Online Writing Composition Software for Learners of all Levels in Grades 4-12

1. Online Writing Composition Software for Learners of all Levels in Grades 4-12 Step Up 4 Learning Systems, Inc

2. The POWER WRITE Process 6 Trait Power Write™ guides students through the POWER WRITE process through online self-regulating, research based strategies for: Personal Narrative Poetry How to Problem/Solution Friendly letter Research Paper Compare/Contrast Journals Short Story Cause/Effect Persuasive Learning Logs Prewrite: Gather ideas List ideas in order Organize: Focus on ideas Write Sloppy Copy: Consider changes Evaluate 6 Traits: Make changes Revise: Set writing aside Wait: Read with partner Read Aloud: Suggestions Input and Feedback: Final corrections Tackle Final Flaws: Publish End with a Perfect Copy: Patent Pending

3. Principles of an Effective Writing Program Research Based Strategies within 6 Trait Power Write™ Meeting the Needs of All Students Three principles of an effective writing instruction program: • basic framework of planning, writing, and revision • specific genre and writing process instruction • feedback guided by the strategies explicitly taught (Gersten, Baker, Edwards, 1999) 6 Trait Power Write™ encompasses all principals of an effective writing program. In addition, it goes beyond what research says is essential and incorporates reading, listening, and speaking strategies into the writing process, empowering all students to master the skills needed for AYP.

4. Self-Regulated Strategy Development (SRSD) Strategies within 6 Trait Power Write™ were developed using the principles of the SRSD model. This model promotes independent learners, insuring all levels of students will become literate and productive lifelong learners. Self-Regulated Strategy Development (SRSD): Researchers Karen Harris and Steve Graham designed SRSD for students with learning disabilities, but all students have been found to benefit. (Beckman, 2002) The three goals of the SRSD approach: • Assist students in mastering the cognitive processes of planning, producing, revising, and editing written language • Help students further develop the capability to monitor and manage their own writing • Aid students in developing positive attitudes about writing and about themselves as writers (Graham, Harris, Troia, 2000)

5. Building Literacy – Quantity and Quality Research Based Strategies within 6 Trait Power Write™ Meeting the Needs of All Students A comprehensive reading and writing program must include: • quantity • quality (Cunningham, Cunningham, Allington, 2002) 6 Trait Power Write™ promotes quality writing through the structure of research based strategies as students work through the POWER WRITE Process. In addition, the management of strategies promotes substantial writing practice without overwhelming the teacher or the student.

6. Getting Started in 6 Trait Power Write™ Users login at http://www.6traitpowerwrite.com No Downloads or Plugins Anywhere Learning

7. 6 Trait Power Write™ Home Page Students click on a form of writing to begin working through the POWER WRITE Process. Online Management of Writing in Progress Journal Entries and Learning Logs Online Writing Portfolio Over 25 Organizers

8. Genre Specific Strategies for Prewrite, Organize, Write Sloppy Copy Example of Haiku Students type their ideas in the text boxes. Click the Save & Continue button to move to the next step in the POWER WRITE process. Click the Save & Come Back button to save work in progress.

9. Genre Specific Strategies for Prewrite, Organize, Write Sloppy Copy Example of Research Report

10. Genre Specific Strategies for Prewrite, Organize, Write Sloppy Copy Research Based Strategies for Developing Ideas Students click on a graphic organizer to type and save their ideas for prewriting. Saved Work

11. Genre Specific Strategies for Prewrite, Organize, Write Sloppy Copy From familiar graphic organizers teachers know…

12. Genre Specific Strategies for Prewrite, Organize, Write Sloppy Copy …to innovative ways for students to generate ideas.

13. Tools to Assist in Writing the Sloppy Copy Fifteen ways to begin a paper with examples at a click!

14. Tools to Assist in Writing the Sloppy Copy Nine ways to conclude a paper with examples at a click!

15. Tools to Assist in Writing the Sloppy Copy Transitions grouped by function at a click!

16. Evaluate 6 Traits and Revise Students evaluate their own writing using genre specific questions, initially with teacher guidance, then moving into independent self-evaluation.

17. Example of a student’s revisions without teacher assistance

18. Wait Students take a short break or come back to their writing the next day. This gives them a fresh perspective before reading their writing aloud to a partner. Prewrite Organize Write Sloppy Copy Evaluate 6 Traits Revise Wait Read Aloud Input & Feedback Tackle Final Flaws End with Perfect Copy Patent Pending

19. Read Aloud - Input and Feedback - Tackle Final Flaws Critical thinking skills are developed for both author and partner(s) in reading, listening, speaking, evaluating, and responding.

20. End with a Perfect Copy Students, teachers, and parents can view completed writing results. Students click Save & Return to Home to store their completed writing in the POWER WRITE portfolio of writing.

21. View Completed Writing Portfolio Online Writing Portfolio

22. View Completed Writing Portfolio Students, parents, and teachers can view a virtual portfolio of student’s work.

23. Journaling Feature Students become adept at writing what they think, responding to prompts, and reflecting on what they have learned. Excellent practice for the SAT!

