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Online Professional Development: 6 Traits of Writing

	EDUC 654 Teaching and Assessing Writing with the 6-Traits Elementary (PK-5)  EDUC 653 Teaching and Assessing Writing with the 6-Traits Middle School-Adult Instructor: Renee Williams Telephone:  971-4504572474 E-mail: williamsr@uwstout.edu Office appointment calls available via Skype: renwill11 in Dubai, U.A.E. Testimonials The lectures and readings, coupled with active on-line discussions with classmates, helped me gain an understanding of how to enable students to use all traits effectively.  I've come to understand that all traits are useful in all stages of the writing process, though conventions and presentation should typically be emphasized less until students' ideas are already on paper.  I've also learned that one can teach students traits through subjects seemingly unconnected with writing at first glance—teaching students to look for ideas in a musical selection, for instance.  ~ Crystal Conklyn Each week has only enhanced my feelings about using the traits. I've learned that using 6-traits is a simple way to both organize writing instruction and assess each students writing capabilities.  I also like how it's designed to support students in a positive manner.  I can identify each student's strengths and weaknesses in just a few minutes by concentrating on one trait at a time with the rubric in hand.  I also have more time to do short mini-lessons with individual students or small groups based on their needs.  I save the whole group lessons for actually teaching the traits within the writing process.  I'm also encouraged by the growth of my student's writing abilities this year.  I'll definitely continue to use 6-traits in my class! ~ Michelle Hicks You Will Learn How to Enhance student writing by teaching and assessing ideas, organization, voice, word choice, sentence fluency, conventions Build the reading/writing connection using mentor texts Use digital tools in the writing process Use the writing process with multiple ways to teach Prewriting/Brainstorming Organizing and developing a message/drafting Revising/changing, rewriting, clarifying, deleting and regrouping text Editing/grammar, punctuation and spelling corrections Preparing product for publication/sharing Engage students in the art of writing well Develop time-saving assessment and feedback strategies using rubrics Make connections between the 6-Traits, Common Core and writing across the curriculum Includes e-Textbook Textbook for PK-3 teachers: Spandel, Vicki, (2011). Creating Young Writers: Using the Six Traits to Enrich Writing Process in Primary Classrooms (3rd Edition) (Creating 6-Trait Revisers and Editors Series), Pearson Education.ISBN: 978-0132685856 Textbook for Grades 4*, 5, Middle School, High School, and Adult Ed teachers: Spandel, Vicki. (2012). Creating Writers: 6 Traits, Process, Workshop, and Literature (6th Edition). Pearson. ISBN: 978-0132944106 *4th grade teachers, ESL, Special Ed, and teachers working in 'inclusive' classrooms could benefit from using both books. Additional reading materials will be included as e-mail mini lectures or references on the WWW. When you log in to the course, you will access the e-textbook to read online from your tablet, laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully Internet-capable device. It is not compatible with a Kindle Reader. You can highlight info and organize info in the e-book (i.e. adding a note stating something like "reference in my discussion posting") and print only what you want for use as a study guide. You may share notes and highlighting with peers in the class. Printing of the entire textbook is allowed for your personal professional use. Objectives Articulate an understanding of the historical foundations of the 6-traits writing movement and its relevance to classroom instruction. Analyze writing samples based on the critical attributes of each trait. Apply a variety of composing and revision techniques used in the writing process. Apply the 6-traits rubrics to analytically score writing samples and describe reasoning behind scoring decisions based on the point scale rubrics of the Northwest Regional Educational Laboratory (NWREL) and the Oregon Public Education Network (O.P.E.N.). Utilize online databases to practice analytical scoring for each of the 6-traits. Demonstrate effective strategies for teaching writing and differentiate 6-traits instruction based on a wide range of academic diversity including English language learners and special needs students. Redesign current writing lessons and integrate the 6-traits approach with developmentally appropriate learning activities. Analyze the impact of standardized testing on writing instruction and how 6-traits assessments prepare students for Common Core state and national writing tests. Apply collaborative learning theory, model the technique with writing classes, and demonstrate use of technology such as discussion forums, online writing centers, blogs and wikis for writing assignments. Increase the frequency of student writing and strategic integration of carefully designed writing tasks in different subject area curriculum. Write reflectively about the themes, topics, and issues involved in teaching with the 6-traits. Synthesize current research, contemporary theories, teaching strategies, and instructional technology to teach writing in content areas. By the end of the course participants will be able to efficiently assess student writing using the 6+1 Traits™ model. Participants will have shared effective methods for teaching each trait. Finally, participants will publish an original student sample, complete with 6-traits scores and rationales. Instructor-Student Communication The primary methods for communicating with students with be via... Course News Updates, instructions, advice and tips will be posted in the Course News. Remember to check it each time you login to your course. Please log in at least four times a week. Discussion Check the Discussion Board posts and responses regularly and remember that your level of Discussion Board participation and your discussion summary will be factored into your grade. Your UW-Stout Email Account Check the university email at least every other day. Daily is better. No course communication will be sent to your home/work personal email accounts. As we complete each activity, you are encouraged to share your discoveries and successes with other participants and collaborate during team problem-solving. Participants may share