CORRELATION OF TRAITS WRITING™ TO THE
COMMON CORE STATE STANDARDS INITIATIVE FOR ENGLISH LANGUAGE ARTS GRADE 6
Grade 6 Common Core State Standards
Reading: Literature
Key Ideas and Details
1. Cite textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
2. Determine a theme or central idea of a text and how it is
conveyed through particular details; provide a summary of
the text distinct from personal opinions or judgments.
3. Describe how a particular story’s or drama’s plot unfolds
in a series of episodes as well as how the characters respond
or change as the plot moves toward a resolution.
Traits Writing™ from Ruth Culham
Traits Writing includes a Literature Anthology of excerpts from high-quality
fiction. In addition the anthology presents Everyday Text Posters and functional
texts such as cartoons, signs, ad campaigns, and songs. These examples of
outstanding writing serve as models for teaching the key qualities of the traits.
Each text is keyed directly to a lesson in the Teaching Guide and is accompanied
by a video of the author who created it or of a writer who creates texts similar to
it. IG p. 10
Traits Writing recognizes the strong connection between reading and writing.
Teachers are encouraged to include the full texts that represented by the excerpts
in their classroom libraries to expand students’ engagement with high interest,
exemplar texts.
See the grade 6 narrative mentor text excerpts:
Harlem Summer by Walter Dean Myers, TG p. 48; LA p. 6
Little Sister is Not My Name by Sharon Draper, TG p. 92-93; LA p. 9; SH p. 5253
I Survived the Shark Attacks of 1916 by Lauren Tarshis, TG p.102; LA p. 10; SH
p. 60
Touch Blue by Cynthia Lord, TG p. 168-169; LA p. 14-15; SH p. 104-105
Standford Wong Flunks Big-Time by Lisa Yee, TG p. 196-197; LA 16-17; SH p.
122
Ask Me No Questions by Marina Budhos, TG p. 206-207; LA p. 18-19; SH p.
130
Sherman’s Lagoon Comic Strip (cartoonist), Everyday Text 5, TG p. 216-217
Esperanza Rising by Pam Muñoz Ryan, TG p. 254; LA p. 21; SH p. 164-165
Bad Kitty Gets a Bath by Nick Bruel, TG p. 292; LA p. 23-26; SH p. 190
The Mostly True Adventures of Homer P. Figg by Rodman Philbrick, TG p. 320;
LA p. 27; SH p. 208
Greetings From Planet Earth by Barbara Kerley, TG p. 330; LA p. 28-29; SH p.
216-217
Students explore key ideas and details in fictional texts in Traits Writing:
Teachers share a review of the movie version of the novel, Percy Jackson and
The Olympians: The Lightning Thief. Students explore the reviewer’s
critique of the movie, as well as the narrative summary of the story line.
Students brainstorm a list of favorite novels or short stories that have been
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Grade 6 Common Core State Standards
Traits Writing™ from Ruth Culham
made into movies to write a narrative summary of the story. TG p. 82-83,
Everyday Text 2; SH p. 45
Students explore character development and how it contributes to the plot in
Ask Me No Questions. TG p. 206
Craft and Structure
4. Determine the meaning of words and phrases as they are
used in a text, including figurative and connotative
meanings; analyze the impact of a specific word choice on
meaning and tone.
5. Analyze how a particular sentence, chapter, scene, or
stanza fits into the overall structure of a text and contributes
to the development of the theme, setting, or plot.
6. Explain how an author develops the point of view of the
narrator or speaker in a text.
Students explore the craft and structure of fictional text.
Students determine the meaning of words and phrases as they are used in texts
and examine their impact on meaning and tone.
Teachers read the opening passage from Harlem Summer and students listen
for sensory details, descriptive words, and authentic dialogue to help them
see what is being described in their mind’s eye. TG p. 48; LA p. 6-7; SH p.
23
Students determine meaning of obscure, nonsensical words used in the poem
“Jabberwocky” from the Through the Looking-Glass. TG p. 115; Traitspace
Students recall words and phrases that captured their interest in a fictional
news story, “Newman Dog Tells All!” used in product packaging. Discuss
the words and phrases, their meanings, and the subtle differences between
terms. TG p. 310, Everyday Text 8
Students explore how the narrative in Sherman’s Lagoon Comic Strip is
structured to engage the reader, develop the story through dialogue, and help the
reader see the humor. TG p. 216-217; Everyday Text 5; SH p. 139
In Investigating Narrative Writing, teachers compare and contrast
autobiographies and biographies to illustrate point of view. TG p. 182
Integration of Knowledge and Ideas
7. Compare and contrast the experience of reading a story,
drama, or poem to listening to or viewing an audio, video,
or live version of the text, including contrasting what they
“see” and “hear” when reading the text to what they
perceive when they listen or watch.