24. Virtual Instant Access – Printable Forms Examples of Printable PDF Forms for Offline Instruction – All strategies may be printed for this purpose.

25. Online Instructions Example of Printable PDF Instructions

26. User Management Manage teacher, class, and student information. Set program access restrictions for assessment situations so students may only access the program during class time.

27. New Look and Features for Fall 2005 To view an interactive click through demo of the new look and features to start the school year, go to http://www.swexpress.com and type “6 Trait Power Write” in the search box. Take a sneak peek at a few of the features…

28. Don’t miss this! Get a great deal and a head start on the next school year! Schools purchasing before June 1, 2005 will secure the current price and receive an upgrade to the new features and the exciting new look that is being released this fall. After the roll out of the new features, a price increase will be applied. Purchase now and begin using the program free of charge until August. The contract start date will begin August 2005 for schools who submit purchase orders now. Need more than just software orientation on 6 Traits and writing process? Go to http://www.uwstout.edu/soe/profdev/traits/ No travel to campus - Totally online - 3 semester hours graduate credit Next sessions: EDUC 744 820F Grades K-4 June 13 - July 22, 2005 EDUC 744 809F Grades 5-12 June 13 - July 22, 2005 EDUC 744 620F Grades K-4 October 10 - December 5, 2005 EDUC 744 609F Grades 5-12 October 10 - December 5, 2005

29. Quick Glance at New Look and Features Fall 2005 Separate journal, learning log, and reading log features Student/teacher communication 6 Traits and POWER WRITE Process practice and quiz More forms of writing, easy to understand format Virtual bulletin board of exemplary writing Work in progress data at a glance: teacher assigned or student choice project, teacher who assigned the writing

30. Quick Glance at New Look and Features Fall 2005 Portfolio Management Quick links to portfolio sections All completed writing in a specified time frame Portfolio of student selected completed writing

31. New Look and Features Fall 2005 Assessment Results The teacher inputs the final grade. Student and teacher evaluate POWER WRITE Process performance. (optional) Student and teacher evaluate writing using the 6 traits rubric. A second teacher rater is optional. Comments and goals.

32. Summary of Benefits • Content area teachers have the same strategies for writing instruction as English teachers. • Students become independent learners after instruction and practice in 6 Trait Power Write™. • Students develop positive attitudes with success experienced in writing. • Critical thinking skills necessary for success in life are developed. • Management of teacher directed writing assignments and student chosen writing projects allows students to move ahead and work on their own or receive intervention instruction from the teacher while other students are engaged in quality writing practice. • Less time is spent assignment after assignment, year after year, reviewing the writing process and the 6 traits. • Students internalize the 6 traits and the writing process to maximize the success rate on high stakes writing assessments.

33. Frequently Asked Purchasing Questions The contract begins within the month that the Purchase Order and Set Up Form is submitted to Software Express, Inc. Each licensed student or teacher has an account, if a student moves, another student may be enrolled in place of that student. All upgrades are received automatically during the contract term. Users will be notified via email prior to the roll out of upgrades. Unlimited tech and program support via telephone or email. 6 Trait Power Write™ complies with Title I, II, and V funding as well as NCLB Technology Enhancement Competitive Grants. See the 6 Trait Power Write webpage at http://www.swexpress.com for a full explanation of qualifications. For the price of a workbook, students and teachers are able to access reusable strategy forms for consistently working through the writing process.

34. Research References Cunninham, P.M., Cunningham, J.W., & Allington, R.L. (2002). Research on the components of a comprehensive reading and writing instructional program. Clemmons, NC: Four Blocks Literacy Model. Englert, C.S., Raphael, T.E., & Anderson, L. M. (1992). Socially mediated instruction: Improving students’ knowledge and talk about writing. Elementary School Journal, 92, 411-449. Gersten, R. & Baker, S. (2001). Teaching expressive writing to students with learning disabilities: A meta-analysis. Elementary School Journal, 101 (3), 251-72. Graham, S., Harris, K., & Troia, G.(200). Self-regulated strategy development revisited: Teaching writing strategies to struggling writers. Topics in Language Disorders, 20(4), 1-14. Graves, Donald. (1985). All children can write. Learning Disability Focus, 1, 36-43. Isaacson, Stephen, & Gleason, Mary M. (1997). Mechanical obstacles to writing: What can teachers do to help students with learning problems? Learning Disabilities Research & Practice. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. Kemp, Fred. (2003). The importance of peer interactivity in writing instruction. Thomson Learning, Inc. Magrath, P.C. & Ackerman, A. (2003). The neglected “R.” National Commission on Writing. College Entrance Examination Board. Richards, R.G. (1999). Strategies for dealing with dysgraphia. Riverside, CA: RET Center Press, www.retctrpress.com. Richards, R.G. (2002). Strategies for the reluctant writer. Riverside, CA: RET Center Press, www.retctrpress.com. Smith, F. (1982). Writing and the writer. New York: Holt, Rinehart & Winston. The wright approach to literacy. (2002). Wright Group/McGraw Hill. Totten, Samuel. (2003). Completing the paradigm shift to process writing: The need to lead. National Writing Project.