The team analyzed the need for an instructional resource on the 6+1 Writing Traits based on state standards and test scores showing deficits in student writing. They developed an online book using the ADDIE process to teach the traits. The book uses a story format to model each trait. Based on feedback, the team expanded it to include upper elementary grades for independent use. The book is intended for use in writing lessons to improve understanding and application of the traits.
The team created an online book using the Bookbuilder platform to teach elementary students about the 6+1 Writing Traits. They used the ADDIE model to analyze needs, design, develop, implement, and evaluate the resource. Based on state test scores and observations, they found students lacked skills in writing traits. The book guides students to explain, determine, and apply the traits in their own writing. Feedback led to modifying the book for upper elementary grades as well.
The document outlines a school's plan to enhance their professional learning community through establishing regular collaborative meetings to plan instruction, analyze student data, and provide feedback on teaching strategies with the goals of improving instruction, increasing student engagement and achievement, and building a more cohesive teaching team. Key elements of the plan include common planning time, observing each other's teaching, shared grading, and differentiated lessons incorporating thinking maps and technology.
This document outlines strategies for a writing session focused on teaching 4th through 8th grade students. It defines writing and its connection to English Language Arts standards. It discusses recognizing stages of writing development and using assessment to inform instruction. It emphasizes applying developmentally appropriate strategies to teach all students, including English language learners. It also notes the importance of teaching writing across subjects and the reciprocal relationship between reading and writing.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
Revisiting class reviews as a collaborative, inclusive planning tool with the goal of using the strengths and the stretches of the students to set goals and create a plan. Focus on co-planning.
A staff presentation for the language arts/reading department DWT. Topics include our new pacing guides, culturally responsive instruction, information about our new state assessment and our SIP.
The English Department at Kabul Education University offers professional development opportunities for its instructors to help improve their teaching skills. Programs include one-on-one mentoring, class observations with feedback, meetings for new teachers, support for action research projects, workshops, and learning lunches where instructors can discuss issues. The goal is for instructors to continually develop their knowledge and skills to provide the best education possible for their students.
Reading in the Digital Age. China 2012sandrasawaya
This document discusses reading comprehension in the digital age. It explains that reading comprehension involves an interaction between the reader and text, and strategies have traditionally involved previewing, predicting, questioning, and organizing information. However, digital text is now nonlinear, incorporating various multimedia. This has transformed reading comprehension strategies, which for digital text involve skimming, scanning, and evaluating multiple online sources simultaneously. The document also discusses traditional print-based assessments of comprehension and the need to develop new methods to assess comprehension of digital texts, such as project-based and think-aloud approaches.
The team created an online book using the Bookbuilder platform to teach elementary students about the 6+1 Writing Traits. They used the ADDIE model to analyze needs, design, develop, implement, and evaluate the resource. Based on state test scores and observations, they found students lacked skills in writing traits. The book guides students to explain, determine, and apply the traits in their own writing. Feedback led to modifying the book for upper elementary grades as well.
The document outlines a school's plan to enhance their professional learning community through establishing regular collaborative meetings to plan instruction, analyze student data, and provide feedback on teaching strategies with the goals of improving instruction, increasing student engagement and achievement, and building a more cohesive teaching team. Key elements of the plan include common planning time, observing each other's teaching, shared grading, and differentiated lessons incorporating thinking maps and technology.
This document outlines strategies for a writing session focused on teaching 4th through 8th grade students. It defines writing and its connection to English Language Arts standards. It discusses recognizing stages of writing development and using assessment to inform instruction. It emphasizes applying developmentally appropriate strategies to teach all students, including English language learners. It also notes the importance of teaching writing across subjects and the reciprocal relationship between reading and writing.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
Revisiting class reviews as a collaborative, inclusive planning tool with the goal of using the strengths and the stretches of the students to set goals and create a plan. Focus on co-planning.
A staff presentation for the language arts/reading department DWT. Topics include our new pacing guides, culturally responsive instruction, information about our new state assessment and our SIP.
The English Department at Kabul Education University offers professional development opportunities for its instructors to help improve their teaching skills. Programs include one-on-one mentoring, class observations with feedback, meetings for new teachers, support for action research projects, workshops, and learning lunches where instructors can discuss issues. The goal is for instructors to continually develop their knowledge and skills to provide the best education possible for their students.
Reading in the Digital Age. China 2012sandrasawaya
This document discusses reading comprehension in the digital age. It explains that reading comprehension involves an interaction between the reader and text, and strategies have traditionally involved previewing, predicting, questioning, and organizing information. However, digital text is now nonlinear, incorporating various multimedia. This has transformed reading comprehension strategies, which for digital text involve skimming, scanning, and evaluating multiple online sources simultaneously. The document also discusses traditional print-based assessments of comprehension and the need to develop new methods to assess comprehension of digital texts, such as project-based and think-aloud approaches.
This report evaluates DG ECHO's humanitarian action in Nepal from 2006-2009. Key findings include:
1. DG ECHO provided over EUR 36.6 million in funding over this period to assist populations affected by the civil war and Bhutanese refugees, as well as support disaster preparedness through DIPECHO programs.
2. The evaluation assessed projects in the sectors of water, sanitation and hygiene, health, and disaster risk reduction. It found DG ECHO's action was mainly well targeted, appropriate, and had a positive impact, though sustainability was a challenge.
3. The report provides recommendations to improve both operational projects and DG ECHO's overall strategy. It suggests strengthening
This independent evaluation report summarizes the impact of the BIG Assist program, which provided support to local voluntary organizations through funding and expertise. It finds that the majority of organizations achieved their initial goals with the support, such as creating strategic plans. Over half saw changes within their organization like increased income or new services. While sustainability impacts were still emerging, most organizations felt better equipped to adapt to changing conditions. The report concludes that BIG Assist generally helped organizations adjust to new challenges by facilitating strategic reflection, though success depended on finding an effective support partner and an organization's openness to change.
1. The document evaluates the Operation Trumpet Call (OTC) project, a conservation agriculture project run by Tearfund and local churches in Zimbabwe. OTC promotes conservation agriculture techniques similar to other organizations but emphasizes time management principles. It also originally provided free inputs and organizes through local churches.
2. Farmers who adopted techniques through OTC reported increased maize yields averaging 717kg per farmer, sufficient for family consumption. Yields were 1.5-2.4 metric tons per hectare. However, conservation agriculture requires more labor than conventional farming. Increased production led to benefits like improved schooling and livestock.
3. While some farmers adopted conservation agriculture practices for all production, most use it on
The evaluation report summarizes the mid-term performance of the Kosovo Cluster and Business Support Project. Some key findings include:
1. Project implementation has generally been on track, with most targets met. However, results have varied between components, with clusters making better progress than business associations.
2. Impact has included exceeding sales targets for client companies. However, there has been less impact on job creation and export readiness. Efficiency has been positive when comparing costs to increased sales, but costs per beneficiary appear higher.
3. Sustainability of activities depends on strengthening business associations and external factors like privatization and legal reforms. Relevance to strategic goals is high, but government support is still needed for sustainable
This document summarizes an evaluation report of the Positive Discipline project implemented in Chittagong, Bangladesh from June 2011 to July 2012. The project aimed to promote positive discipline alternatives to corporal punishment in 30 schools through training teachers and education officials. Key findings were that the government issued guidelines promoting positive student behavior, posters about this were distributed in schools. Save the Children provided training to stop corporal punishment and support child-friendly teaching. The evaluation found increased use of positive discipline techniques by teachers, though challenges remained. Recommendations included continuing support to strengthen application of positive discipline.