8. (Not applicable to literature)
9. Compare and contrast texts in different forms or genres
(e.g., stories and poems; historical novels and fantasy
stories) in terms of their approaches to similar themes and
topics.
Each week in Traits Writing, students have the opportunity to watch a brief
video interview with the author of that week’s mentor text. These unique and
inspiring video clips introduce students to the author’s process and often contain
advice students can apply to their own writing. The mentor videos bring authors
to life with fascinating anecdotes, writing process suggestions, personal
experiences and inspiration. Teachers are encouraged to extend the students’
study of an author by making more books by the author available in the
classroom, and by encouraging them to research more about the author’s life
through available resources, including authors’ websites. IG p. 54
There are seven mode-specific, theme-based core units within Traits Writing.
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Grade 6 Common Core State Standards
Traits Writing™ from Ruth Culham
Students read and write in the focus mode and theme for the duration of that
unit. (IG p. 12) Throughout each unit, students can compare and contrast texts in
different forms and their approach to similar themes.
Students discuss different genres of fiction and the theme of courage (TG p.
72) and compare and contrast the following mentor texts excerpts: Percy
Jackson and the Olympians: The Lightning Thief Film Review, TG p. 82-83,
Little Sister Is Not My Name!, TG p. 92-93, and I Survived the Shark Attacks
of 1916, TG p. 102-103
Teachers show students examples of high-quality graphic novels, such as the
Bone series by Jeff Smith and discuss the clear, precise language and
exciting illustrations that make a graphic novel effective. TG p. 109
Students connect the theme of social awareness to persuasive writing (TG p.
144) and compare and contrast the following mentor texts excerpts: Woe Is I
Jr., TG p. 158-159, and Touch Blue, TG p. 168-169
Students connect the theme of patience to the narrative mode (TG p. 182) and
compare and contrast the following mentor text excerpts: Standford Wong
Flunks Big-Time, TG p. 196-197, Ask Me No Questions, TG p. 206-207, and
Sherman’s Lagoon Comic Strip, TG p. 216-217
Students connect the theme of motivation to the persuasive mode of writing
(TG p. 258) and explore the mentor text excerpt, Bad Kitty Gets a Bath, TG
p. 292-293
Students connect the theme of imagination to the narrative mode of writing
(TG p. 296) and compare and contrast the following mentor texts excerpts:
The Mostly True Adventures of Homer P. Figg, TG p. 320-321, and
Greetings From Planet Earth, TG p. 330-331
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend literature,
including stories, dramas, and poems, in the grades 6–8 text
complexity band proficiently, with scaffolding as needed at
the high end of the range.
Traits Writing promotes a well-stocked classroom library of reading materials
across genre that can be used as mentor texts for writing. Teachers are
encouraged to stock the library with a variety of books ranging in text
complexity appropriate for grade 6-8. IG p. 27
Reading: Informational Text
Key Ideas and Details
1. Cite textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and how it is conveyed
Traits Writing includes a Literature Anthology of excerpts from high-quality
nonfiction. The anthology includes Everyday Text Posters, as well as functional
texts such as speeches, reviews, signs, and brochures. These examples of
outstanding writing serve as models for teaching the key qualities of the traits.
Each text is keyed directly to a lesson in the Teaching Guide and is accompanied
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Grade 6 Common Core State Standards
through particular details; provide a summary of the text
distinct from personal opinions or judgments.
3. Analyze in detail how a key individual, event, or idea is
introduced, illustrated, and elaborated in a text (e.g.,
through examples or anecdotes).
Traits Writing™ from Ruth Culham
by a video of the author who created it or of a writer who creates texts similar to
it. IG p. 10
Traits Writing recognizes the strong connection between reading and writing.
Teachers are encouraged to include the full texts in their classroom libraries.
See the grade 6 informational mentor text excerpts:
The Missouri Review: Interview With Sandra Cisneros, TG p. 28; LA p. 4,
How to Write Your Life Story by Ralph Fletcher, TG p. 38; LA p. 5 David
Harrison Elementary School Opening Addresss (speechwriter), Everyday Text
1, TG p. 58-59
Leo the Snow Leopard by Juliana, Isabella, and Craig Hatkoff, TG p. 68-69; LA
p. 8 Percy Jackson and the Olympians: The Lightning Thief Film Review (film
reviewer), Everyday Text 2, TG p. 82-83
The San Diego Zoo Sign (communications coordinator), Everyday Text 3, TG p.
120-121
Oh My Gods! By Megan E. Bryant, TG p. 130-131; LA p. 11; SH p. 78
The Brian by Seymour Simon, TG p. 140; LA p. 12; SH p. 86
Woe Is I Jr : The Younger Grammarphobe’s Guide to Better English in Plain
English, by Patricia T. O’Conner, TG p. 158-159; LA p. 13; SH p. 96-97
Fund Raising T-Shirts (fundraiser), Everyday Text 4, TG p. 178-179
Wild Weather by Ryan Herndon and Kris Hirschmann, TG p. 234-235; LA p.
