These 6-Trait task cards are meant to help students practice the traits after they are taught in class. The cards can be used in several ways. They can be used during the prewriting, rough draft, revising, editing, or publishing stage of writing. They work great as practice during the writing workshop and independent writing. Students can respond to the task cards with a partner, independently, or within a small group.
There are 10 different task cards for each of the 6-Traits. The cards are available in color and black and white. So, there are a total of 120 printable cards!
It is recommended that the strategy statements are taught in a whole group setting before students work independently on the task cards. Teachers could easily use the statements as mini lesson topics and copy the graphic organizer onto chart paper. By modeling the strategy and giving examples to the class, students will have a deeper understanding for how to process each skill independently.
By zooming in to specific writing skills, students will have the opportunity to practice individual strategies good writers use. They can then apply these strategies into their future writing. This is a great assessment tool for knowing which types of the 6-Traits you need to re-teach either in a whole group mini lesson or during guided reading for a specific group of students.
One idea is to have the cards laminated. Students could copy the strategy statement and graphic organizer into their writer’s notebooks or on looseleaf. That way the task cards can be used over and over again throughout the year without having to make multiple copies of each card!
Each 6-Trait card includes:
• A strategy statement.
• The type of trait that is addressed (ideas, organization, voice, word choice, sentence fluency, or conventions).
• The rationale or reason why writers need to know this strategy
o This is the ‘so that…’ portion of the strategy statement.
• A graphic organizer that students can complete to show their thinking and understanding of the 6-Trait strategy being addressed.
COMMON CORE STATE STANDARDS THAT ARE COVERED WITH THESE CARDS:
• CCSS.ELA-Literacy.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
• CCSS.ELA-Literacy.W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
• CCSS.ELA-Literacy.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
• CCSS.ELA-Literacy.L.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• CCSS.ELA-Literacy.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• CCSS.ELA-Literacy.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
• CCSS.ELA-Literacy.L.3.3a Choose words and phrases for effect.*
• CCSS.ELA-Literacy.L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.