Template for new employee induction program - Suitable for all kinds of organ...Anand Mehta
This is an Induction Program Template that is suitable for all kinds of organizations. It allows for customization based on the scale and primary functions within most organizations
Teaching the Six Traits Holly Bembridge FINALHolly Bembridge
This document summarizes a study that examined the impact of explicit instruction in the six traits of writing model on middle school English language learner students' writing achievement and confidence. The study involved 35 7th grade students, with 18 students receiving six-trait writing instruction for two periods per week over eight weeks, while 17 students did not receive this instruction. While results showed increased confidence for students receiving instruction, this was not statistically significant. However, results did show a statistically significant improvement in writing achievement for students receiving six-trait instruction. The document provides background on the six traits model and reviews previous research supporting its effectiveness in improving student writing.
Action Research On The Teaching Of Writing In Primary SchoolsMary Calkins
The document summarizes an action research project called "Writing is Primary" that aimed to help primary school teachers become more confident and skilled at teaching writing. It discusses findings from reports that improving teacher confidence in writing and having teachers model writing processes is important for improving student writing attainment. The project gave teachers freedom to experiment with new teaching strategies over 15 months. Teachers expanded their repertoire of strategies, felt more confident in their teaching abilities, and were more open to innovative practices as a result of participating.
The document discusses issues with how instruction is defined and delivered through basal reading programs. It notes that basal programs assume one instructional approach for all students and lack differentiation. The summary provides 9 actions teachers must take to improve instruction when using a basal program, including setting goals for students, modifying lessons, and differentiating instruction based on student needs.
An Annotated Bibliography On The Features Of Effective Writing.Felicia Clark
The document discusses the five features of effective writing: focus, organization, support and elaboration, style, and conventions. It explains that these features provide both teachers and students a framework for teaching, assessing, and improving writing. For teachers, the features provide objective criteria for grading writing and allow instruction to focus on the most important elements at each stage of the writing process. For students, the features reduce the cognitive demands of writing by allowing them to focus on one area at a time and provide opportunities to succeed by building on strengths and improving weaknesses. Overall, using these features makes both teaching and learning writing easier.
Needs Analysis, A Writing Learning DeficitMae Guerra
The document summarizes a needs analysis presentation for Place Middle School to address low writing proficiency. It found that 7th grade students scored below state standards in writing and 26% were proficient on standardized tests. Multiple factors contributed to low scores, including inconsistent teaching, student mobility, and lack of grammar skills. The presentation recommends teaching the six traits of writing model through interactive lessons and daily practice to improve achievement and test scores.
This document provides information and instructions for a social justice picture book presentation. It includes slides on finding inspiring posts from educational experts on Twitter to share, an evaluation form for peers to provide feedback, and discussion questions to consider regarding the presentation. The document also outlines a curriculum continuum activity where students will analyze writing expectations at different grade levels and a discussion on using social media for teacher professional development.
The document discusses an alternative approach to assessment that does not rely on national curriculum levels. It describes how the Wroxham School assesses student progress through examining the quality and complexity of student work in different subject areas. Student reports include a dialogue between the student and teacher about successes and challenges, without grades. Family meetings focus on learning experiences and goals rather than measurable outcomes. The school aims to give students a growth mindset and agency over their learning through choosing appropriate challenges.
This document summarizes a course book evaluation completed by the student. The evaluation assessed a textbook provided by the ministry across several areas including factual information, topics, methodology, language, and skills. Through working in pairs, the students evaluated whether the topics and vocabulary were appropriate for the required level. The textbook contained helpful grammar charts and pictures to support student learning. Overall, the student found the textbook to be well-suited to students ages 9-10 and included useful activities for developing English language skills. The evaluation provided valuable insight into textbook analysis and the teacher's role.
The Inquiry Team at PS 160 analyzed student data and identified 4th grade students scoring in the lower third on the 2009 NYS ELA exam as their focus group. Their goal was to improve these students' critical thinking skills. The team decided reading instruction needed to incorporate richer discussions and additional small group work. Teachers began using interactive read alouds daily and were given guidance on supporting English Language Learners. The school has since created rubrics to differentiate instruction and monitor the progress of their focus group using various assessments. Moving forward, the Inquiry Team hopes to see more independent inquiry taking place across the school.
This document provides an overview of the curriculum and policies for a 3rd/4th grade class. It outlines the subjects that will be covered, including reading, writing, English, math, science, social studies and health. It describes what students will learn in each subject and how their progress will be assessed through grades, rubrics, reports cards and projects. The document also outlines homework policies and schedules.
Diana Betts_Creating Educational Change_ Final as of 3-28-2014_Duplicate this...Diana betts
This study aimed to create a new collaborative culture at Eastside Montessori School through developing a writing rubric across grade levels and implementing a professional learning community. Teachers collaborated over several months to create the rubric, which was intended to improve writing skills and alignment with standards. The researcher collected data through teacher surveys and journals to evaluate the impact on teacher collaboration, motivation, and the school culture. While initial results showed success in developing collaboration and the rubric, limitations included the short implementation time and sustainability of the professional learning community, which require further study.
This lesson plan aims to teach 5th grade students about biographies. Students will be organized into groups to research and present on famous Americans using a biography planner and slideshow. They will also individually write biographical reports. The lesson provides procedures for introducing biography characteristics, organizing group research, and presenting/assessing the projects based on accuracy and how well they address biography elements. Modifications are suggested to support different ability levels.
The document discusses the Standards in Practice Instructional Gap Analysis Strategy, which is a process used to identify and close gaps between what students are learning and what they need to learn to be proficient based on standards. It involves teacher teams analyzing student work and assignments using a 6-step model to ensure rigorous academic work for all students. The goal is to have discussions around improving instructional methods so that assignments fully address standards and better support student learning.
The document discusses the Standards in Practice Instructional Gap Analysis Strategy, which is a process used to identify and close gaps between what students are learning and what they need to learn to be proficient based on standards. It involves teacher teams analyzing student work and assignments using a 6-step model to ensure rigorous academic work for all students. The goal is to have discussions around improving instructional methods so that assignments fully address standards and better support student learning.
The Inquiry Team at PS 160 meets monthly to analyze student data and target subgroups in need of improvement. This year, the team focused on 4th grade students who scored low on the 2009 ELA exam. To help these students improve their critical thinking skills, the team implemented Accountable Talk and additional small group instruction. The team also consulted the ESL teachers to best support English language learners. Changes in reading instruction have led to new critical thinking rubrics. The team continues to monitor student progress and hopes to see improvement by year's end.
The document discusses the author's unconventional approach to assessment as a Mandarin teacher. She uses assessment for learning, of learning, and as learning. She encourages self and peer assessment and ensures learning intentions and success criteria are clear. Rather than only using traditional written assessments, she uses a variety of methods like projects, portfolios, presentations and relates tasks to real contexts. She tailors assessments for a student with special needs. The author believes assessment should be used to guide learning and records assessment data to track student and class progress over time. She aims to be sensitive to different student learning styles and constantly explore new assessment practices.
This report evaluates DG ECHO's humanitarian action in Nepal from 2006-2009. Key findings include:
1. DG ECHO provided over EUR 36.6 million in funding over this period to assist populations affected by the civil war and Bhutanese refugees, as well as support disaster preparedness through DIPECHO programs.
