A Message From Ruth Culham - Scholasticteacher.scholastic.com/products/traits-writing... ·...

The Progra m’s Core Philosophy .................................................................................4

The Program’s Organization .......................................................................................6

A Yearlong Plan Based on a Spiraled Sequence of �Traits ................................8

A Weeklong Plan Based on Best Practices ........................................................... 10

Program Components .................................................................................................. 18

Introduction

Unit 1 Getting Started ............................ 22The Writing Process ....................................................... 23Prewriting ........................................................................ 33Drafting ...........................................................................43Revising ........................................................................... 53Editing ............................................................................. 63

Unit 2 Informative/Explanatory ... 74Ideas Finding a B ig Idea ........................................... 75Organization Starting With a Bold Beginning........85Voice Expressing a Feeling ........................................95Reality Check 1 ...................................................... 105

Unit 3 Narrative .......................................110Word Choice Choosing Zippy Verbs ............................111Sentence Fluency Building Complete Sentences .... 121Ideas Focusing on the Big Idea ...................................131Reality Check 2 ..................................................... 141

Unit 4 Informative/Explanatory .146Organization Creating a Mighty Middle ................. 147Voice Communicating With Sparkle and Pizzazz ... 157Word Choice Picking “Just Right” Words ..................167Reality Check 3 ......................................................177

Unit 5 Narrative ...................................... 182Sentence Fluency Starting Sentences

in Different Ways .......................................................183Ideas Staying With the Big Idea .................................193Organization Finishing With an

Excellent Ending .......................................................203Reality Check 4 ........................................................213

Unit 6 Informative/Explanatory .218Voice Reaching Out to the Reader.............................219Word Choice Stretching for

Never-Before-Tried Words .....................................229Sentence Fluency Varying Sentence Lengths ........239Reality Check 5 .......................................................249

Unit 7 Narrative ..........................................254Ideas Using Juicy Details ..................................................255Organization Adding a Terrifi c Title .............................265Voice Saying Things in New Ways ................................... 275Reality Check 6 ............................................................ 285

Unit 8 Informative/Explanatory .....290Word Choice Using Words to Create Meaning ...........291Sentence Fluency Making Smooth-Sounding

Sentences ......................................................................... 301All Tr aits Putting the Traits Together ........................... 311

Unit 9 Wrapping Up the Year ................. 322Me as a Writer ................................................................ 323NOW I Know! .................................................................. 326Celebrating Our Work ................................................... 329Cleaning Up and Having Fun ....................................... 332

Beginning Writers Continua ......................................... 335Handwriting ................................................................... 343Record-Keeping Forms .................................................348

Opinion Writing OptionsAnimals Should Defi nitely Not Wear Clothing .................. 93What I learned ................................................................108If You’re a Monster and You Know It ................................. 119An Ad for a Great Classroom Pet .................................144The Emperor’s Egg ........................................................... 165Just Do It! .........................................................................180Jeremy Draws a Monster ................................................... 211Convince the Teacher .................................................... 216Bigmama’s .......................................................................227Healthy Living Posters ....................................................252The Dot ............................................................................ 283A Letter ...........................................................................288 Throw Your Tooth on the Roof ......................................... 319

Traits Writing2

Unit 1The Writing ProcessUnit 1

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A Message From Ruth Culham In two simple words, I can tell why you are going to like the Traits Writing program: it works.

It works because it’s easy to implement and refl ects the combined wisdom of hundreds of thousands of teachers from across the country and around the world.

It works because it’s research-based. All of the materials are inspired by twenty-fi ve years of studies, using control and experimental groups, surveys, observations, and other methods of data collection.

It works because it advocates using classroom assessment to drive critical decisions about what to teach, how to teach, who to teach, and when to teach.

It works because it supports teachers in improving student writing by leaps and bounds, day after day. I’ve seen incredible gains fi rsthand for years, in my work in schools.

My col leagues and I have taken what we have learned and turned it into a program that makes the teaching of writing more achievable and e ective than any previous program. Traits Writing is designed for you, the twenty-fi rst-century writing teacher who understands how critical it is for children to write well, no matter where life ultimately takes them.

So, welcome to the writing revolution. At long last, I’ll show you how to connect the dots of writing instruction. I’ll show you how to carry out straightforward, sensible assessment. I’ll show you how to use results to determine what you do with the whole class, small groups, and individual children. I’ll show you how the trait materials you may have known and loved for years, combined with new materials, can be put to work every day, week, month, and year. This program harnesses the energy of the traits, helping you to work smarter and more e ciently. It gives you a systematic way to implement a writing curriculum that refl ects best practices, Common Core State Standards, Response to Intervention (RTI), di erentiation, collaboration, new technologies, reading/writing connec tions, and all the other frontline issues that inform our professional lives these days.

