Crosswalk Between 6+1 Traits and CCSS English Language Arts Standards for Writing and Language


December 2014


Three high school students writing at a classroom table

Education Northwest developed a set of crosswalk documents to assist teachers in understanding the relationship between the expectations in the Common Core State Standards (CCSS) and elements of the 6+1 Trait Writing model. These comparisons demonstrate how the traits can provide all students of any grade level with a solid grasp of high-quality writing and support achievement of the expectations described in the CCSS writing standards.

Together, these crosswalk documents demonstrate that:

  • The traits show how to assess the quality of the writing outlined in the CCSS and monitor a student’s growth by using the traits rubrics
  • The traits focus on universal features of quality writing applicable to all purposes and text types of writing, including the argumentative, informative/explanatory, and narrative text types that are the focus of the CCSS

There are five crosswalks in total: two K–5 crosswalks, two Grade 6–12 crosswalks, and one K–12 crosswalk.

Crosswalks 1–3 provide side-by-side comparisons between the content of five traits and the grade-level English language arts expectations (i.e., K–2, grades 3-5, and grades 6–12) detailed in the first three CCSS writing standards and the relevant CCSS language standards. We focused on the five traits of ideas, organization, voice, word choice, and sentence fluency and the first three writing standards.

Crosswalk 4 provides a side-by-side comparison between the content of the five traits and Grades 6–12 grade-level expectations for Literacy in History/Social Studies, Science, and Technical Subjects and the first three CCSS writing standards.

Crosswalk 5 organizes grade-specific CCSS language standards (K–2) related to the four categories that organize the 6+1 conventions trait: spelling, capitalization, punctuation, and grammar/usage.