2. The evaluation assessed projects in the sectors of water, sanitation and hygiene, health, and disaster risk reduction. It found DG ECHO's action was mainly well targeted, appropriate, and had a positive impact, though sustainability was a challenge.
3. The report provides recommendations to improve both operational projects and DG ECHO's overall strategy. It suggests strengthening
This independent evaluation report summarizes the impact of the BIG Assist program, which provided support to local voluntary organizations through funding and expertise. It finds that the majority of organizations achieved their initial goals with the support, such as creating strategic plans. Over half saw changes within their organization like increased income or new services. While sustainability impacts were still emerging, most organizations felt better equipped to adapt to changing conditions. The report concludes that BIG Assist generally helped organizations adjust to new challenges by facilitating strategic reflection, though success depended on finding an effective support partner and an organization's openness to change.
1. The document evaluates the Operation Trumpet Call (OTC) project, a conservation agriculture project run by Tearfund and local churches in Zimbabwe. OTC promotes conservation agriculture techniques similar to other organizations but emphasizes time management principles. It also originally provided free inputs and organizes through local churches.
2. Farmers who adopted techniques through OTC reported increased maize yields averaging 717kg per farmer, sufficient for family consumption. Yields were 1.5-2.4 metric tons per hectare. However, conservation agriculture requires more labor than conventional farming. Increased production led to benefits like improved schooling and livestock.
3. While some farmers adopted conservation agriculture practices for all production, most use it on
The evaluation report summarizes the mid-term performance of the Kosovo Cluster and Business Support Project. Some key findings include:
1. Project implementation has generally been on track, with most targets met. However, results have varied between components, with clusters making better progress than business associations.
2. Impact has included exceeding sales targets for client companies. However, there has been less impact on job creation and export readiness. Efficiency has been positive when comparing costs to increased sales, but costs per beneficiary appear higher.
3. Sustainability of activities depends on strengthening business associations and external factors like privatization and legal reforms. Relevance to strategic goals is high, but government support is still needed for sustainable
This document summarizes an evaluation report of the Positive Discipline project implemented in Chittagong, Bangladesh from June 2011 to July 2012. The project aimed to promote positive discipline alternatives to corporal punishment in 30 schools through training teachers and education officials. Key findings were that the government issued guidelines promoting positive student behavior, posters about this were distributed in schools. Save the Children provided training to stop corporal punishment and support child-friendly teaching. The evaluation found increased use of positive discipline techniques by teachers, though challenges remained. Recommendations included continuing support to strengthen application of positive discipline.
Template for new employee induction program - Suitable for all kinds of organ...Anand Mehta
This is an Induction Program Template that is suitable for all kinds of organizations. It allows for customization based on the scale and primary functions within most organizations
Teaching the Six Traits Holly Bembridge FINALHolly Bembridge
This document summarizes a study that examined the impact of explicit instruction in the six traits of writing model on middle school English language learner students' writing achievement and confidence. The study involved 35 7th grade students, with 18 students receiving six-trait writing instruction for two periods per week over eight weeks, while 17 students did not receive this instruction. While results showed increased confidence for students receiving instruction, this was not statistically significant. However, results did show a statistically significant improvement in writing achievement for students receiving six-trait instruction. The document provides background on the six traits model and reviews previous research supporting its effectiveness in improving student writing.
Action Research On The Teaching Of Writing In Primary SchoolsMary Calkins
The document summarizes an action research project called "Writing is Primary" that aimed to help primary school teachers become more confident and skilled at teaching writing. It discusses findings from reports that improving teacher confidence in writing and having teachers model writing processes is important for improving student writing attainment. The project gave teachers freedom to experiment with new teaching strategies over 15 months. Teachers expanded their repertoire of strategies, felt more confident in their teaching abilities, and were more open to innovative practices as a result of participating.
The document discusses issues with how instruction is defined and delivered through basal reading programs. It notes that basal programs assume one instructional approach for all students and lack differentiation. The summary provides 9 actions teachers must take to improve instruction when using a basal program, including setting goals for students, modifying lessons, and differentiating instruction based on student needs.
An Annotated Bibliography On The Features Of Effective Writing.Felicia Clark
The document discusses the five features of effective writing: focus, organization, support and elaboration, style, and conventions. It explains that these features provide both teachers and students a framework for teaching, assessing, and improving writing. For teachers, the features provide objective criteria for grading writing and allow instruction to focus on the most important elements at each stage of the writing process. For students, the features reduce the cognitive demands of writing by allowing them to focus on one area at a time and provide opportunities to succeed by building on strengths and improving weaknesses. Overall, using these features makes both teaching and learning writing easier.
Needs Analysis, A Writing Learning DeficitMae Guerra
The document summarizes a needs analysis presentation for Place Middle School to address low writing proficiency. It found that 7th grade students scored below state standards in writing and 26% were proficient on standardized tests. Multiple factors contributed to low scores, including inconsistent teaching, student mobility, and lack of grammar skills. The presentation recommends teaching the six traits of writing model through interactive lessons and daily practice to improve achievement and test scores.
This document provides information and instructions for a social justice picture book presentation. It includes slides on finding inspiring posts from educational experts on Twitter to share, an evaluation form for peers to provide feedback, and discussion questions to consider regarding the presentation. The document also outlines a curriculum continuum activity where students will analyze writing expectations at different grade levels and a discussion on using social media for teacher professional development.
The document discusses an alternative approach to assessment that does not rely on national curriculum levels. It describes how the Wroxham School assesses student progress through examining the quality and complexity of student work in different subject areas. Student reports include a dialogue between the student and teacher about successes and challenges, without grades. Family meetings focus on learning experiences and goals rather than measurable outcomes. The school aims to give students a growth mindset and agency over their learning through choosing appropriate challenges.
This document summarizes a course book evaluation completed by the student. The evaluation assessed a textbook provided by the ministry across several areas including factual information, topics, methodology, language, and skills. Through working in pairs, the students evaluated whether the topics and vocabulary were appropriate for the required level. The textbook contained helpful grammar charts and pictures to support student learning. Overall, the student found the textbook to be well-suited to students ages 9-10 and included useful activities for developing English language skills. The evaluation provided valuable insight into textbook analysis and the teacher's role.
The Inquiry Team at PS 160 analyzed student data and identified 4th grade students scoring in the lower third on the 2009 NYS ELA exam as their focus group. Their goal was to improve these students' critical thinking skills. The team decided reading instruction needed to incorporate richer discussions and additional small group work. Teachers began using interactive read alouds daily and were given guidance on supporting English Language Learners. The school has since created rubrics to differentiate instruction and monitor the progress of their focus group using various assessments. Moving forward, the Inquiry Team hopes to see more independent inquiry taking place across the school.
This document provides an overview of the curriculum and policies for a 3rd/4th grade class. It outlines the subjects that will be covered, including reading, writing, English, math, science, social studies and health. It describes what students will learn in each subject and how their progress will be assessed through grades, rubrics, reports cards and projects. The document also outlines homework policies and schedules.
Diana Betts_Creating Educational Change_ Final as of 3-28-2014_Duplicate this...Diana betts
This study aimed to create a new collaborative culture at Eastside Montessori School through developing a writing rubric across grade levels and implementing a professional learning community. Teachers collaborated over several months to create the rubric, which was intended to improve writing skills and alignment with standards. The researcher collected data through teacher surveys and journals to evaluate the impact on teacher collaboration, motivation, and the school culture. While initial results showed success in developing collaboration and the rubric, limitations included the short implementation time and sustainability of the professional learning community, which require further study.
