Best Piece of Academic Work

The Six Traits of Writing

6 + 1® Trait Writing

4/4/2011

Kellee Young

 Research Paper C & I 318

6 + 1®
Trait Writing

Contents 1.      Definition   1.1   Definitions of Traits        1.2  Details of Traits 2.      Summary 3.      Specific Teaching Ideas 4.      References

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Definition

A specific technique of teaching and evaluating writing trademarked by Education Northwest. This method is utilized as a teaching and assessment tool for grades K-18 throughout the United States and several other countries all over the world. Northwest’s definition is “The 6+1 Trait® Writing Model of Instruction & Assessment provides a common language for teachers and students to communicate about the characteristics of writing and establishes a clear vision of what good writing looks like” (2011).

Definition of Traits (Education Northwest, 2011)

1.      Ideas – the main message

2.      Organization – the internal structure of the piece

3.      Voice – the personal tone and flavor of the author's message

4.      Word Choice – the vocabulary a writer chooses to convey meaning

5.      Sentence Fluency – the rhythm and flow of the language

6.      Conventions – the mechanical correctness

7.      Presentation (optional) – how the writing actually looks on the page

Details of Traits

Ideas - To be a captivating piece of writing, the central idea of writing needs to be expressed with clear, relevant, focused details that paint a rich visual picture in the mind of the reader. A manageable and narrow topic allow for presenting precise, quality details to express the writer’s experience and knowledge. According to The Northern Nevada Writing Project and WritingFix (NNWP) “Like the foundation of a house, idea development serves as the solid base on which a good piece of writing rests. If you start with a solid idea, your writing can grow as big as you want” (2011).

Organization – This trait of writing enhances and develops the central idea or theme. Organization maintains a controlled pace by providing a logical and effective sequence of details that walk the reader through the text beginning with an engaging introduction, thoughtful transitions, and a satisfying conclusion. NNWP and WritingFix explains that “Organization is the structure of writing. Just as a house has an entrance, an exit, hallways that connect, and a sensible layout, so too does a piece of good writing (2011).

Voice – The voice of the writing is the author’s personal connection with the reading audience through their passion and purpose of the material. This part of the writing reveals the true intentions of the writer. As emphasized by Education Northwest “Voice is the writer coming through the words, the sense that a real person is speaking to us and cares about the message. It is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath” (2011).

Word Choice – Commanding and engaging words communicate the writing in a specific, appealing and natural way utilizing effective writing elements. Education Northwest teaches that “Strong word choice is characterized not so much by an exceptional vocabulary chosen to impress the reader, but more by the skill to use everyday words well. In all modes of writing figurative language such as metaphors, similes and analogies articulate, enhance, and enrich the content” (2011).

Sentence Fluency – The writing displays a cadence and flow connecting sentences ideas fluidly in an expressive way. As defined by NNWP, “sentence fluency uses a variety of sounds, beginnings, connectors, and readability sentences and phrases that float through a piece of writing” (2011).

Poster One - WritingFix’s Building with the Traits Poster Set

Conventions – A good grasp of writing conventions including spelling, grammar, punctuation, capitalization, usage, and paraphrasing that is grade appropriate should be evident in the writing piece. NNWP sums up conventions as “The roof of a house—though planned from the beginning—is not built first. Think about conventions near the end of your process” (2011).

Presentation (optional) – Presentation has to do with the writing piece to be pleasing to the eye

and is not always included in teaching the traits of writing.

Summary

Using Education Northwest’s 6+1® Traits of Writing for teaching and evaluating students’ writing allows for consistency and uniformity in the realm of the writing world. This method is utilized as a teaching and assessment tool for grades K-18 throughout the United States and several other countries all over the globe. Teachers can then hone in on the skills that are lacking and where there are strengths in their students’ writing. As Education Northwest points out, “The traits help kids understand what is working well and what needs to be improved…give teachers a focus…give us all a common language for talking about and celebrating writing. Rather than a curriculum or a canned program of writing, 6+1 Trait writing offer a model of assessment and instruction designed by teachers and based upon best practices…[and] gives teachers lots of autonomy to select literature, sequence their instruction, and decide how to best meet the needs of this year's students” (2011).

