ Wraps text __ Begins to sequence events (based on purpose) __ Begins to use topic sentences or strong beginning__Begins to group related ideas __ Begins to use a hook when appropriate __ Writes a strong beginning __ Sequences events using transitional word such as first, next, then, last __Attempts an ending __Uses logical sequencing (based on purpose)Voice__ Effectively uses pictures to communicate feelings (vivid colors, BIG letters or shapes, bold lines, characters with expressive faces)__ Picture conveys feelings __ Begins to use print size or repetition to show feelings__ Uses print size or repetition to show feelings __ Begins express some predictable feelings__ Uses punctuation to show feelings __ Expresses feelings in writing Word Choice__ Writes words, labels, or phrases to support pictures __ Uses environmental print (word walls, word books, etc.) MOST of the time __ Begins to use high frequency words __ Uses environmental print (word walls, word books, etc.) consistently __ Uses grade level appropriate high frequency words __ Begins to use relevant descriptive words to make a topic or message clear to the reader (size, shape, color, number) __ Begins to use words specific to a topic __ Begins to use specific verbsSentence Fluency__ Begins to express complete thoughts __ Begins to use repetitive sentence patterns__ Writes simple sentences __ Expresses complete thoughts__ Writes a variety of simple sentences __ Begins to use varied sentence starters __ Attempts to write compound sentences__ Writes compound sentences __ Uses varied sentence starters __ Uses conjunctions correctly in compound sentencesConventions__ Uses initial consonant sounds __ Begins to use final consonant sounds __ Begins to use correct spelling for some high frequency words__ Begins to use capital letters for the beginning of a sentence, proper names, I, or months __ Begins to use a ., ?, or ! at the end of a sentence (s) __ Uses correct spelling for some high frequency words __ Uses correct initial consonants __ Frequently uses final consonants __ Begins to write capital and lower case letters appropriately within a word __ Spells kindergarten level/high frequency words (few/if any spelling errors)__ Uses capital letters for the beginning of a sentence, proper names, I, or months throughout SOME of piece __ Uses a ., ?, or ! at the end of SOME sentences __ Consistently uses correct initial and final consonants in words __ Begins to use middle vowel sounds in words __ Writes capital and lower case letters appropriately within a word __ Correctly spells words placed on the word wall__ Uses capital letters for the beginning of a sentence, proper names, I, or months through MOST of piece __ Uses a ., ? or ! at the end of MOST sentences __ Frequently uses middle vowel sounds in words __ Begins to use blends/diagraphs __ Uses capital and lower case letters appropriately within a word __ Begins to use correct grammar (subject/verb agreement, tense, pronoun agreement) __ Correctly spells words placed on the word wall __ Spells learned high frequency words correctly Six Traits Checklist (Revised 2005) Six TraitsStage 9 (2nd Grade)Stage 10 (2nd Grade)Stage 11 (2nd Grade)Stage 12 (3rd Grade)Idea Development__ Begins to group ideas in a single paragraph __ Writes 4 or more sentences that support a main idea __ Writes a simple paragraph with a clear topic sentence and supporting details __ Begins to revise by adding and/or deleting ideas __ Includes a labeled illustration to add detail to text, when appropriate__ Writes a simple paragraph with a clear topic sentence, details, and a concluding sentence __ Frequently revises by adding and/or deleting ideas __ Includes a labeled illustration to add detail to text, when appropriate__ Writes more than one paragraph with a topic sentences and supporting details for each paragraph __ Begins to develop a clear & focused idea/topic/opinion __ Addition/ deletion of ideas is evident from rough draft to final copyOrganization__ Uses an inviting hook, when appropriate __ Begins to use a topic sentence __ Attempts to use a concluding sentence__ Begins to include a beginning, middle, end when writing __ Uses a topic sentence __ Uses a hook when appropriate __ Begins to use a concluding sentence__ Writes a definite beginning, middle, end when writing __ Uses transition words and time orienters to connect ideas __ Presents ideas in a logical order __ Uses a definite concluding sentence __ Uses time orienters, transitional words, phrases, and/or sentences to connect ideas/ paragraphs (sometimes connections work well; at other times, connections between ideas are fuzzy)Voice__ Effectively expresses feelings in writing __ Demonstrates attention to audience__ Begins to use appropriate voice to convey feeling (humorous, sad, angry, serious, etc.) __ Begins to demonstrate writing that is individual and expressive__ Uses appropriate voice to convey feeling (humorous, sad, angry, serious, etc.) __ Begins to express point of view __ Demonstrates writing that is individual and expressive__ Begins to use tone to add depth to the message __ Expresses point of view through most of the piece Word Choice__ Uses words specific to topic and audience __ Uses a variety of descriptive phrases and/or words__ Effectively uses a variety of descriptive phrases and/or words __Effectively uses words specific to the topic and audience__ Experiments with new and different words __ Uses a variety of words with little repetition__ Attempts to use colorful and/or figurative language (similes) __Uses words that are