This lesson plan aims to teach 5th grade students about biographies. Students will be organized into groups to research and present on famous Americans using a biography planner and slideshow. They will also individually write biographical reports. The lesson provides procedures for introducing biography characteristics, organizing group research, and presenting/assessing the projects based on accuracy and how well they address biography elements. Modifications are suggested to support different ability levels.
The document discusses the Standards in Practice Instructional Gap Analysis Strategy, which is a process used to identify and close gaps between what students are learning and what they need to learn to be proficient based on standards. It involves teacher teams analyzing student work and assignments using a 6-step model to ensure rigorous academic work for all students. The goal is to have discussions around improving instructional methods so that assignments fully address standards and better support student learning.
The document discusses the Standards in Practice Instructional Gap Analysis Strategy, which is a process used to identify and close gaps between what students are learning and what they need to learn to be proficient based on standards. It involves teacher teams analyzing student work and assignments using a 6-step model to ensure rigorous academic work for all students. The goal is to have discussions around improving instructional methods so that assignments fully address standards and better support student learning.
The Inquiry Team at PS 160 meets monthly to analyze student data and target subgroups in need of improvement. This year, the team focused on 4th grade students who scored low on the 2009 ELA exam. To help these students improve their critical thinking skills, the team implemented Accountable Talk and additional small group instruction. The team also consulted the ESL teachers to best support English language learners. Changes in reading instruction have led to new critical thinking rubrics. The team continues to monitor student progress and hopes to see improvement by year's end.
The document discusses the author's unconventional approach to assessment as a Mandarin teacher. She uses assessment for learning, of learning, and as learning. She encourages self and peer assessment and ensures learning intentions and success criteria are clear. Rather than only using traditional written assessments, she uses a variety of methods like projects, portfolios, presentations and relates tasks to real contexts. She tailors assessments for a student with special needs. The author believes assessment should be used to guide learning and records assessment data to track student and class progress over time. She aims to be sensitive to different student learning styles and constantly explore new assessment practices.
The document discusses principles for assessing children's language learning. It recommends that assessment should be learning-centered and support the learning process. Assessment is more than just testing and should be interactive rather than isolated. Both children and parents need to understand the purpose of assessment. The document also outlines key concepts in assessment including formative and summative assessment, and discusses techniques for assessing young learners such as role-plays, presentations, and portfolios. It stresses the importance of providing helpful feedback to learners.
This document discusses a case study on the use of continuous assessment in an ESL writing course at a university. It describes the four steps of continuous assessment used: self-assessment, peer-assessment, assessment by the lecturer, and use of a portfolio. Results showed that continuous assessment helped students engage more with improving their writing, learn from feedback, and see writing as a process rather than a single graded assignment. Compared to traditional assessment, continuous assessment focuses more on a formative approach, developmental feedback, and student-created work and learning process.
The document provides guidance for teachers in Year 6 on supporting students to achieve age-related expectations in literacy and numeracy. It outlines aims to assess students, plan effective lessons, and familiarize teachers with resources. It also discusses tracking student progress, identifying underperformance, setting targets, analyzing data, and addressing barriers to learning. Suggestions are made for interventions, adjusting planning, and preparing students for standardized tests.
Kayla Smith completed an internship at Ravenel Elementary School under the supervision of Ms. Suzannah Eleazer. Over the course of the internship from September to October 2012, Kayla spent time researching educational technology tools, developing blogs on Edmodo for classroom and parental use, and gathering student assessment data to inform blog content. The time sheet provides details of Kayla's tasks and hours spent on research, blog development, and use of tools like Smartboards to support student learning.
Kayla Smith completed an internship at Ravenel Elementary School under the supervision of Ms. Suzannah Eleazer. Over the course of the internship from September to October, Kayla spent time researching educational technology tools, developing blogs on Edmodo for classroom and parental use, and gathering student assessment data. The time sheet provides details of Kayla's tasks and hours spent on researching topics like Smartboards, comparing blog platforms, and creating tutorials to help students use the classroom blog for learning.
Kayla Smith is proposing an internship that will take place at Ravenel Elementary School or within the School District of Oconee County. She is unsure of her mentor but lists potential options like Greg Sullivan and district personnel. For her project, Kayla is considering developing SmartBoard lessons for math or science, incorporating digital cameras and PhotoStory, creating a workshop on Web 2.0 tools, or an interactive health curriculum using the SmartBoard.
Kayla Smith is proposing an internship that will take place at Ravenel Elementary School or within the School District of Oconee County. She is unsure of her mentor but lists potential options like Greg Sullivan and district personnel. For her project, Kayla is considering developing SmartBoard lessons for math or science, incorporating digital cameras and PhotoStory, creating a workshop on Web 2.0 tools, or an health curriculum using the SmartBoard.
Kayla Smith reflects on her progress in her teaching internship over the past two weeks. She has been working to create two blog sites, one on Edmodo for her second grade students to interact around reading assignments, and another for parents to learn about classroom concepts and events. She chose Edmodo because it is safe, similar to Facebook, and offers useful discussion and collaboration tools to engage students both inside and outside the classroom. While slightly behind schedule, she plans to have students begin using the Edmodo site this week or early next. She will also develop a parent blog and Smartboard website, gathering needed resources along the way.
Kayla Smith is completing an internship in a second grade classroom to fulfill requirements for an education course. She met with her on-site supervisor to identify areas where teachers need help with technology, including interactive math lessons and games on the Smartboard. Kayla explored different blog platforms to find the best fit for her classroom and created her first blog, though she is still deciding which site to use. She gathered reading test scores from students, which have not been high so far. Through creating a blog and interactive lessons, Kayla hopes to increase student comprehension and engagement.
Kayla Smith reflects on her progress in her teaching internship over the past two weeks. She has been working to create a blog site for her second grade students to discuss weekly reading assignments. She selected Edmodo for the student blog and another site for parents. Edmodo allows for discussion, quizzing, and sharing information. While slightly behind schedule, she hopes students can begin using the site this week. She will also design a parent blog and Smartboard website, gathering resources for both. Each day she feels she takes steps toward her goals and helping students and teachers at her school.
Kayla Smith is completing an internship in a second grade classroom to fulfill requirements for an education course. She met with her on-site supervisor to identify areas where teachers need help with technology, including interactive math lessons and games on the Smartboard. Kayla explored different blog platforms to find the best fit for her classroom and created her first blog. She reviewed student reading test scores, which have been low, and hopes her new blog will increase comprehension through student interaction and learning from each other. By the end of her internship, Kayla will provide resources for educators and students, including her classroom blog.
Kayla Smith completed an internship at Ravenel Elementary School under the supervision of Ms. Suzannah Eleazer and Dr. Tom Smyth. Over the course of three days in September 2012, she spent 4 hours researching blog platforms, reviewing her contract, meeting with her supervisor, and gathering student test scores to inform future work. She documented her tasks, hours, and comments in a timesheet as part of an educational technology internship and master's program.
Kayla Smith is completing an internship in a second grade classroom to fulfill requirements for an education course. She met with her on-site supervisor to identify areas where teachers need help with technology, including interactive math lessons and games on the Smartboard. Kayla explored different blog platforms to find the best fit for her classroom and created her first blog, though she is still deciding which site to use. She gathered reading test scores from students, which have not been high so far. Through creating a blog and interactive lessons, Kayla hopes to increase student comprehension and engagement.