Specific Teaching Ideas     

For a grade four lesson: Read Punctuation Takes A Vacation by Robin Pulver for the foundation to the assignment.

Next, for the writing portion create a chart with two columns: Types of Punctuation (e.g., periods, question marks, exclamation marks, commas, colons, etc.) and Types of Concise Writing (postcards, emails, thank you notes, haikus, poems, etc.). Brainstorm with class to generate things to fill each of these categories (use ideas presented in the book as a springboard).

Then, re-visit the postcard theme in the book and have the students (in groups) produce pairs (one punctuation mark with one writing type from each group) and on postcards write the type of writing with the punctuation mark’s voice (as in the book).

Lastly, each group presents their cards aloud. Check for understanding as they read their cards.

This conventions lesson adapted from the Northern Nevada Writing Project’s “Going Deep with 6 Traits Language” Guide. It provides for a fun way to practice and reinforce the role of each punctuation mark without the boring redundancy of drilling.

Common Words -  a synonym Word Choice activity game for any grade level adapted from The Teacher’s Desk

First, generate a common list of words (each on a separate index card) and for each common word, write a synonym on a smaller tagcard (made of posterboard or card stock). Write the common word on the back of the tagcard( to allow for self-checking). Doing this on printed labels can professionalize your cards…and they can be laminated. Store in ziplock bags.

Common word examples: laugh, cry, happy, sad, run

      Spread out all the common word cards on the table. Shuffle smaller cards

      Match the smaller synonym cards to the common word cards

      When all cards are played – turn over for self-checking answers

Concept Mapping (used to organize thinking after any type of reading) – adapted from Nonfiction Matters: Reading, Writing and Research in Grades 3-8 by Stephanie Harvey

Nonfiction concept mapping sorts main ideas and supporting details according to the following questions: Who is it? What is it like? What are some examples? Students graphically represent the writing in the form of a web with the central idea in the center with supporting details surrounding it.

Writers Workshop - adapted from English and the English Language Arts

After the presentation of a reading mini-lesson, students participate in a five- to ten-minute daily writing exercise (teacher instructed) in writing skills and applications followed by independent writing for 30 minutes.

Puzzle Poem – to develop and strengthen word choice skills adapted from Teaching the Native American

First puzzle piece - have students pick a phrase (brainstorm as a class and write choices on board, e.g., I see…I dreamed…I like…I wish I was…We believe…He goes…etc.) they will repeat to begin each line of their poem.

Then, have them create two columns on their paper; subject (horse, clouds, spider) and an action (gallops, floats, crawls)

Second puzzle piece - the subject

Third puzzle piece – the action

Last put the pieces together; they can add onto the action for an extension.

References

Ackley, A. (2003).  The Teachers Desk. Retreived from http://www.teachersdesk.org/ html.

Donaghue, M. R. (2009). English and the English Language Arts. Los Angeles, CA: Sage

Education Northwest (2011).  Traits [definition]. Retrieved from http://educationnorthwest.org/traits.

Gilliland, H. (1999). Teaching the Native American. Dubuque, IA: Kendall/Hunt.

Harvey, S. (1998). Nonfiction Matters: Reading, Writing and Research in Grades 3-8. Markham, ON: Pembroke.

Northern Nevada Writing Project and WritingFix (2011). Building with the Traits Poster Set. Retrieved from http://writingfix.com/traits.html.

C&I 300 Goals and Reflection

300 Block Goals

Goal: Improving and modifying my interviewing skills

Action Plan: Arrive at new placement with a well thought out, written, and prepared topics and questions for my Cooperating Teacher

Goal: Developing, modifying and refining my observation skills

Action Plan: Start a journal and record (with labeled sections) what I’ve learned during my pre-service placement observations

Reflection 
During my pre-service experience, I was reminded that children at this development level need to be spoken to and listened to a great deal of the time that you spend with them. I had forgotten how much they need your undivided attention almost continuously at this early age. While working with the pre-school, I became aware of the ability of written text and storyline to impact the mood and tone of an atmosphere, and how reading a story about a subject children are experiencing can be supported through literature.  This encourages the development of their receptive and expressive language. Additionally, these are influential ways to manage a classroom.