20; SH p. 148
Recipe for Tinkertown Museum (curator), Everyday Text 6, TG p. 244-245
Motivational Posters (product designer), Everyday Text 7, TG p. 272
Burp!: The Most Interesting Book You’ll Ever Read About Eating, by Diane
Swanson, TG p. 282; LA p. 22; SH p. 182
Newman’s Own Premium Dog Treats Package (copywriter), Everyday Text 8,
TG p. 310
Students explore key ideas and details in informational texts throughout Traits
Writing:
Students make an inference about the mentor text, Woe IS I Jr., TG p. 158; LA
p. 13
Students determine and summarize the focused topic of an excerpt from the
mentor text, The Brain. TG p. 140; LA p. 12
Students review “finding a focus” in How to Write Your Life Story and explore
the process of inclusion and exclusion of information in an autobiography.
TG p. 38
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Grade 6 Common Core State Standards
Craft and Structure
4. Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and
technical meanings.
5. Analyze how a particular sentence, paragraph, chapter, or
section fits into the overall structure of a text and
contributes to the development of the ideas.
6. Determine an author’s point of view or purpose in a text
and explain how it is conveyed in the text.
Traits Writing™ from Ruth Culham
Students explore the craft and structure of informational text. See the following:
Students determine the purpose of sequence and transition words and phrases
in mentor text, Woe Is I Jr., TG p. 158-159; LA p. 13; SH p. 97
Students explore and analyze sentence structure in excerpt from Oh My Gods!
and discuss fluency of writing. TG p. 131
Integration of Knowledge and Ideas
7. Integrate information presented in different media or
formats (e.g., visually, quantitatively) as well as in words to
develop a coherent understanding of a topic or issue.
8. Trace and evaluate the argument and specific claims in a
text, distinguishing claims that are supported by reasons and
evidence from claims that are not.
9. Compare and contrast one author’s presentation of events
with that of another (e.g., a memoir written by and a
biography on the same person).
Each week in Traits Writing, students have the opportunity to watch a brief
video interview with the author of that week’s mentor text. These unique and
inspiring video clips introduce students to the author’s process and often contain
advice students can apply to their own writing. The mentor videos bring authors
to life with fascinating anecdotes, writing process suggestions, personal
experiences and inspiration. Teachers are encouraged to extend the students’
study of an author by making more books by the author available in the
classroom, and by encouraging them to research more about the author’s life
through available resources, including authors’ websites. IG p. 54
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend literary
nonfiction in the grades 6–8 text complexity band
proficiently, with scaffolding as needed at the high end of
the range.
Traits Writing promotes a well-stocked classroom library of reading materials
across genre that can be used as mentor texts for writing. Teachers are
encouraged to stock the library with a variety of books ranging in text
complexity appropriate for grade 6-8. IG p. 27
Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
Ensure that pronouns are in the proper case (subjective,
objective, possessive).
Use intensive pronouns (e.g., myself, ourselves).
Recognize and correct inappropriate shifts in pronoun
number and person.*
Recognize and correct vague pronouns (i.e., ones with
Conventions is an editing trait of writing that identifies the mechanical
correctness of the piece. During the seven core units in Traits, students focus on
one aspect of conventions each week, either word study (spelling/vocabulary) or
grammar and usage. Other conventions (punctuation, paragraphing, and
capitalizing) are reviewed as needed. Students note the use of conventions in
writing, identify and practice using editing symbols, learn basic editing rules,
and learn to apply the rules of standard English to correct their work to ensure
their writing is clear and easy to read. IG p. 52
In Unit 1, teachers introduce Editing as on of the Steps in the Writing Process.
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Grade 6 Common Core State Standards
unclear or ambiguous antecedents).*
Recognize variations from standard English in their own
and others' writing and speaking, and identify and use
strategies to improve expression in conventional language.*
2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive/parenthetical elements.*
Spell correctly.
Traits Writing™ from Ruth Culham
Students apply rules of standard English to correct errors in conventions –
spelling, punctuation, paragraphing, capitalization, and grammar usage. TG 6372; SH p. 30-36
Day 2 of each lesson (in Units 2-8) includes a Conventions Focus activity, in
which students learn about and practice particular editing skills such as spelling
and vocabulary or grammar and usage. On Day 5, students self-assess their
understanding of the week’s concept by carrying out a Partner Conventions
Check with a classmate. Students focus on one aspect of conventions each week.
These skills spiral throughout the year within the units. TG p. 13; IG p. 17, 52
Students demonstrate command of the conventions of standard English grammar
and usage, specifically subjective and objective pronouns. TG p. 175, 180; SH p.