Ruth Culham, EdD, a pioneering researcher of the Trait Model, is president of Culham Writing Company, which offers practical, engaging workshops designed to help beginning and experienced teachers implement the model in K–12 classrooms. Prior to founding her company, Ruth was assessment program unit manager at Education Northwest (formerly Northwest Regional Educational Laboratory) and a teacher in Missoula, Montana, and Beaverton, Oregon. She was also English Teacher of the Year in Montana, a highlight of her 19-year teaching career. Ruth is the author of many best-selling professional books, articles, and videos on writing instruction and assessment, including 6+1 Traits of Writing: The Complete Guide, Grades 3 and Up; 6+1 Traits of Writing: The Complete Guide for the Primary Grades; and Traits of Writing: The Complete Guide for Middle School, all published by Scholastic Inc.

Introduction 3


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At every workshop in every school across the country, teachers who are new to the Trait Model and teachers who have been applying it for years ask m e similar questions:

As you work through the materials in this program, you’ll get answers to these questions—and many more. Remember, the point is to ma ke teaching writing successful for you and benefi cial to your students. With the help of many teacher advisors, my colleagues and I have been planning this program for years. We’ve listened. We’ve learned. We hope you like the results.

Teacher Advisors Rhett BoudreauBeaverton, OregonLinda Brock Blue Springs, Missouri Erin DonohueBlue Springs, MissouriRick Hanks Chula Vista, CaliforniaLibby Jachles Rochester, New YorkMarcia LynchBrookline, MassachusettsGloria MillerMooresville, North CarolinaBridey MonterossiBeaverton, OregonJoy ReznichBeaufort, South CarolinaCathy ShawBeaufort, South Carolina Debbie Stewart Topeka, Kansas

What’s the best way to teach my students whose first language is not English?

My students get their ideas down by drawing and

writing. Is that okay?

Should I give prompts?

Do the traits work in writing workshop?

In conferences, how can I be honest with struggling

students?

If I use the traits, will my students meet the Common

Core State Standards?

How do I get started with the traits? Where do I begin?!

How do I get children excited about writing?

The Program’s Core Philosophy

How much writing should my students

do every day?

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To quote one of these wise teacher advisors, “Everywhere you go, there is a language to keep you out.” How right she was. Doctors, athletes, car mechanics, and others use language that is often incomprehensible to a layperson—it creates a wall, not a door. Communication is blocked and no one benefi ts.

Traits Writing is built around the belief that language should be an open door. It was written to inspire good teaching and learning, plain and simple. What we—you, the teacher, and I, the writer and sta developer—have learned together over the years is that the traits provide a clear way into the writing process so that we can guide our students more e ectively. Here is a short list of what I know the traits can do for you if you embrace them in your teaching:

• You’ll understand what children know and what they need to learn because you’ll be assessing them regularly using clear, accurate scoring guides that provide reliable information to inform instruction.

• You’ll be able to manage the paper load because you won’t be the only person in the class knowledgeable enough to provide good feedback. Your students will be, too. The program gives them the tools.

• You’ll be able to deliver instruction and measure progress on an ongoing basis because of the carefully designed trait-based units and the record-keeping and management tools built into the program.

• You’ll fi nd children who enjoy writing—really!—because they write about things that matter to them and, as a result, realize success.

• You’ll learn how all the parts fi t together: writing process, writing workshop, writing traits. The program gives you everything you need to get these cornerstones of writing instruction to work as a team.

The primary writing classroom is a living, breathing organism. I can’t completely map out for you what to do every day of the year because I don’t know you, yo ur students, and what is going on in your lives. I can, however, give you lots of good suggestions, based on years of experience teaching children and working with teachers.

There is one promise I need from you, however. You must promise to believe your students want to and can improve. I allow no room in this program for “My students don’t write better because…” Children are learners. Some learn more easily than others, but all deserve the very best we can give them. If you don’t believe your students really want to and can improve—even on days when all signs seem to point a di erent direction—these materials will be no help to you.

I believe in you. And in return, I expect you to respect the learner, maintain high standards, and have some fun as your adventure with Traits Writing begins.

Research Roundup Traits Writing is grounded in solid, reliable research. For summaries of the following studies and others, see the Traits Writing Implementation Guide.