When there are situations in the classroom that need addressing or discussion, a story can be chosen for its theme and resolution message for dialogue, understanding, and application to the circumstances present in the classroom. Children are very keen on applying what they have learned to their own lives, especially when there is a happy ending. In addition to the story, insightful, thought provoking questions can be used to guide the children to implement and adopt problem solving and critical thinking skills, even at this early age. Finally, an activity can be done that reinforces the concept of the lesson learned and how it can be applied in their lives and situations.

While at the preschool, I observed that a preschool teacher can offer free choice (with clear parameters), restate what is seen, reinforce what is desired to be seen, ask questions to initiate self-reflection, and utilize positive talk and direction to better facilitate the successful participation and learning of students. I observed that the directors and workers in the preschool were very adept at these skills and were exemplary models of how to put them to use. I learned a great deal about how and when to implement these strategies from them.

Offering choices to a child leads to empowerment and a connection to self-control. However, it is especially important before offering the choices that you are confident that every outcome will lead to acceptable results. Restating what is seen communicates to the child that you are paying attention to them. Reinforcing positive choices and actions let children know what is acceptable and desired by the adults. They have a natural desire to please and this gives them a sense of recognition and achievement. When noticing an undesired action (that the child is known to be aware of), asking the child questions that causes self reflection on what they know is the expectation, most commonly they will arrive at the place of knowing this and now there is an opportunity to discuss choices, which again, leads to self empowerment. Using positive talk stressing the things that children can understand and do rather than what is not allowed which gives them the necessary guidance and direction to get on the right track. Always hearing “no” and “don’t” can introduce feelings of frustration, disappointment, and failure.

During my pre-service placement at Lolo Elementary I learned that a successful teaching/learning experience begins with being well prepared, being able to assess the students’ understanding of a concept as you teach and revise strategies, and using language that clearly expresses your expectations. In addition, I observed teachers in every classroom and every grade using the type of reflective, reinforcing, and restating language already noted above.

While I was observing in a second grade classroom, the teacher had an aide take six children over to a small table for a portion of the lesson where they were required to write responses for reading comprehension questions (these children had various limitations which required a great deal of attention). The rest of the children worked with the classroom teacher doing the same activity, but they finished more quickly and moved on to another lesson. They teacher used remediated instruction and team teaching.

In a first grade class, the teacher was introducing a new poem and was losing their attention, so she switched gears and introduced the poem through “the mystery bag” where the kids became engaged guessing what was in the paper bag and then she introduced the poem.

In this same classroom there was a young man who was challenged by a short attention span and the inability to be quiet. Much of the time the teacher stood close to him frequently just touching his arm shoulder or head lightly which seemed to help him with him with his self-control. She amazingly ignored most of the noise that he constantly made, as did the students. When she could see that his inability to self-regulate was increasing, she very discretely and quietly called the “behavior specialist” on the phone and he came in to help her with him. All the while, she was supportive of his positive actions. It was obvious that the young man trusted her and they had a good rapport with one another. He was able to return to participate with the rest of the class shortly after recess.

Teaching my lesson plan, I used schemata building, predicting, vocabulary building, reading comprehension questions, and map reading. My teacher assisted by relating other recent readings into our discussion for a greater understanding about cultures and traditions in other countries.

During my pre-service placement, in addition to teaching my lesson, I was able to participate in language arts instruction in the many various ways: schema building, story mapping, literature circles, making predictions, naming literary elements, book walks, read to children individually, listened to reading, assisted with journal and creative writing activities, handwriting lesson, library research, and poetry study in ten different classrooms.

One of my goals on improving and modifying my interviewing skills was topped out through this pre-service situation. I went to school at the same time for each observation and recess was during my last ten minutes. Because I was left alone with the teacher, it gave me the opportunity to develop, modify, and refine my interviewing skills. Each time I interviewed a teacher, I had more questions that I hadn’t even thought of until that day.       