Kayla Smith is completing an internship in a second grade classroom to fulfill requirements for an education course. She met with her on-site supervisor to identify needs around improving math and reading instruction with technology. Kayla reviewed various blog platforms and created her first blog to potentially use with students, hoping it will increase their reading comprehension and test scores. So far in the internship, Kayla has reviewed her contract, identified technology focus areas with her supervisor, explored blog platforms, and gathered student reading test scores. She feels accomplished in the initial tasks and looks forward to completing additional artifacts to improve technology use in her school.
Kayla Smith is completing an internship in a second grade classroom to fulfill requirements for an education course. She met with her on-site supervisor to identify needs around improving math and reading instruction with technology. Kayla reviewed various blog platforms and created her first blog to potentially use with students, hoping it will increase their reading comprehension and test scores. So far in the internship, Kayla has reviewed her contract, identified technology focus areas with her supervisor, explored blog platforms, and gathered student reading test scores. She feels accomplished in the initial tasks and looks forward to completing additional artifacts to improve technology use in her school.
Kayla Smith is completing an internship in a second grade classroom to fulfill requirements for an education course. She met with her on-site supervisor to identify areas where teachers need help with technology, including interactive math lessons and games on the Smartboard. Kayla explored different blog platforms to find the best fit for her classroom and created her first blog. She reviewed student reading test scores, which have been low, and hopes her new blog will increase comprehension through student interaction and learning from each other. By the end of her internship, Kayla will provide resources for educators and students, including her classroom blog.
This internship contract outlines an internship at Ravenel Elementary School where the intern will create educational resources. The intern will develop a classroom blog to increase reading comprehension and a website about the features of Smartboards. Over 12 weeks, the intern will design tutorials, maintain the blog, gather student assessment data, and create the website. The intern will submit all materials and a reflection on the experience for their portfolio.
Kayla Smith is proposing an internship located at Ravenel Elementary School where she currently works. She identifies potential mentors including Greg Sullivan and technology specialists at the school district. For her internship project, Kayla is considering developing SmartBoard lessons for math or science, incorporating digital cameras and PhotoStory in the classroom, creating a professional development workshop on Web 2.0 tools, or implementing a health curriculum through interactive SmartBoard lessons.
Kayla Smith completed a Master's course on evaluation of information access and delivery. As part of the course, she engaged in various assignments exploring research in distance education, critically evaluated examples of distance education implementations, and constructed an online course using CMS tools. Key assignments included discussion boards analyzing learning theories and effective environments, a presentation on quality assurance standards, and an annotated bibliography on learning strategies for distance education.
Kayla Smith completed a Master's course on evaluation of information access and delivery. As part of the course, she engaged in various assignments exploring research in distance education, critically evaluated examples of distance education implementations, and constructed an online course using CMS tools. Key assignments included discussion boards analyzing learning theories and effective environments, a presentation on quality assurance standards, and an annotated bibliography on learning strategies for distance education.
Kayla Smith completed a Master's course on evaluation of information access and delivery. As part of the course, she examined research on distance education and completed assignments exploring course design principles and evaluating learning management systems. Her major project involved collaborating with others to design an online course on integrating iPads into K-5 classrooms based on Bloom's taxonomy. Through these activities, Kayla gained knowledge about distance education research, best practices for online course design, and skills in implementing an online course using course tools.
My personal reflection and thoughts on developing an educational site on the topic of implementing iPads into the K-5 environment according to Bloom's Revised Taxonomy.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
ISD Team Write Stuff Final Report
1. Team Write Stuff Final Report
Project Report
Team Write Stuff: Katie Rollins, Leslie Bussey, Kayla Smith, and Erin Schneider
Executive Summary
This report contains information regarding the Bookbuilder project created by the
Team Write Stuff. In this report, the team uses the ADDIE process to analyze, design,
develop, implement, and evaluate instruction of the 6+1 Writing Traits. The project that we
developed to use for instruction and implement with elementary level students is an online
book created within Bookbuilder. The goals for the book are for students to be able to
explain, determine and apply the traits within their writing. The team determined there was a
need for this instructional aid based on state-testing research and classroom observations.
The content was created to engage students in the writing process, encourage positive
attitudes towards writing, and to teach the important steps of the 6+1 traits. In designing and
developing the book, the team determined how teachers should implement the book in the
classroom, what instructional activities should be available, and how to assess the students
based on the 6+1 Writing Traits. The team conducted a survey and gathered information on
the effectiveness of the book. As a result of the feedback from peers and mentors, the team
modified the book to create a more successful classroom resource.
Analysis
Objectives
As students begin elementary school, they most often lack the knowledge and skills
necessary to write with content/development, organization, voice, word choice and
conventions, all of which create interest and fluency in their writings. The problem we
focused on is the fore mentioned base components of writing in an elementary setting. If a
student fails to gain the appropriate knowledge and skills in an elementary setting, the skills
tend to remain lacking as they progress through middle and high school. Some students find
writing to be “a chore.” Teaching students the 6+1 traits is a way of offering support and
encouragement to young writers which will hopefully help to create positive attitudes about
writing. The book discusses and illustrates each of the 6+1 traits of writing, which are Ideas,
Organization, Word Choice, Sentence Fluency, Voice and Conventions. The 6+1 traits teaches
educators, as well as students, a common language to communicate about the characteristics
of writing. The traits give a clear vision of how students can achieve “effective” writing.
The goals of our book are:
For students to explain each of the 6+1 Writing Traits
For students to determine effective writing by analyzing writing samples
For students to apply the 6+1 traits in their own writings
2. Process Used For This Analysis
The cycle graph above illustrates the steps that the team followed in the creation of the
6+1 Writing Traits book. At each step of the ADDIE process, there were specific goals that
needed to be accomplished in order to reach the desired outcome. This graphic organizer
shows exactly what steps the team followed in each phase and what tasks will be repeated
when the book is used as an instructional resource. The graphic organizer is depicted as a
cycle because of the continuous nature of the ADDIE process. Teachers are continuously
analyzing, designing, developing, implementing and evaluating the ways in which they teach.
For this project, the team completed the analysis phase of the process using South Carolina
State Standards as well as South Carolina State writing test scores. Both the standards and
the test scores reflected a need for writing improvement. As a result, learning objectives were
created in order to address this need. During the production of this book, the team designed,
developed, implemented, and evaluated the product. Formative assessments occurred
throughout the process. Once we reached the evaluation phase, the team collected data and
made necessary revisions. The team will continue to analyze the data and make necessary
changes while working through the cycle of the ADDIE process.
Needs Analysis
According to the South Carolina State Standards, second grade students should be able
to “create writing that includes a clear focus, coherent organization, sufficient elaboration,
effective voice, and appropriate use of conventions.” Standard 2-4 (Writing: Developing
3. Written Communication). With this knowledge, our team determined there was a need to
teach the 6+1 Writing Traits using many different methods. We conducted research on the
writing scores of elementary students in South Carolina. The team researched PASS writing
scores and decided to focus on second and third grade students. The writing scores
confirmed that there was a deficit in student writing scores and that deficit continues to grow
as students move through elementary and middle school. This verified that there was a need
to teach the 6+1 Writing Traits to students at a young age. As a result of the survey data
(noted below) and with suggestions from mentors and peers, our team determined that we
should expand the book to students in upper elementary grades (4th and 5th). The book was
intended to be used as a whole group teaching tool with students in second grade. The survey
results concluded that the language used in our book combined with the amount of text and
content that we should switch our focus and include the upper elementary grades since they
could read it independently as well.