110
Additionally, see the following Conventions Focus activities: Grammar and
Usage, TG p. 79, 99, 127, 155, 175, 203, 231, 251, 279, 307, 327; Partner
Grammar and Usage Check, TG p. 84, 104, 132, 160 180, 208, 236, 256, 284,
312, 332; SH p. 42, 58, 76, 94, 110, 128, 146, 162, 180, 188, 198, 214; Word
Study, TG p. 89, 117, 137, 165, 193, 213, 241, 269, 289, 317; Partner Word
Study Check, TG p. 94, 122, 142, 170, 198, 218, 246, 274, 294, 322; SH p. 50,
68, 84, 102, 120, 136, 154, 172, 206
If time allows, teachers can distribute Practice Questions (in downloadable
format from Traitspace) to help students prepare for standardized writing tests.
Teachers allow students a limited amount of time to answer five multiple-choice
questions related to related to punctuation, spelling, capitalization, and grammar
and usage skills. Teachers can use these test practice questions to measure each
student’s knowledge of grade-level conventions. (IG p. 61) See specifically
Reality Check: TG p. 111, 149, 187, 225, 263, 301
Knowledge of Language
3. Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
Vary sentence patterns for meaning, reader/listener interest,
and style.*
Maintain consistency in style and tone.*
Students demonstrate their knowledge and competency of language and its
conventions in the writing products of Traits Writing. The traits of writing,
especially Sentence Fluency and Voice establish the focus for direct instruction
on varying sentence patterns for meaning and maintaining consistency in style
and tone.
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Grade 6 Common Core State Standards
Traits Writing™ from Ruth Culham
Sentence Fluency is an auditory trait regarding how sentences sound. Students
explore graceful, varied, and rhythmic language to create fluent writing that is
easy to read aloud. Students strive to use a variety of sentences, including
simple, compound, and complex, to make their writing more fluent. See specific
instruction:
Students craft well-built sentences. TG p. 123-132; SH p. 72-79
Students use a variety of sentences, such as simple, compound, and complex, to
make their writing more fluent. 189-198; SH p. 116-123
Students capture smooth and rhythmic flow in their writing using interesting
language patterns and linking ideas with appropriate sequence and transition
words. TG p. 247-256; SH p. 158-165
Students break the rules to add interest and impact to their writing. TG p. 313322; SH p. 202-209
The Voice trait explores the tone of a piece of writing revealing the feelings and
attitudes of the author. Students experiment with language to add power and
clarity to writing revealing their style and purpose and creating a connection to
the audience. See specific instruction:
Students establish tone to connect to readers and keeping their interest. TG p.
95-104; SH p. 54-61
Students convey purpose in their writing. TG p. 161-170; SH p. 98-105
Students create a connection to the audience to relay the message. TG p. 227236; SH p. 142-149
Students take risks to create voice. TG p. 285-294; SH p. 184-191
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 6
reading and content, choosing flexibly from a range of
strategies.
Use context (e.g., the overall meaning of a sentence or
paragraph; a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and
roots as clues to the meaning of a word (e.g., audience,
auditory, audible).
Consult reference materials (e.g., dictionaries, glossaries,
Students acquire and use new vocabulary throughout Traits Writing. Word
Choice lessons in Traits Writing explore the vocabulary the writer uses to
convey meaning and enlighten the reader. Teachers guide students to examine
and use rich, colorful, and precise language to communicate. Students explore
striking words and phrases and begin to use literary techniques such as
alliteration, simile, and metaphor to produce clear and powerful writing. See
specific instruction:
Students discuss different techniques to apply strong verbs in their writing. TG
p. 113-122; SH p. 64-71
Students explore word relationship and distinguish among the connotations of
words. TG p. 117, 175, 307
Students explore different techniques for selecting striking words and phrases,
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Grade 6 Common Core State Standards
thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise
meaning or its part of speech.
Verify the preliminary determination of the meaning of a
word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
5. Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
Interpret figures of speech (e.g., personification) in context.
Use the relationship between particular words (e.g.,
cause/effect, part/whole, item/category) to better understand
each of the words.
Distinguish among the connotations (associations) of words
with similar denotations (definitions) (e.g., stingy,
scrimping, economical, unwasteful, thrifty).
6. Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Traits Writing™ from Ruth Culham
such as synonyms, alliteration, and similes, to produce clear and powerful
writing. TG p. 171-180; SH p. 106-113
Students learn how to use specific and accurate words to describe things. TG p.
237-246; SH p. 150-157
Students discuss different ways of choosing words that deepen meaning and
convey accuracy in their writing. TG p. 303-312; SH p. 194-201
Writing
Text Types and Purposes
1. Write arguments to support claims with clear reasons and
relevant evidence.