Additionally, being an observer in a classroom has allowed me to attain another of my goals. I was able to watch how students react when they are spoken to; including their facial expressions, body language, and of course their verbal responses. Without the burden of the responsibilities of maintaining the classroom, my mind was free to connect what I was seeing with the information I have read about in texts and novels and the experiences I’ve had to be recorded. This pre-service experience has allowed me to accomplish my goal of developing, modifying and refining my observation skills while at the same time adding to my journal.

I have started a collection of ideas and formats of developing classroom management plans. I learned a great deal in this short time from many different perspectives on classroom management and teaching strategies which added a much to my journal under planning and organizing instruction. Although I have seen several different methods (depending on grade/age) of development and involvement of the class, I have not decided what I think will work best for me as I see the pros and cons of several that interest me. I have formally and informally interviewed several of the teachers whom I have had the benefit of working with and included these in my journal.

            Additionally, what I have observed is that relationship seems to be the most valuable tool for implementing and assisting growth, learning, and responsibility in students. This will require the further development of my effective verbal and communication skills focusing on reinforcement, reflection, redirection, and positive behavior support language.

In the 400 block of service, I will maintain my journal, and continue refining and developing my interviewing skills and classroom management strategies. My new goals are to assist in organizing learning environment, learn more effective planning techniques, teach more lessons and increase the effectiveness of implementing lessons by integrating modifications as assessed by teachers. I believe the 400 block will provide the platform for a successful action plan through lesson planning as a team with a cooperating teacher, co-teaching lessons, and developing lesson plans as I assume more responsibility to achieve these goals. Many of these goals I have previously had the opportunity to put into practice during my experience as a substitute teacher for two years and a paraprofessional for two years prior to entering the university program.

The C&I 300 Field Experience that was most beneficial to me was being put in several new and unfamiliar classroom environments in a very short period of time. Unfortunately because I was in so many classrooms, I wasn’t able to form relationships with the individual students or teachers, however the experience was rich with opportunities to jump in and help where I saw that there was a need and I was able to exercise my resourcefulness. The teachers’ responses were very positive and grateful. They were not at all offended by my stepping in wherever I noticed a need in the classroom. This circumstance allowed me to become more confident in my ability to adapt proficiently to new situations.

I would recommend that anyone placed into a classroom report, communicate, and correspond directly with that teacher as to allow for clear communication and expectations between them. I found it to be very challenging to have a liaison between myself and the classroom teacher. This particular situation was not conducive to developing relationships with students or a teacher and lacked the opportunity to develop familiarity and security in the classroom experience.

Technology in a Lesson Plan

 Musical Bottles - Vibration

Lesson Logistics

            Subject: Science

            Grade: 4^th grade

            Grouping: Whole Class

            Materials: 18 pop bottles with 3 levels of water (3 bottles per group), Oatmeal canister, rubber band, saran wrap, pot spoon, salt, xylophone, trombone, recorder, guitar

            Time: One hour

 Standards

·         NSES benchmark: Physical Science (Position and Motion of Objects): Sound is produced by vibrating objects. The pitch of the sound can be varied by changing the rate of vibration (NSES p.127)

·         Learning Targets

·    I can understand that sound is vibration

·    I can understand that sound varies in pitch

·    I can identify pitch as the highness or lowness of sound

·    I can understand that fast vibrations produce a high sound and slow vibrations produce a low sound

Building Knowledge Activities (See Attached Science Notes on Sound with powerpoint slides describe teaching steps used)

·    Before conducting experiment use quick-write and brainstorming sessions for pretest

Wrap Up and Assessment

·    Every student concluded that sound is vibration.

·    Every student concluded that the faster something vibrates, the higher the pitch and the slower something vibrates, the lower the pitch

·    Every student was able to predict correctly on the xylophone and guitar assessment at the end of their science sound notes

Evaluation of Assessment/Reflection (note: inclusion of pre and post test summary)