adequate and correctSentence Fluency__ Effectively uses varied sentence starters __ Uses varied sentence structures (simple and compound)__ Effectively uses varied sentence structures (simple and compound) __ Begins to use complex sentences __ Begins to use a variety of sentence types( ., ?, !) __ Uses a variety of sentence types ( ., ?, !) __ Writes sentences highly varied in structure (simple, compound, and complex) __ Begins to vary rhythm__ Constructs sentences correctly __ Writes sentences that sound naturalConventions__ Represents all sounds in words __ Frequently uses blends/ diagraphs __Begins to use capital letters for days, titles (Mr., Mrs., etc.), book titles __ Uses ending punctuation appropriately( . ? ! ) throughout SOME of piece __ Begins to use commas appropriately __ Frequently uses correct grammar (subject/verb agreement, tense, pronoun agreement) __ Spells first grade level/ high frequency words (few, if any, spelling errors) __ Uses resources for more challenging words (few, if any, spelling errors)__ Consistently capitalizes days, titles (Mr., Mrs., etc.), book titles, proper nouns __ Consistently uses correct grammar (subject/verb agreement, tense, pronoun agreement) __ Uses ending punctuation appropriately ( . ? ! ) throughout SOME of piece __ Uses commas appropriately __ Uses resources for more challenging words (few, if any, spelling errors) __ Begins to proofread__ Consistently uses commas appropriately __ Begins to use apostrophes when appropriate __ Uses ending punctuation appropriately ( . ? ! ) throughout MOST of piece __ Consistently uses correct grammar (subject/verb agreement, tense, pronoun agreement) __ Uses resources for grade appropriate and challenging words (few, if any, spelling errors) __ Proofreading is evident __ Frequently uses commas, quotation marks and apostrophes appropriately __ Uses resources for more challenging words (few, if any, spelling errors) __ Uses correct grammar through SOME of piece (grade level appropriate) __ Spells second grade level/ high frequency words correctly __ Spells SOME third grade level words correctly; more difficult words may be problematic  Six TraitsStage 13 (3rd Grade)Stage 14 (4th Grade)Stage 15 (4th Grade)Stage 16 (4/5th Grade)Idea Development__ Writes more than one focused paragraph where each paragraph includes a topic sentence, supporting details, and a concluding sentence __ Revising by moving and/or changing ideas is evident from rough draft to final copy __ Begins to incorporate dialogue into narrative stories when appropriate __ Develops a clear & focused idea/topic/opinion__ Supports topic with 1 or 2 details and/or examples from at least one source (texts, background knowledge, class discussions, videos, etc.) __ Maintains focus when writing multiparagraphs that include a topic sentence, supporting details, and a concluding sentence __ Incorporates dialogue into narrative stories when appropriate__ Supports topic with details and examples from several sources (texts, background knowledge, class discussions, videos, etc.) __ Integrates information from more than one source to support and develop ideas (texts, background knowledge, class discussions, videos, etc.) __ Begins to elaborate or provide more proof/clarification related to supporting details __ Writes related multi-paragraph piece that fully develops the topic Organization__ Effectively uses time orienters, transitional words, phrases, and/or sentences to connect ideas/ paragraphs __ Uses a variety of hooks in one or two sentence introductions when appropriate __ Conclusion sentence effectively summarizes topic__ Effectively uses a variety of hooks in one or two sentence introductions when appropriate __ Paragraphs are presented in a logical order (based on purpose) __Elaborates details using descriptions, connections, and observations in an organized way, to create a clear message __ Begins to use an introductory paragraph that invites the readers interests__ Effectively elaborates details using descriptions, connections, and observations in an organized way, to create a clear message __ Uses an introductory paragraph that invites the readers interests __ Begins to write a concluding paragraph that summarizes the entire messageVoice__ Attempts to move or engage reader __ Begins to demonstrate commitment to the topic in informative and persuasive writing __ Begins to use honest and personal language in narration__ Expresses point of view through all of the piece __ Uses tone to add depth to the authors message__ Moves and/or engages the reader __ Uses honest and personal language in narration __ Demonstrates commitment to the topic in informative and persuasive writing__ Effectively expresses personality/ attitude appropriate for intended audience and purposeWord Choice__ Begins to demonstrate a purpose for word choice __ Begins to use specific words and/or phrases to create a mental image __ Begins to use vivid verbs, specific nouns, and awesome adjectives and adverbs__ Begins to use words that are specific and accurate __ Uses colorful and figurative language __ Demonstrates a purpose for word choice __ Uses specific words and/or phrases to create a mental image __ Uses vivid verbs, specific nouns, and awesome adjectives and adverbs __ Effectively uses a variety of figurative language (analogies, metaphors, alliteration, hyperbole, onomatopoeia)/imagery when appropriateSentence Fluency__ Uses connecting words and phrases to show relationships __ Attempts purposeful and varied sentence beginnings __ Attempts to use effective, natural