Introduce claim(s) and organize the reasons and evidence
clearly.
Support claim(s) with clear reasons and relevant evidence,
using credible sources and demonstrating an understanding
of the topic or text.
Use words, phrases, and clauses to clarify the relationships
among claim(s) and reasons.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from
the argument presented.
2. Write informative/explanatory texts to examine a topic
and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
Traits Writing is a systematic, core, full-year (36 week) writing curriculum
based on the Trait Model. It is an effective, research-based tool for assessing
and teaching writing. The fundamental principles are conducting high-quality
assessment that leads to focused, differentiated instruction, establishing clear
goals for teaching and learning, using a shared vocabulary to talk about writing,
and weaving revision and editing together seamlessly and strategically to give
students voices and skills to write efficiently, effectively, confidently and
successfully.
The Trait Model consists of seven traits of writing: Ideas, Organization, Voice,
Word Choice, Sentence Fluency, Conventions and Presentation. Each trait of
writing is divided into four key qualities that are spiraled throughout the
program, building upon each, providing clear and concrete skills to be developed
for students to become lifelong, successful writers. IG p. 4-5
Interweaved with the core units are six Reality Checks with lessons on the
modes of writing. Teachers preview the writing mode that is going to be the
focus of the next unit and assign the unit writing project to supports that mode.
Throughout the year, students write and apply the traits in three basic modes of
Additionally, students focus on different aspects of conventions each week,
including word study. These Word Study lessons cover Greek and Latin roots
words. IG p. 52 See specifically:
Word Study, TG p. 89, 117, 137, 165, 193, 213, 241, 269, 289, 317
Partner Word Study Check, TG p. 94, 122, 142, 170, 198, 218, 246, 274, 294,
322; SH p. 50, 68, 84, 102, 120, 136, 154, 172, 206
See also list of common prefixes and suffixes with definitions, SH p. 239-240
and on Traitspace
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Grade 6 Common Core State Standards
Introduce a topic; organize ideas, concepts, and information,
using strategies such as definition, classification,
comparison/contrast, and cause/effect; include formatting
(e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
Develop the topic with relevant facts, definitions, concrete
details, quotations, or other information and examples.
Use appropriate transitions to clarify the relationships
among ideas and concepts.
Use precise language and domain-specific vocabulary to
inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from
the information or explanation presented.
3. Write narratives to develop real or imagined experiences
or events using effective technique, relevant descriptive
details, and well-structured event sequences.
Engage and orient the reader by establishing a context and
introducing a narrator and/or characters; organize an event
sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue, pacing, and
description, to develop experiences, events, and/or
characters.
Use a variety of transition words, phrases, and clauses to
convey sequence and signal shifts from one time frame or
setting to another.
Use precise words and phrases, relevant descriptive details,
and sensory language to convey experiences and events.
Provide a conclusion that follows from the narrated
experiences or events.
Traits Writing™ from Ruth Culham
writing: narrative, expository and persuasive. They establish a purpose and learn
to make that purpose clear to the reader. The ultimate goal of Traits Writing is to
give students the tools, skills, experience and practice that result in competency
across the modes of writing and gives them the confidence and experience to see
themselves as writers. IG p. 7
Units 4 and 7 focus on persuasive writing. Students write opinion pieces to
support claims based on specific topics or texts using valid reasoning and
relevant evidence. Students are encouraged to construct an argument that takes a
clear position, offers good and sound reasoning, backs up argument with solid
facts and examples, reveals weaknesses in other positions, and uses voice to add
credibility and confidence. Options are provided for the format of the unit
writing project. Teachers can choose from the suggested options or another
format based on curricular needs, state standards, or student preferences. Typical
persuasive formats include advertisements, blogs or Web pages, editorials,
speeches, persuasive essays, reviews and critiques, debate outlines/notes, memos
and emails, commercials and infomercials, contest entries, consumer guides or
reports, and letters of reference, application, or complaint. TG p. 150, 264
Focused persuasive unit writing projects include the following:
Students write a commercial script for an organization to promote awareness of
a social issue as part of a three-week unit focusing on Organization, Voice,
and Word Choice. The script should include the purpose of the organization,
ways in which the audience can be helpful to the organization, examples of
how support will benefit others, and a sincere, knowledgeable tone to add
credibility to the appeal. TG p. 145
Students write a persuasive essay centering on the theme of motivation as part
of a three-week unit focusing on Ideas, Organization, and Voice. The essay
should include a topic that he/she feels strongly about, a clearly stated
opinion about the topic, reasons why opinion is valid, facts and examples to
support, and a strong, confident voice to convince the reader. TG p. 259
Students work independently on their persuasive unit writing projects, paying
special attention to the following key qualities: Using Sequence Words and
Transition Word, TG p. 153, 159; Conveying the Purpose, TG p. 163, 169;
Selecting Striking Words and Phrases, TG p. 173, 179; Using Details, TG p.