Each team member is a teacher in an elementary school setting. Among the team, we
discussed the problems we see with students’ writings in the classroom. Each member
collected student writing samples. The team then analyzed the writing samples and
compared them to the 6+1 traits and also to the state writing scores. Using the state
standards, state test scores, writing samples and our personal knowledge of the writing
struggles of elementary students, the team decided there was a clear and urgent need for a
classroom resource to support student learning and application of the 6+1 Writing Traits.
Content Analysis
To ensure that the content was complete and accurate, the team constructed a chart
based upon research and readings from professional literature. This chart lists each of the
components for the 6+1 Writing Traits. In the chart, the team analyzed the content that
needed to be included in the book. The content is divided into categories according to the 6+1
Writing Traits. When designing the book, the team used this chart to ensure that all content
was addressed. We decided to separate each writing trait into three pages. The first page for
each trait in the book included the definition of the trait. The second page for each trait
showed an example of the trait being used by the main character in our book. The third page
encouraged students to create their own writings, using that specific trait, and also included a
checklist with questions to make sure that they addressed the trait properly. After our survey
was conducted, we received feedback from peers that suggested the content of our book was
lengthy and extensive for a second grader to read independently so we adjusted to include
students through the upper elementary level.
4. Learner Analysis
To begin the analysis of our learners, the team researched the Palmetto Assessment of
State Standards (PASS) scores. The PASS scores showed that there was a need for teaching
the 6+1 Writing Traits. State testing results prove that writing suffers as students’ progress
throughout their educational career. The state test is given beginning in third grade and
according to the scores, 25% of the students in South Carolina did not meet the state
standards in writing when given a prompt and evaluated on the 6+1 traits. By the time they
take the test in eighth grade, the number of students not meeting the standard rises to 30%.
After determining there was a need, we chose second grade because students exhibit more
writing independence during this developmental year. If students begin learning how to write
using the 6+1 traits and continue using the traits through elementary school, they will be
more successful throughout the rest of their educational career.
Upon completing the book and gathering results from the survey, the group
determined that the book would not only be beneficial to second grade but also to all students
in elementary school from grades second through fifth. The book can help students’ at all
5. elementary grade levels to be able to remember, understand, and apply the 6+1 Writing
Traits.
Context Analysis
Our book is intended to be used in an elementary classroom during a writing lesson.
Teachers are given a certain amount of time in their day for a writing block, and this book can
be divided into multiple days or even weeks to teach the 6+1 Writing Traits. In second and
third grade classrooms, teachers can utilize this book to introduce and explain the 6+1
Writing Traits to their class during whole group instruction. Teachers may also separate
students into small groups based on their needs and use the book for small group instruction.
Students can be provided with a copy of the book so that they can follow along and have the
guidelines to look at during independent writing. While in upper elementary grades, students
who are struggling in a certain area can be given a section of the book, and they can use it to
6. focus their writing on a particular trait. Although the original intent was to focus simply on
the teacher using this book with whole group instruction, it was determined after the
evaluation of the book that it could be divided into several parts and given to upper
elementary students in a more independent way.
Design and Development
Description Of The Instruction
Setting, Activities, and Sequence
The setting of the instruction for our book on the 6+1 Writing Traits is in an
elementary self-contained classroom. The book was intended to teach second grade students
the 6+1 traits; however, it can also be used to teach third through fifth grade students about
the traits. This book is not intended to be used for only one day of instruction, but should be
divided and taught over a period of time. This will allow the students to learn each trait
thoroughly and display the traits in a writing of their own by focusing on one trait at a time.
By the end of instruction on the 6+1 Writing Traits, students will be able to create a cohesive
piece of writing using all six traits.
(1) Before the teacher begins instruction on the 6+1 Writing Traits, the teacher will
collect writing samples and determine areas of student weakness.
(2) The initial introduction of the book and the 6+1 Writing Traits will include reading
about and discussing the traits with the whole class. The teacher will use the Bookbuilder
writing samples to exemplify how the character’s writing changed throughout the book. The
teacher will also allow students to determine which writing they feel best represents a cohesive
piece of writing using the 6+1 Writing Traits.
(3) The teacher will divide students into small groups based upon areas of weakness
reflected in the pre-assessment. Some students may show more than one weak area and may,
therefore, be assigned to more than one group.
(4) The teacher will then work in a small group setting with different students to focus
on the area(s) of writing causing them the most difficulty. The teacher will use the
Bookbuilder book as an instructional model to teach the students about the 6+1 Writing
Traits.
(5) Once the teacher has worked with students in small groups and each trait has been
reviewed, the teacher will again use the book to teach and review the 6+1 Writing Traits with
the whole class. The teacher will use the book to teach the students that each writing sample
needs to contain each of the 6+1 Writing Traits.
(6) The teacher will give the students writing samples to analyze. Students will identify
any information that may be missing in regards to the traits, as well as provide examples of
the traits that are executed well within the writing samples. The teacher will also ask the
students to explain the information that needs revising within the writing samples to make it
more effective, following the 6+1 Writing Trait expectations.
(7) The teacher will then model a writing sample with the students using the 6+1
Writing Traits. The teacher will use the SMARTboard to write about a familiar topic. For
example, the writing topic modeled by the teacher might be about the different seasons.
Students will use a graphic organizer (such as a web that was modeled in the book) to
brainstorm their ideas about the topic.
(8) The teacher will then allow the students to work in groups to create a writing
sample of their own that reflects the 6+1 Writing Traits. The groups will work best if the
7. teacher assigns students to each group with varying abilities and strengths in the 6+1 traits.
In other words, do not put all students who struggle with voice in one group.
(9) The teacher will use the writing samples from each group to assess and determine
how well the students understand the 6+1 traits. The teacher will use this information to
identify the students that require more small group instruction.
(10) The teacher will assign the students a writing assignment that they will complete
independently. The teacher will remind the students of the 6+1 Writing Traits and stress the
importance of including each trait within their writings. The teacher will use the writings to
revise the instruction, help the students better understand the traits and determine which
students need further small group assistance with the 6+1 Writing Traits.
While differentiating within each group, the teacher will use the coaches as well as
auditory information from the book to meet varying learning needs. These tools will offer
support, which a regular book cannot. This is especially helpful for the students that require
different ways of learning and processing information. The coaches included in the book,
Tina Trait and Reminder Rob, are used as audio and visual reminders on each page. This
way, if a student does not understand the information that is taking place on a certain page,
then they can rely on the coaches for extra help or a hint while they are writing. A student in
an upper elementary grade can use these coaches for quick reminders while they read the
book independently.
Development Process Supporting The Instructional Approach
During the development stage of our project, we decided to design the book using a
story line that focuses on the main character, Ivana, as she learns the traits and displays each
of them in a writing of her own. The graphics were created to assist the students using the
book and involve them in their learning about the 6+1 Writing Traits. The book serves as a
model for young students as the main character engages in the writing process and attempts
to demonstrate each trait in her writing as she develops a story about going to the fair.
Ultimately, the team decided that developing a story with a meaningful message would be
more beneficial and educational for the students rather than a book with solely informational
text.
8. Major Components
Testing and Evaluation Plans
The teacher will collect writing samples from the students and grade them based upon
the 6+1 Writing Trait rubric. Writing samples will be used to gather pre-assessment data.