dialogue__ Sentences have cadence and steady beat __ Writes all sentences with sound structure__ Uses effective and natural fragments and dialogue __ Uses purposeful and varied sentence beginnings__ Begins to use language patterns (alliteration, rhymes, onomatopoeia) when appropriateConventions__ Consistently uses commas and apostrophes appropriately __ Uses references for challenging words (few, if any, spelling errors) __ Uses quotation marks correctly, when appropriate __ Uses correct grammar throughout piece (3rd grade appropriate) __ Consistently proofreads __ Spells MOST 3rd grade words correctly; including some more difficult words __ Punctuation is accurate throughout (3rd grade appropriate) __ Capitalization is accurate throughout (3rd grade appropriate)__ Uses references for more challenging words (few, if any, spelling errors) __ Spells third grade level/ high frequency words correctly __ Spells SOME 4th grade level words correctly; more difficult words may be problematic __ Uses correct grammar in SOME of piece (4th grade appropriate) __ Punctuation is accurate in SOME of piece (4th grade appropriate) __ Capitalization is accurate in SOME of piece (4th grade appropriate)__ Uses references for challenging words (few, if any, spelling errors) __ Punctuation is accurate throughout (4th grade appropriate) __ Capitalization is accurate throughout (4th grade appropriate) __ Spells MOST 4th grade words correctly; including some more difficult words __ Uses correct grammar throughout piece (4th grade appropriate) __ Uses references for more challenging words (few, if any, spelling errors) __ Spells fourth grade level/ high frequency words with few, if any, errors __ Punctuation is accurate in SOME of piece (5th grade appropriate) __ Capitalization is accurate in SOME of piece (5th grade appropriate) __ Spells SOME 5th grade words correctly; more difficult words may be problematic __ Uses correct grammar in SOME of piece (5th grade appropriate) Six Traits Checklist (Revised 2005) Six TraitsStage 17 (5th Grade)Stage 18 (5th Grade)Stage 19 (6th Grade)Stage 20 (6th Grade)Idea Development__ Uses descriptive attributes (shape, color, special features, analogies, etc.) to fully develop ideas __ Uses some detailed, personalized, or expanded proof/clarification of details __ Uses well chosen, effective support such as details, examples, analogies, or information from resources __ Begins to use well- chosen effective support in an original and unique manner __ Gives credit (quoted and paraphrased information) to sources __ Uses well- chosen effective support in an original and unique mannerOrganization__ Effectively uses an introductory paragraph that gains the readers interest __ Effectively uses transitions to connect paragraphs __ Effectively writes a concluding paragraph that summarizes the entire message__ Effectively includes and connects descriptions and details in a logical way to make a topic interesting and help the reader follow the line of thought__ Supports all statements and claims with relevant information__ Uses parallel ideas in parallel form to express ideasVoice __ Uses tone and voice to give flavor and texture to the message __ Motivates reader to react to authors point of view__ Demonstrates a strong commitment to the topic in informative and persuasive writing __ Effectively uses honest and personal language in narration __ Creates a feeling of strong interaction and/or connection between author and reader__ Begins to recognize and use active voice rather than passive voice to enliven writing__ Recognizes and uses active voice rather than passive voice to enliven writingWord Choice__ Effectively uses specific and accurate words __ Effectively demonstrates care in the selection of words __ Language is natural __ Uses words and phrases that are individual, effective, and original __ Effectively uses parts of speech to add energy and depth to text __ Begins to use foreshadowing and symbolism __ Begins to use extended metaphors when appropriate__ Uses foreshadowing and symbolism __ Uses extended metaphors when appropriate Sentence Fluency__ Uses language patterns, alliteration, rhymes, and onomatopoeia when appropriate __ Begins to purposefully use sentence fragments and run-ons to communicate message clearly __ Uses cadence to facilitate ease of reading__ Effectively uses language patterns, alliteration, rhymes, and onomatopoeia when appropriate __ Uses sentence fragments and run-ons purposefully to communicate message clearly__ Begins to use parallel structure correctly in sentences __ Uses sentence structure to convey meaning__ Uses parallel structure correctly in sentences __ Uses sentence structure to powerfully and purposefully convey meaningConventions__ Uses references for challenging words (few, if any, spelling errors) __ Few/if any errors appear in grammar, punctuation, or capitalization__ Begins to use complex forms of punctuation (hyphens, ellipses, dashes, colons, semi-colons, etc.) __ Uses references for more challenging words (few, if any, spelling errors) __ Spells fifth grade level/ high frequency words with few, if any, spelling errors __ Frequently uses complex forms of punctuation (hyphens, ellipses, dashes, colons, semi-colons, etc.) __ Begins to use punctuation creatively; for impact or effect __ Uses references for more challenging words (few, if any, spelling errors) __ Spells sixth grade level/ high frequency words with few, if any, spelling errors __ Uses complex forms of punctuation like a pro! 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