drafts of works-in-progress for peer feedback and discuss ideas and suggestions before submitting the final project. Each participant brings unique needs and resources to the group. Our sharing will provide a broader base of experience as we discover the solutions to each other's design needs and challenges. Since our diverse groups are usually in many different time zones feel free to use the following aids to determine what time it is in your classmates' countries and/or cities. This will help when setting up real-time chats with your learning partner during collaborative projects. Evaluation Your final grade will be based on: 40% - Satisfactory completion of module activities 20% - Final Project 20% - Online Discussion (postings to Discussion Forum)  20% - Self-reflection Your projects will be evaluated using standards listed on the module rubrics or checklists. A -- Exceeds the standard  B -- Proficient demonstration of the standard  I -- Incomplete demonstration of the standard (Work must be resubmitted.) Discussion Board Etiquette (Please Read!) Evaluation of your Discussion Forum participation is cumulative and subjective based on notes that the facilitator records each week. Always feel free to e-mail your facilitator for help in upgrading your participation in the Discussion Forum. Exemplary indicates you participated above the minimum level in both quantity and clarity of communication in your Discussion Forum postings. Proficient indicates you met the minimum requirement. Discussion postings are timely, relevant and include some feedback about the readings and responds to others' comments in the discussions Partially Proficient Discussion postings are too few in number, or too trivial to fully meet the requirement. For example, most of the postings are "I think so too" or "I disagree", but lack any argument that adds to the discussion or includes excessive quoting from the material without any real supporting evidence of how the topic might integrate with their classroom teaching. Incomplete indicates you consistently contributed below the minimum two messages per week or contributions were merely perfunctory ("I agree with so and so.") or unclear. Reflections will be evaluated for clarity and your understanding of the readings and activities. Any time that you want to ask about your progress, send an email directly to your facilitator. Grading Scale A 100-94 A- 93-91 B+ 90-88 B 87-84 B- 83-81 C+ 80-78 C 77-74 F 73 or below To maintain Full Academic Standing, a cumulative GPA of 3.0 is required for graduate students. http://www.uwstout.edu/grad/upload/Graduate-School-Policies.pdf Course Outline Getting Started With Traits Introductions, Community, The 6-Traits Theory, Historical Foundations, The Writing Process, Coaching Students Trait by Trait Trait: Voice Finding the Courage to Speak from the Heart, Teaching students to be assessors, Composing and revision in the writing process, Teaching strategies, Voice and informational writing, Books for teaching Voice, Six point writing guide Trait: Ideas and Content Generating Great Ideas, Ideas defined, Lessons and strategies for Ideas, Practice papers for Ideas, Ideas sample rubrics, Three level writing guide, Timeline/revision checklist for Ideas, Ideas and informational writing, Prewriting activities, Ideas as a foundation for meaning, Books for teaching Ideas Trait: Organization Techniques and Tips for Structuring Student Writing, Organization defined, Timeline/checklist for Organization, Teaching of Organization, Books for teaching Organization, Practice papers for Organization, Focused lessons for Organization, Three level writing guide, Six point writing guide Trait: Word Choice Developing Descriptive Vocabulary to 'Show' What You Know, Word choice defined, Timeline/checklist for Word Choice, Teaching Word Choice, Books for Teaching Word Choice, Six point writing guide, Practice papers for Word Choice, Focused lessons for Word Choice, Informational writing guide Trait: Sentence Fluency Developing Rhythm, Sentence Fluency defined, Teaching strategies, Teaching Sentence Fluency, Books for Teaching Sentence Fluency, Practice papers for Sentence Fluency, Focused lessons for Sentence Fluency Trait: Conventions Conventions - Editing, Not Correcting / Assessments & Grading, Conventions defined, Timeline/checklist for Conventions, Books for teaching Conventions, Teaching Conventions, Scoring for Conventions, Practice papers for Conventions, Focused lessons for Conventions, Six-trait rubric Practical Applications of the 6-Traits in Writing Across the Curriculum Use of technology for collaborative writing and editing in the classroom, Writers workshops in the disciplines and across the curriculum, Writing and the discipline areas, Understanding the role of audience, Modes of writing and the content areas The Assessment Roundtable Bringing It All Together Assessing middle school, high school and community college writers, Communicating with students, Expanding the vision of 6-traits and the writing process in the classroom Participation and Collaboration Participants will: Exchange posts with their colleagues and participate in discussions using a Discussion Forum Review and discuss online and text based reading materials Use online examples to practice score each trait Score demonstration papers using the rubric and discuss assessment rationale Develop and score an original student sample for all traits. You will be able to customize activities to your specific teaching responsibilities and needs. Accommodations If you believe the course requirements create a conflict with your observance of religious holidays, please notify the instructor within the first two weeks of the semester so that appropriate alternative options can be arranged. Accessibility UW-Stout strives for an inclusive learning environment. If you anticipate or experience any barriers related to the format or requirements of this course please contact the instructor to discuss ways to ensure full access. If you determine that additional disability-related accommodations are necessary please contact the Disability Services office for assistance 715-232-2995 or contact the staff via email at this website: http://www.uwstout.edu/services/disability/contact.cfm Library Services To access UW - Stout's Library Services visit http://www.uwstout.edu/lib/. In addition to traditional and online services, the library maintains many helpful videos on searching and use of the online research tools.
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6-Traits: Word Choice Archive