Arter, J. A., Spandel, V., Culham, R., & Pollard, J. (1994). The impact of training students to be self-assessors of writing. Paper presented at the American Educational Research Association, New Orleans, LA.

Kozlow, M., & Bellamy, P. (2004). Experimental study on the impact of the 6+1 Trait Writing Model on student achievement in writing. Portland, OR: Northwest Regional Educational Laboratory.

Seago, A. (2011). [District-wide six-trait writing assessment results, K–2, Blue Springs, MO]. Unpublished raw data.

Introduction 5


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1Finding a Big Idea

2Focusing on the Big Idea

3Staying With the Big Idea

4Using Juicy

Details

1Expressing

a Feeling

2Communicating

With Sparkle and Pizzazz

3Reaching Out to the

Reader

4Saying Things in New Ways

1Starting

With a Bold Beginning

2Creating a

Mighty Middle

3Finishing With

an Excellent Ending

4Adding

a Terrifi c Title

1Choosing

Zippy Verbs

2Picking “Just Right” Words

3Stretching for Never-Before-Tried Words

4Using Words

to Create Meaning

1Building

Complete Sentences

2Starting

Sentences in Different Ways

3Varying

Sentence Lengths

4Making Smooth-

Sounding Sentences

1Spelling Well

2Capitalizing

Correctly

3Punctuating

Powerfully

4Applying

Basic Grammar

1Forming Letters

Correctly

2Printing Words Neatly

3Putting Spaces

Between Letters and Words

4Turning in

a Tidy Final Piece

The Key Qualities of the TraitsEach trait is broken down into four key qualities—or core characteristics—that allow you to focus instruction precisely. This program functions as well as it does in large part because of the way the key qualities permeate it. Key qualities not only help to defi ne the traits in detail and give you concrete concepts to teach, they are also the structural system of the program.

The Traits of WritingThe Trait Model is a highly reliable and accurate assessment tool. It is also a simple, logical, and—most important—effective tool for planning and carrying out writing instruction. Let’s take a closer look at each trait.

Ideas the piece’s content—its central message and the details that support that message

Organization the internal structure of the piece—the thread of logic, the pattern of meaning

Voice the tone and tenor of the piece—the personal stamp of the writer—which is achieved through a strong understanding of purpose and audience

Word Choice the vocabulary the writer uses to convey meaning and enlighten the reader

Sentence Fluency the way words and phrases fl ow through the piece. Sentence fl uency is known as the auditory trait because it’s “read” with the ear as much as the eye.

Conventions the mechanical correctness of the piece. Correct use of conventions (spelling, capitalization, punctuation, and basic grammar) guides the reader through the text easily.

Presentation the physical appearance of the piece. A visually appealing text provides a welcome mat. It invites the reader in.

The Program’s Organization

Ideas

Word Choice

Organization

Sentence Fluency

Conventions

Presentation

Voice

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A Spiraled Sequence of TraitsThe program is structured in a way that allows you to cover the “revision traits” (Ideas, Organization, Voice, Word Choice, and Sentence Fluency) systematically and intermittently throughout the year, rather than simply covering one trait in its entirety at the start of the year, followed by another trait, followed by another. In other words, the program allows you to “spiral” the traits’ key qualities throughout the year, which ensures children comprehensive, well-rounded instruction in writing. The “editing traits” (Conventions and Presentation) are taught on an ongoing basis, using direct and indirect methods.

1 Finding

a Big Idea

1Starting With a Bold Beginning

1Expressing

a Feeling

Unit 22

Creating a Mighty Middle

2 Communicating

With Sparkle and Pizzazz

2 Picking “Just Right” Words

Unit 4

4 Using Juicy

Details

4 Adding a

Terrifi c Title

4 Saying Things in New Ways

Unit 7

1 Choosing

Zippy Verbs

1 Building Complete

Sentences

2 Focusing

on the Big Idea

Unit 3

3 Reaching Out to the Reader

3 Stretching for Never-Before-Tried Words

3 Varying Sentence

Lengths

Unit 6

2 Starting Sentences in Different Ways

3 Staying With the Big Idea

3 Finishing With an Excellent Ending

Unit 5

4 Using Words to Create Meaning

4 Making Smooth-

Sounding Sentences

All Traits: Putting the Traits Together

Unit 8

Core Units

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A Yearlong Plan Based on a Spiraled Sequence of TraitsThe program is made up of nine multi-week units.