267, 273; Ending With a Sense of Resolution, TG p. 277, 283; Taking Risks to
Create Voice, TG p. 287, 293
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Grade 6 Common Core State Standards
Traits Writing™ from Ruth Culham
See additional persuasive writing activities:
Students write a flyer that will persuade business owners to support a cause.
TG p. 154; SH p. 93
Students work in groups to write a short text that matches the topic, format,
and purpose of their topic. TG p. 163
Students outline an argument clearly conveying the purpose. TG p. 164; SH p.
101
Students rewrite a letter using a more confident tone. TG p. 169; SH p. 105
Students write an email introducing their character and asking to join the
group. TG p. 173
Students write a petition to a company selecting striking words and phrases.
TG p. 174;SH p. 109
Students write a brochure to convince people to donate time to a cause. TG p.
179; SH p. 113
Students draft a paragraph to persuade a picky eater to give their food a try. TG
p. 267
Students create a side-bar ad using high-quality details to motivate customers
to click the link to their website. TG p. 268; SH p. 171
Students write slogans to include in a motivational poster. TG p. 273; SH p.
175
Students write a persuasive paragraph explaining their position on an issue. TG
p. 277
Students write a review with a sense of resolution to post online. TG p. 278;
SH p. 179
Students plan and write a persuasive piece of writing. TG p. 283; SH p. 183
Students write an opening argument in a trial taking risks to create voice. TG
p. 287
Students write a speech using strong verbs to create voice. TG p. 288; SH p.
187
Students use the Persuasive Publishing Checklist to check writing for
completeness. SH p. 114, 192
Additionally, students write Key Quality Quickwrites (nonstop writing for 3
minutes) presented in Reality Checks 3 and 6. Students choose one of three
photos from the Unit’s weekly introductions in the Student Handbook and
answer the question posed in caption by connecting to the key quality they
studied during that week. TG p. 185, 299; SH p. 91, 99, 107, 169, 177, 185
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Grade 6 Common Core State Standards
Traits Writing™ from Ruth Culham
Practice Prompts are also provided within each Reality Check to help prepare
students for standardized writing tests. Teachers choose a prompt and instruct
students to write for allotted amount of time (usually 20 minutes). Persuasive
writing prompts include:
Write a letter to your family to convince them where to go on the next
vacation. TG p. 148
Think of a school policy that you would like to see changed and convince
others to agree with you. TG p. 186
Take a side in a debate and write a blog post letting others know your opinion
on the issue. TG p. 186
Write a statement to convince your principal which charity to sponsor in a
fund-raising event. TG p. 186
Write a letter of introduction to an employer, describing your strengths and
persuading him or her to hire you. TG p. 224
Identify and explain the traits you think a true friendship must have using
examples from life, history, or fiction. TG p. 262
Give details to support your position on a topic. TG p. 262
Use details and reasons to support your analysis of a given topic. TG p. 262
Write a brief biological sketch of your hero that will help others understand
why he or she is so great. TG p. 300
Write a TV commercial for your favorite food that will persuade people to buy
it. TG p. 300
Units 3 and 6 focus on expository writing. Students focus on deliberate and
spiraled instruction developing competency in expository, informative, and
explanatory writing. Students writing should inform the reader about a topic,
explain something interesting or curious about a topic, focus on making the topic
clear, anticipate and answer the reader’s questions, and include details that add
information, support key ideas, and help the reader make connections. Options
are provided for the format of the unit writing project. Teachers can choose from
the suggested options or another format based on curricular needs, state
standards, or student preferences. Typical expository formats include personal or
business letters, guidebooks, how-to manuals, magazine articles, news stories,
blogs or Web pages, essay or research reports, applications and forms, board
game instructions, test questions, summaries, and lists or directions. TG p. 112,
226
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Traits Writing™ from Ruth Culham
Focused expository unit writing projects include the following:
Students write a how-to manual based on the theme of humor as part of a threeweek unit focusing on Word Choice, Sentence Fluency, and Ideas. The manual
should provide ways to make people laugh, give clear directions with easy-tofollow steps, anticipate and address questions, include details and examples, and
offer a list of necessary materials. TG p. 107
Students write a research report based on his/her investigation of the topic
centered around the theme of curiosity as part of a three-week unit focusing on
Voice, Word Choice, and Sentence Fluency. The report should include a topic of
interest, research using reliable sources, citations of sources used, excerpts with
quotation marks, and a confident, informative tone. TG p. 221
Students work independently on their expository unit writing projects, paying
special attention to the following key qualities: Applying Strong Verbs, TG p.