6-Traits Resources: Word Choice Archive

Teaching Voice to Primary Students by Margaret McKanna

Guest Post by  Margaret McKanna

When it comes to effective teaching and learning, my inclination is to keep it whole. This is especially true in areas of literacy for students whose skills are still developing. Vicki Spandel asks the question:"So why do we study the traits if they're all part of a whole?' and then she answers: "Concentrating on a particular trait helps us see writing through a certain window...helps us appreciate how that trait connects us to others."

I'm all for celebrating voice in writing. Primary students understand this trait in a visceral way. Naming the trait of voice and celebrating it is critical to the development of young writers. Supporting voice while "opening windows" to other traits is also essential. It seems to me that voice has a unique relationship to the other writing traits. While ideas, sentence fluency, organization, word choice, and conventions are definitely where the rubber meets the road, I think voice is the fuel that sparks the engine and moves the writing forward.

Here's an analogy I find useful. As children learn to ride bikes, we support them as they practice the essential skills for bike riding: pedaling, braking, steering, and balancing on two wheels. We support these emerging bike riders by holding on to the seats of their bikes as they sharpen these skills and consolidate them to achieve proficiency. We coach on the side, offer tips for one skill or the other. The learners are completely engaged in the act of riding and I wonder how much our words contribute to their success. We hang onto the bike seats knowing there is so much more to learn. Meanwhile, the young riders are pleading for more independence, a chance to test their own measure. At some point, we need to get out of the way; we need to let go.

In Chapter 8, Teaching Voice within Writing Process*, Vicki Spandel has an excellent collection of lessons and strategies for teaching voice. My hope is to use this resource sparingly; a little will go a long way. Our instruction in writing ought to be slow, deep, and wide with one strategy. Then we must let go. Young writers need the time to experience writing, the pure satisfaction of it. They need time to share writing, the pure joy of it. They also need time to assess their own writing, the undeniable challenge of it!

Margaret McKanna is an experienced teacher participating in the online professional development class, Teaching and Assessing Writing with the 6-Traits.

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Archive of articles about the 6-Traits focused on: IDEAS

6-Traits Resources: Ideas archive

6-Traits on Scoop.it

Melville Brainstorms