• one Getting Started unit• seven core units that follow the spiraled sequence described on page 7 • one Wrapping Up the Year unit

A fi ve-da y “Reality Check” appears between core units, allowing you to wrap up the current unit, prepare for the next unit, and make up for lost time because of holidays, assemblies, schedule changes, vacations, and the demands of other curriculum areas. During this time, y ou explore the focus mode of the next unit, informative/explanatory or narrative, by conducting a mentor text lesson. You also engage children in print and technology activities that extend learning in fun, creative ways.

Unit 2 approximately 3 weeksFocus Mode Informative/Explanatory • Ideas Finding a Big Idea

(Convention: spelling) • Organization Starting With a Bold

Beginning (Convention: punctuating) • Voice Expressing a Feeling

(Convention: spelling)Reality Check 1 (includes an opinion writing activity)

Unit 1Getting Startedapproximately 5 weeksThe year kicks off with a review of the writing process. The fi rst week is a general overview and the four that follow each covers a step in the process: prewriting, drafting, revising, and editing. Students also learn classroom routines and write a beginning-of-year benchmark paper.

Unit 3approximately 3 weeksFocus Mode Narrative

• Word Choice Choosing Zippy Verbs (Convention: capitalizing)

• Sentence Fluency Building Complete Sentences (Convention: spelling)

• Ideas Focusing on the Big Idea(Convention: basic grammar)

Reality Check 2 (includes an opinion writing activity)

Unit 4approximately 3 weeksFocus Mode Informative/Explanatory

• Organization Creating a Mighty Middle (Convention: spelling)

• Voice Communicating With Sparkle and Pizzazz (Convention: punctuating)

• Word Choice Picking “Just Right” Words (Convention: spelling)


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Unit 9Wrapping Up the Yearapproximately 4 weeksThe year ends with opportunities for self-refl ecting, goal setting, and celebrating. Children write an end-of-year benchmark paper and a letter to next year’s teacher about themselves as writers—and have some fun while they’re at it.


• Sentence Fluency Starting Sentences in Di erent Ways (Convention: capitalizing)

• Ideas Staying With the Big Idea (Convention: spelling)

• Organization Finishing With an Excellent Ending (Convention: applying basic grammar)


Unit 6approximately 3 weeksFocus Mode Informative/Explanatory

• Voice Reaching Out to the Reader (Convention: spelling)

• Word Choice Stretching for Never-Before-Tried Words (Convention: punctuating)

• Sentence Fluency Varying Sentence Lengths (Convention: spelling)



• Ideas Using Juicy Details (Convention: capitalizing)

• Organization Adding a Terrifi c Title (Convention: spelling)

• Voice Saying Things in New Ways (Convention: basic grammar)


Unit 8approximately 3 weeks Focus Mode Informative/Explanatory

• Word Choice Using Words to Create Meaning (Conventions Review)

• Sentence Fluency Making Smooth-Sounding Sentences (Conventions Review)

• All Traits Putting the Traits Together (Conventions Review)

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Instruction is based on a 40-minute daily writing block. If you don’t have that much time, you’ll fi nd an alternate schedule in the Traits Writing Implementation Guide.

Overview of a Core Week

A Weeklong Plan Based on Best Practices As you’ll see in this walk-through of a week’s worth of instruction, Traits Writing provides abundant opportunities to work with the whole class, small groups, and individual children. It also contains opportunities for children to work with their classmates and on their own, ensuring a stimulating, supportive environment in which to learn.

Each key quality is covered over a fi ve-day period. If confl icts, backlogs, and holidays prevent you from completing a unit, you can extend instruction into the Reality Check that follows the unit.

Introductory Lesson on the Key Quality (15 minutes)Independent Writing (10 minutes)Read-Aloud: Mentor Text (15 minutes)

1DAY

Video Screening: Mentor Text Author (10 minutes)Writing Project, Phase 1: Starting the Project (15 minutes)Conventions Focus (15 minutes)Assessment and Grouping (30 minutes, after class)

2DAY

Di erentiated Small Groups (40 minutes)3DAY

Writing Project, Phase 2: Developing the Project (25 minutes)

Hands-On Activity (15 minutes)4DAY

Writing Project, Phase 3: Finishing the Project (20 minutes)Partner Conventions Check (10 minutes)Whole-Class Refl ection on the Key Quality (10 minutes)

5DAY

(25 minutes)

(20 minutes)

(10 minutes)

(25 minutes)

(20 minutes)

(10 minutes)

Traits Writing10


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A Message From Ruth Culham - Scholasticteacher.scholastic.com/products/traits-writing... ·...

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