         An informal pre-test written on the board in a Quick-Write exercise was what I chose to use to introduce this lesson. After the quick-write, the students shared what they had written and I wrote the words on the board. Vibration was mentioned by two students and one student mentioned pitch. After we were done, I went through the list and repeated one-by-one some of the words and asked them to raise their hands when they also had used the word in their quick-write and tallied them next to the word. I included the words vibration and pitch in this exercise and as verified by their work, six students mentioned vibration and three mentioned pitch. This data is recorded on the Pre and Post-test Assessment Worksheet. Although they had just completed reading a lesson in their textbook that defined both of these vocabulary terms last week, these sound vocabulary words were not noted. The learning targets of my lesson were met and evidenced by conclusions and “apply what you know” sections of the lesson which is written in the Science Notes on Sound packets. At the very end, the application of what they learned was assessed by making accurate predictions about the highest and lowest pitch created on both the xylophone and the guitar. However, the prediction asked for explanations based on the experiment, which none of the students included. We were rushed and running out of time at the end of the experiment so consequently this is more likely the reason an explanation was not included, thereby I concluded that the assessment included incomplete data, even though that was my intent. I made the decision shift into reviewing the concepts to provide closure on the lesson rather than allow them extra writing time as I felt closure was more important than the assessment in the moment. I could choose to have another form of assessment at another time. 18 out of 18 students made a correct prediction in the last prediction (xylophone and guitar). The majority of the class did not include a written explanation in their predictions. However, the students’ understanding and ideas were consistent with the scientists’ ideas.  These work examples were chosen because they were a valid representative of the overall class. I concluded from this written evidence that all the students knew that vibration is sound and that the slower the vibration the lower the pitch and the faster the vibration, the higher the pitch. This lesson adequately met the needs of the very diverse learner population of this class by providing hands on work, visual representation, group sharing, and written responses. This particular class included three students who were below level learners that required daily interventions.     

         In conclusion, the students’ conceptual understanding of sound and pitch was cemented by this experiment evidenced by their Science Notes. Although they had just read about sound waves, vibration, and pitch the previous week in their textbook, they had no ownership or conceptual understanding.

         If I were to extend the lesson, I would include a formal assessment of this concept and extend with an exploration of sound waves. After that I would venture into the ear and hearing sound.

Here is the link to view the Power Point (sounds and moving animation excluded) used with this lesson:
http://www.slideshare.net/kyoung1/musical-bottles

Mrs. Young in the Classroom

Teacher Education Admission Essay

As the kids all around us were playing and laughing, there I was on the playground visiting with the teacher’s aide declaring, “Well, going back to school is nothing I’ll ever do. I have neither reason nor any desire to continue my education.” That was two years ago. Now I am the teacher’s aide, writing an essay for my first class toward my degree in Elementary Education. 

As the oldest of four children, there were a lot of expectations and responsibilities placed on me at a young age. My dad was an engineer, and my mom was a depressed home-maker who had quit school age sixteen. I was an average student throughout elementary school; my only interest was playing sports with boys. Lacking discipline, encouragement, and direction, I lost my focus in school and dropped out at age sixteen.

As a young adult and mother, I acquired a General Equivalency Diploma and enrolled in the local community college. I put myself through college by waiting tables, which required much discipline, commitment and hard work. Working with the public taught me the value of being gracious and understanding, and I began to recognize my potential in working with people. I became driven to excel and received an Associate of Science in Business graduating with honors. After several administrative positions with various companies, I felt it was time to apply the skills I acquired in school, so I established and operated a daycare facility. This allowed me to exercise many of the directorial and organizational skills I had learned while developing a greater understanding of children and society. My husband and I then founded, managed, and worked retail bagel bakeries in addition to home schooling our two sons. We also became youth leaders at our church, where there were many of the high school kids that hung out at our shop. This required planning, preparation, and organization. My capacity to be patient, flexible, compassionate, loving, and amiable was stretched beyond imagination. 

After we left the bagel business and put our boys in public school, and I began substitute teaching in elementary and high school so I could be with our sons. Throughout this time, I was asked to work at a junior Bible camp, which turned out to be a very rewarding, enriching experience. After two years as a substitute teacher, I accepted a position as a Paraprofessional and Athletic Director for the elementary school. Over time, I began to have thoughts of becoming a teacher.

I am still having trouble believing that I have returned to school once again to begin another new chapter in my life. As I have been asked to write reflective papers, I have realized that all of my life experiences have prepared and equipped me for teaching. This is the best thing that will help me attain my long-term goal of creating an environment that will foster and encourage the growth of children to become responsible, caring adults.