This data will be used to divide the students into small groups for instruction on the 6+1
traits. Within the small groups, students will focus on a specific trait and create additional
writings using that particular trait. For example, if the student does not stay on topic within
his/her writing, the teacher will work with the student about eliminating ideas that are not on
the topic. This will allow the students to gain experience with the 6+1 Writing Traits, with
guidance and support from the teacher. The teacher will give the students a final writing
assignment, in which they will be evaluated using the 6+1 Writing Traits. The teacher will use
this assignment to determine if any further steps need to be taken in regards to instruction
and/or remediation.
Grading Rubric
6+1 Writing Traits Rubric
Does Not Meet Needs Improvement Acceptable Meets Standards
4 points 8 points 12 points 16 points
Name, Date, None: 1 out of 3: 2 out of 3: 3 out of 3:
and Title • Name • Name • Name • Name
• Date • Date • Date • Date
• Title • Title • Title • Intriguing Title
0 points 1 point 2 points 4 points
Ideas • No clear • Central idea is • Presents a • Presents a clear
central idea unclear central idea central idea
• Sentences • Focus shifts • Details are about the topic
do not tell from one idea to general and not • Uses specific,
about the another specific to the relevant details
idea • Details need central idea • Focus is on
• No details more • Focus is central idea
about the elaboration generally throughout the
idea sustained, but writing
may shift
slightly
Organization • Information • Provides simple, • Writing has a • Information is
is random repetitive, or logical in a well
and in no random progression of organized
logical progression of ideas pattern with
order ideas • Provides a sequence and
• Attempts a throughout the strong flow throughout
beginning, writing beginning, the writing
middle and • Attempts a middle and end. • Writing has a
end, but beginning, bold beginning,
components middle and end, a mighty middle,
are missing but components and an excellent
or are weak or ending
confusing ineffective
Voice • Reading is • Shows little • Show some • Personal style of
monotone personal style personal style writing is clear
• Little to no • Shows some • Awareness of throughout the
awareness awareness of audience writing
of audience audience • Tone is • Uses clear voice
• Tone is consistent to show feeling
inappropria throughout most and emotions in
te of the writing writing
• Tone is
consistent and
appropriate
Word Choice • Has simple • Has mostly • Vocabulary is • Uses precise and
vocabulary general and precise and vivid vocabulary
9. • Word some vocabulary consistent • Vocabulary is
choice is on students level throughout most appropriate for
not on of the writing topic
students • Writing contains • Writing is full of
level descriptive descriptive
words words
Sentence • Phrases are • Phrases are not • Sentence • Varies sentence
Fluency repetitive effective structure seems structure to
• Shows little • Phrases may be to have variety promote
or no predictable • Majority of rhythmic
sentence • Sentences seem sentences begin reading
variety to all begin the in a variety of • Sentences begin
same way. different ways in a variety of
different ways
Conventions Little or no evidence Limited evidence of Adequate use of grade- Consistent and strong
of grade- level grade- level conventions level conventions grade- level conventions
conventions (Grammar, Capitalization, (Grammar, Capitalization, (Grammar, Capitalization,
(Grammar, Punctuation, Spelling) Punctuation, Spelling) Punctuation, Spelling)
Capitalization,
Punctuation, Spelling)
Comments:
Practice Activities
The students will practice using the 6+1 Writing Traits in small groups with guided
instruction from the teacher. During the small groups, the students will practice applying the
traits in which they are having difficulty. The students will also analyze writing samples to
determine the traits that are sufficient and the traits that require more attention. Finally, the
students will work in groups to create writing samples that meet all of the 6+1 Writing Trait
expectations.
Feedback Mechanisms
The teacher will provide feedback to the students as they learn about the 6+1 traits.
The teacher will use the data from the pre-assessment to divide the students into small
groups. In these groups, the teacher will be able to provide immediate feedback to the
students. While working within a group to create a writing piece, the students will be able to
help each other and offer advice and feedback when appropriate. Since the students will be
working in groups, the teacher will be able to monitor and provide each group with guidance.
The teacher will also use the rubric to provide feedback to the students when grading their
writing samples.
Motivational Strategies
The teacher will have to keep the students motivated and interested in learning about
the 6+1 Writing Traits. The book was written as a story line to help accomplish this. The
teacher will also need to keep in mind that students are more willing to write about topics that
interest them. The teacher will prepare several group related activities to keep the students
interacting with one another and engaged in the writing assignment. The teacher will also set
up a reward system in which the students can display some of their best writing on the 6+1
Writing Wall.
10. Evaluation
Key Development Decisions And Justification
During the development of the project, the team made many decisions in hopes of
allowing the book to be used as an effective resource for teaching the 6+1 Writing Traits.
(1) Storyline - The team decided to create a story line to teach the 6+1 traits to
elementary students. We decided to make the book a fictional tale instead of a non-fiction
resource to appeal to elementary students. The story follows a student who is struggling to
understand writing as a fairy guides her through the 6+1 traits. Many students also struggle
with writing and can relate to the story line of the book.
(2) Book Layout - In the book, each trait follows the same format. The first page for
each trait explains what the trait is and how it improves writing. The second page of each
trait provides an example of how to use the trait in writing, and the third page gives the
students an opportunity to use the trait in their own writing and self-assess.
(3) Coaches - There are two coaches that are used in the book. These coaches,
Reminder Rob and Tina Trait are there to provide instructional information and helpful hints
to the students as they are engaged in the book.
(4) Audio - The auditory information in the book is provided as additional support to
meet the varying ages and learning needs of the users. While we chose not to read the book
word for word, the audio provided helps move the storybook along and give the characters a
voice.
(5) Graphics - The graphics in the book are kid friendly and help the book have a
storybook feel. Students love reading “stories” with fictional characters. By giving a non-
fiction subject the storybook twist, students will relate and remember the information
presented. Graphics were also used to explain the various writing traits. For example, a
microphone graphic was chosen to describe the trait, Voice, since it is how the students sound
when writing a story of their own. This can help the students relate to the pictures instead of
the words.
In the development stage of the project, the team made several key decisions to ensure
ease of use by students and teachers, allowing the book to be used as an effective source for
teaching the 6+1 Writing Traits.
(1) Dividing the Content into Sections - The content for each of the 6+1 Writing Traits
is divided into three sections. The first section contains a description of the specific trait. The
second section gives an example of the trait to help the students see the trait being used
properly. The third section allows the students to use a checklist as they develop their own
writing samples.
(2) Simple Wording - While some of the wording may look overwhelming, we used
lower level sight words while creating this book. This allows for the lower elementary
students to be able to read it independently, if given that particular task by the teacher.
(3) Providing Guidelines - The last page of each trait provides guidelines for not only
the teachers, but also the students to follow. These few simple questions show exactly what
the rubric is looking for and therefore what the students should be looking for as they include
each trait in their writing. Teachers can use this as a quick assessment tool when reviewing
the students’ writings. This will keep the teacher on track while they are teaching the lessons
as well.
11. Evaluation
During the evaluation phase, our team decided to develop a survey, using Survey
Monkey, in order to collect data on the effectiveness of the components in our book. The goal
was to receive feedback from our peers and mentors and to revise aspects of the book based
on those suggestions. Most of the feedback was positive; however, we received a few
responses regarding elements we could change in our book. One aspect that we revised was
the grade level. Originally, our team decided to focus on second grade students; however, we
expanded through fifth grade based upon survey feedback. The suggestions that we received
relating to the grade level stated that the language may be rather difficult for a second grader
and the content may be too much for young students to understand. Another aspect that we
changed was the height and width of our pages, including the graphics and text. This is to
ensure that the viewer can see all of the information as well as the coaches on one screen
without scrolling down the page. The formative evaluation affected our overall project by
providing constructive suggestions that improved the appearance and user age range of our
product in Bookbuilder.