115, 121; Crafting Well-Build Sentences, TG p. 125, 131; Focusing the Topic,
TG p. 135, 141; Creating a Connection to the Audience, TG p. 229, 235; Using
Specific and Accurate Words, TG p. 239, 245; Capturing Smooth and Rhythmic
Flow, TG p. 249, 255
See additional expository writing activities:
Students used strong verbs to write a short encyclopedia entry. TG p. 115
Students write a short descriptive article about a new water park. TG p. 116;
SH p. 67
Students write an online catalog blurb with well-built sentences. TG p. 126;
SH p. 75
Students write an email with a focused topic. TG p. 136; SH p. 83
Students write a TV emergency weather alert creating a connection to the
audience. TG p. 230; SH p. 145
Students write a how-to piece that makes a strong connection to the audience.
TG p. 235; SH p. 149
Students write direction using specific and accurate words. TG p. 240; SH p.
153
Students write a recipe for a school TG p. 245; SH p. 157
Students write a factual description using smooth and rhythmic sentences. TG
p. 250; SH p. 161
Additionally, students write Key Quality Quickwrites (nonstop writing for 3
minutes) presented in Reality Checks 2 and 5. Students choose one of three
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Grade 6 Common Core State Standards
Traits Writing™ from Ruth Culham
photos from the Unit’s weekly introductions in the Student Handbook and
answer the question posed in caption by connecting to the key quality they
studied during that week. TG p.147, 261; SH p. 65, 73, 81, 143, 151, 159
Practice Prompts are also provided within each Reality Check to help prepare
students for standardized writing tests. Teachers choose a prompt and instruct
students to write for allotted amount of time (usually 20 minutes). Expository
writing prompts include:
Write five interview questions for a famous figure in history and answer them
the way you think the famous person would answer them. TG p. 148
Write a detailed description of an amazing sight in nature for someone who
may never have seen it. TG p. 224
Write a set of easy-to-follow instructions that explain how to play a game. TG
p. 300
Units 2, 5, and 8 focus on narrative writing. Students apply the target trait and
key quality highlighted in each unit to tell a story that offers a clear, welldeveloped story line, includes characters that grow and change over time,
conveys time and setting effectively, presents a conflict and resolution, and
entertains the reader. Options are provided for the format of the unit writing
project. Teachers can choose from the suggested options or another format based
on curricular needs, state standards, or student preferences. Typical narrative
formats include historical accounts, journal entries or blog entries, short stories,
skits, personal essays, autobiographical sketches, biographical sketches, myths
or legends, screenplays, science fiction or fantasy stories, and song lyrics. TG p.
74, 188, 302
Focused narrative unit writing projects include the following:
Students write a fictional story centered on the theme of courage as part of a
three-week unit focusing on the Ideas, Organization, and Voice traits. The
story should include a credible setting, characters described in detail, a welldeveloped plot including a conflict and resolution, a logical sequence of
events and a satisfying ending. TG p. 72
Students write a nonfiction narrative essay about patience as part of a threeweek unit focusing on the Sentence Fluency, Ideas and Organization traits.
The essay should tell a story about a real life event or series of events,
express thoughts and feelings through sensory words and details, use either
first person or third person narration, and describe events in chronological
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Grade 6 Common Core State Standards
Traits Writing™ from Ruth Culham
order to make the story as surprising, challenging, or entertaining as
possible. TG p. 183
Students write a fantasy short story based on the theme of imagination as part
of a three-week unit focusing on the Word Choice, Sentence Fluency, and
other traits. The story should contain magical or unearthly characters,
places, and events. TG p. 297
Students work independently on their narrative unit writing projects, paying
special attention to the following key qualities: Finding a Topic, TG p. 77, 83;
Creating the Lead, TG p. 87, 93; Establishing a Tone, TG p. 97, 103; Varying
Sentence Types, TG p. 191, 197; Developing the Topic, TG p. 201, 207;
Structuring the Body, TG p. 211, 217; Choosing Words that Deepen Meaning,
TG p. 305, 311; Creating Fluency, TG p. 315, 321, All the traits and their key
qualities, TG p. 325, 331
See additional narrative writing activities:
Students write an introductory paragraph of a story. TG p. 77
Students write a journal entry sharing a clear topic. TG p. 78; SH p. 41
Students write narrative summaries of a film review. TG p. 83; SH p. 45
Students write a “letter from the editor” with and interesting lead to grab the
reader’s attention. TG p. 88; SH p. 49
Students create birthday cards with contrasting tones. TG p. 98; SH p. 57
Students write a one-page story inspired by the mentor text. TG p. 103; SH p.
61
Students write a journal entry using a variety of sentence types to detail one
day. TG p. 192; SH p. 119
Students work together to write a plot summary of a story. TG p. 201; SH p.
