September 8, 2017
May 27, 2017
April 27, 2017
EDUC 654 Teaching and Assessing Writing with the 6-Traits Elementary (PK-5)
EDUC 653 Teaching and Assessing Writing with the 6-Traits Middle School-Adult
You Will Learn How to
Includes e-TextbookTextbook for PK-3 teachers:
Spandel, Vicki, (2011). Creating Young Writers: Using the Six Traits to Enrich Writing Process in Primary Classrooms (3rd Edition) (Creating 6-Trait Revisers and Editors Series), Pearson Education.ISBN: 978-0132685856
Textbook for Grades 4*, 5, Middle School, High School, and Adult Ed teachers:
Spandel, Vicki. (2012). Creating Writers: 6 Traits, Process, Workshop, and Literature (6th Edition). Pearson. ISBN: 978-0132944106
*4th grade teachers, ESL, Special Ed, and teachers working in 'inclusive' classrooms could benefit from using both books.
Additional reading materials will be included as e-mail mini lectures or references on the WWW.
When you log in to the course, you will access the e-textbook to read online from your tablet, laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully Internet-capable device. It is not compatible with a Kindle Reader.
You can highlight info and organize info in the e-book (i.e. adding a note stating something like "reference in my discussion posting") and print only what you want for use as a study guide. You may share notes and highlighting with peers in the class. Printing of the entire textbook is allowed for your personal professional use.
By the end of the course participants will be able to efficiently assess student writing using the 6+1 Traits™ model. Participants will have shared effective methods for teaching each trait. Finally, participants will publish an original student sample, complete with 6-traits scores and rationales.
The primary methods for communicating with students with be via...
As we complete each activity, you are encouraged to share your discoveries and successes with other participants and collaborate during team problem-solving. Participants may share drafts of works-in-progress for peer feedback and discuss ideas and suggestions before submitting the final project.
Each participant brings unique needs and resources to the group. Our sharing will provide a broader base of experience as we discover the solutions to each other's design needs and challenges.
Since our diverse groups are usually in many different time zones feel free to use the following aids to determine what time it is in your classmates' countries and/or cities. This will help when setting up real-time chats with your learning partner during collaborative projects.
Your final grade will be based on:
40% - Satisfactory completion of module activities
20% - Final Project
20% - Online Discussion (postings to Discussion Forum)
20% - Self-reflection
Your projects will be evaluated using standards listed on the module rubrics or checklists.
A -- Exceeds the standard
B -- Proficient demonstration of the standard
I -- Incomplete demonstration of the standard (Work must be resubmitted.)
Discussion Board Etiquette (Please Read!)
Evaluation of your Discussion Forum participation is cumulative and subjective based on notes that the facilitator records each week. Always feel free to e-mail your facilitator for help in upgrading your participation in the Discussion Forum.
Exemplary indicates you participated above the minimum level in both quantity and clarity of communication in your Discussion Forum postings.
Proficient indicates you met the minimum requirement. Discussion postings are timely, relevant and include some feedback about the readings and responds to others' comments in the discussions
Partially Proficient Discussion postings are too few in number, or too trivial to fully meet the requirement. For example, most of the postings are "I think so too" or "I disagree", but lack any argument that adds to the discussion or includes excessive quoting from the material without any real supporting evidence of how the topic might integrate with their classroom teaching.
Incomplete indicates you consistently contributed below the minimum two messages per week or contributions were merely perfunctory ("I agree with so and so.") or unclear.
Reflections will be evaluated for clarity and your understanding of the readings and activities.
Any time that you want to ask about your progress, send an email directly to your facilitator.
To maintain Full Academic Standing, a cumulative GPA of 3.0 is required for graduate students.
Participation and Collaboration
You will be able to customize activities to your specific teaching responsibilities and needs.
If you believe the course requirements create a conflict with your observance of religious holidays, please notify the instructor within the first two weeks of the semester so that appropriate alternative options can be arranged.
UW-Stout strives for an inclusive learning environment. If you anticipate or experience any barriers related to the format or requirements of this course please contact the instructor to discuss ways to ensure full access. If you determine that additional disability-related accommodations are necessary please contact the Disability Services office for assistance 715-232-2995 or contact the staff via email at this website: http://www.uwstout.edu/services/disability/contact.cfm
To access UW - Stout's Library Services visit http://www.uwstout.edu/lib/. In addition to traditional and online services, the library maintains many helpful videos on searching and use of the online research tools.
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February 13, 2017
February 5, 2017
Teaching and Assessing Writing: Be Our Guest!
- EDUC 653 Middle School Through Adult 6-Traits Writing Instruction
- EDUC 654 PK Through Elementary 6-Traits Writing Instruction