Survey Results
1. How would you rate our book in terms of effectiveness and educational value?
1 – Unsatisfactory – 0%
2 – Needs Improvement – 0%
3 – Neutral – 0%
4 – Satisfactory – 11.1% (1)
5 – Excellent – 89.5% (8)
2. Do you think that the graphics in our book work well with the text?
Yes – 100% (9)
No – 0%
Some of the graphics work well with the text and others don’t. – 0%
3. Would the graphics in our book help a student to better understand the
content?
Yes – 100% (9)
No – 0%
Some of the graphics would help a student better understand the content. – 0%
4. Do you think the graphics in our book are helpful or distracting? Would a
child be distracted while reading the book?
The graphics are helpful. – 88.9% (8)
The graphics are distracting. – 0%
Some of the graphics are helpful while others are distracting. – 11.1% (1)
5. Do you think that the content in our book is explained in a clear and thorough
manner?
Yes – 100% (9)
No – 0%
Some of the content is explained in a clear and thorough manner. – 0%
6. Would the content in our book help a student to apply the 6+1 Writing Traits
to his/her writings?
Yes – 88.9% (8)
No – 0%
12. Some of the content would help a student to apply the 6+1 Writing Traits to
his/her writings. – 11.1% (1)
7. By viewing our book, do you think a student could effectively explain the 6+1
Writing Traits to someone else?
Yes – 77.8% (7)
No – 0%
A student would be able to explain some of the traits to someone else, but not all
of them. – 22.2% (2)
8. By viewing our book, do you think a student would be able to determine if a
piece of writing displays the 6+1 Writing Traits?
Yes – 66.7% (6)
No – 0%
A student would be able to determine if a piece of writing displays some aspects of
the 6+1 Writing Traits. – 33.3% (3)
9. Do you think that the content in our book is appropriate for second grade
students?
Yes – 66.7% (6)
No – 0%
Some parts are appropriate for second grade students. – 22.2% (2)
The content in the book should be used with older elementary students (grades 3-
5). – 33.3% (3)
10. In your opinion, what needs to be improved or changed in our book? What
aspects (if any) need to be revised? Do you think anything should be added or
removed from our book? If you’re an educator, would you use this book in your
classroom to teach the 6+1 Writing Traits?
Responses:
None
I would definitely use this book! I really like it. The only thing you may want to
add is an introduction to the coaches, letting readers know to look for them at the
bottom of each page AND show them down there on or after the introduction
page instead of the very first page.
I would suggest using both auditory and visual material.
I really like the graphics in this book. They are simple but cute. One thing I would
say is too much wording. If this book is for a second grader, you will probably
need to think about the language. Are they able to read so much and understand
all of these?
I think the book is great in terms of content and images.
CAW: The book is great and just make sure that each page seems to be about the
same width/height for the screen. I think the way you worded the questions limits
the information you can get from the survey with yes/no answers. Overall, I think
you can make sure that the book would stand by itself for 2nd through 5th graders
and given the range of students some might need more assistance in writing. I
would like to use this book to introduce the special education majors to the 6+1
Writing Traits.
I had never heard of the 6+1 Writing Traits and this book was very informative!
Great Job! Want to make sure the coaches are visible without scrolling on each
page. This book would be useful in the classroom.
Great book with a wealth of information. It explains in depth the way to write a
paper. Although I am thinking it is a bit advanced for a second grader. I am not an
13. educator though so it may be on target. As I stated, I am not an educator but if I
were, I would certainly use this book.
The team created a rubric for teachers to use in the classroom as a form of summative
evaluation for the 6+1 Writing Traits. The rubric displays the information that the students
are expected to include within their writings. This tool is based upon a point system scoring
rubric that describes the varying degrees of mastery for the expected skill. Students who
score a “Does Not Meet” on the rubric did not follow the guidelines that were addressed in the
book. The rubric contains six criteria included in the 6+1 Writing Traits with scoring options
of four, eight, twelve, and sixteen points for each trait. A student that exhibits mastery with
all of the 6+1 Writing Traits would receive a score of a sixteen, or “Meets Standards”.
Expected Maintenance And Distribution Requirements
In order to maintain and distribute our instruction in the future, we anticipate the
following. In times of budget decrease, we did not anticipate printing the book to be the
primary means of use. We anticipated that most users would display the book for the whole
class to view, using a product like a SMARTboard. With this in mind, we tried to make the
visuals exciting and stimulating to the viewer and the text easy to read. We may not, however,
have given much consideration to the users without expansive classroom technology
resources, such as classroom computers or a SMARTboard... or to those with limited printing
budgets. The large graphics will require a lot of expensive ink to print. However, one book
could be printed to use as a whole group and/or small group resource if needed. This would
not be ideal; nevertheless, we expect that well funded districts will be able to best use our
resource for whole group and small group instructional purposes. We believe that most
educators have access to SMARTboards and/or computers; therefore, we constructed our
product with the majority in mind. We feel our product is complete and maintains a
predictable pattern that proves to be effective for writing instruction. For a more permanent
display of our product, we recommend displaying the Bookbuilder on a class website, blog or
wiki.
14. References
(2011, November). [Graphic].
Retrieved from
http://elderly.com/new_instruments/items/images/MIK/PG58_microphone.jpg
Allied Distributing, Inc. (2011, November). Wurlitzer Jukebox Game Page. [Graphic].
Retrieved from http://www.arcadegamesuperstore.com/wurlitzer-jukebox.htm
Brown, A. & Green, T. (2011). The Essentials of Instructional Design: Connecting
Fundamental Principals with Process and Practice. (2nd ed.). New Jersey; Pearson
Education, Inc.
CAST UDL Book Builder. (2011, December 1). Retrieved from http://bookbuilder.cast.org/
Clipart of LLC. (2011, November). [Graphic].
Retrieved from http://www.clipartof.com/gallery/clipart/fair.html
Culham, Ruth. (2008). 6+1 Traits of Writing: The Complete Guide for the Primary Grades.
McCulloch, Ashley. (2011, November). Thistle Girl Designs.
Retrieved from http://www.thistlegirldesigns.com/shop/index.php?cPath=26
McGrath, Christopher. (2011, November). The Virtual Red Pen. [Graphic]. Retrieved from
http://digitalmcgrath.com/the-virtual-red-pen/
Microsoft Corporation, (2011, November). Microsoft Office Clip Art Gallery. [Graphic].
Retrieved from http://office.microsoft.com/en-us/images/
Mobley, Daniel. (2011, November). The Mysteries of Laminate/Hardwood Flooring.
[Graphic].
Retrieved from
http://www.mobleyscarpetcleaning.com/Hardwood%20Floor%20Cleaning.htm
South Carolina English Language Arts Academic Standards. (2011 November). [PDF File].
(page 55-02-29)Retrieved from http://eoc.sc.gov/NR/rdonlyres/B8522F55-D9E8-
4081-B73A-01693F3F61FD/0/ELAStandards.pdf
Store 51. (2011, November). [Graphic].
Retrieved from
http://bedding.store51.com/storefrontprofiles/DeluxeSFItemDetail.aspx?sfid=87970
&c=676893&i=155907146