126
Students write a story using interesting details and a well-developed topic. TG
p. 202; SH p. 127
Students write a short story using a story map to plan. TG p. 207; SH p. 131
Students write an oral interview with a well-structured body sharing their
version of a tale. TG p. 212; SH p. 135
Students write a comic strip. TG p. 217; SH p. 139
Students write a short description of a scene. TG p. 305
Students create a piece of writing relating events in a meaningful way. TG p.
306; SH p. 197
Students write a narrative testimonial. TG p. 311; AH p. 201
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Grade 6 Common Core State Standards
Traits Writing™ from Ruth Culham
Students create a fluent piece of writing intentionally breaking some rules of
standard English. TG p. 316; SH p. 205
Students write two different versions of action in story. TG p. 321; SH p. 209
Students write a travel narrative using all the traits. TG p. 326; SH p. 213
Students write a paragraph to answer a question. TG p. 331; SH p. 217
Students use the Narrative Publishing Checklist to check writing for
completeness. SH p. 62, 140, 218
Additionally, students write Key Quality Quickwrites (nonstop writing for 3
minutes) presented in Reality Checks 1 and 4. Students choose one of three
photos from the Unit’s weekly introductions in the Student Handbook and
answer the question posed in caption by connecting to the key quality they
studied during that week. TG p. 109, 223; SH p. 39, 47, 55, 117, 125, 133
Practice Prompts are also provided within each Reality Check to help prepare
students for standardized writing tests. Teachers choose a prompt and instruct
students to write for allotted amount of time (usually 20 minutes). Narrative
writing prompts include:
Write about a time you faced a challenge and how you met or failed. TG p. 110
Tell a story about a time someone you know exhibited courage, selflessness, or
heroism. TG p. 110
Make up a story to write about based on a specified idea. TG p. 110
Using your imagination, write three daily log entries telling about your
adventures as the captain of a spaceship exploring the galaxy. TG p. 148
Write a short narrative that illustrates a proverb. TG p. 224
Production and Distribution of Writing
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)
5. With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding
On Day 2 of each week, students do a Whole-Class R.A.F.T.S. activity where
they write a short piece based on “role,” “audience,” “format,” “topic,” and
“strong verbs” provided in the Student Handbook and Teaching Guide. (also
available on Traitspace) These activities are designed to give students focused
practice in drafting and revising. They require original writing and each one is
based on one key quality of one trait, making that trait more manageable. IG p.
17, 50
See the following R.A.F.T.S. activities: TG p. 78-81, 88-91, 98-101, 116-119,
126-129, 136-139, 154-157, 164-167, 174-177, 192-195, 202-205, 212-215,
230-233, 240-243, 250-253, 268-271, 278-281, 288-291, 306-309, 316-319,
326-329; SH p. 41, 49, 57, 87, 75, 83, 93, 101, 109, 119, 127, 135, 145, 153,
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Grade 6 Common Core State Standards
skills to type a minimum of three pages in a single sitting.
Traits Writing™ from Ruth Culham
161, 171, 179, 187, 197, 205, 213
Students produce additional writing that focuses on developing the topic,
organizing the body, and creating a connection to the audience. For example:
Students work in small groups to develop a narrative topic with a welldeveloped plot. TG p. 200-201; SH p. 126
Students write a short story that develops the plot and resolves a conflict. TG p.
206-207; SH p. 131
Students structure the body of a narrative to create interest. TG p. 210-211; SH
p. 134
Students write a chronically structured comic strip. TG p. 216-217; SH p. 139
Students explore creating a connection to the audience in their writing. TG p.
228-229; SH p. 144
Students write a how-to piece that makes a strong connection to the audience.
TG p. 235; SH p. 149
Students can use the Publishing Checklists provided in the Student Handbook to
check writing for completeness before going public. See: Narrative Publishing
Checklist, SH p. 62, 140, 218; Expository Publishing Checklist, SH p. 88, 166;
Persuasive Publishing Checklist, SH p. 114, 192
Deliberate and specific instruction on the writing process gets students started on
their writing journey in the Traits Writing curriculum. Unit 1 covers instruction
over a five week period engaging and clarifying for students the steps of the
writing process: prewriting, drafting, revising, editing and publishing. Students
learn routines and write a beginning-of-year benchmark paper. Teachers use the
writing traits as an assessment tool and instructional tool to support students’
writing as they learn to apply the writing process. IG p. 21; TG p. 23-72 See
specific instruction:
Students write a personal story inspired by interview excerpt and video. TG p.
29; SH p. 10
Students prewrite and write a poem. TG p. 55; SH p. 14
Students prewrite a “recipe” for a trait and write a final version. TG p. 36; SH p.
15
Students write a short script based on video plan. SH p. 17
Students prewrite and draft a beginning-of-the-year benchmark paper. TG p. 42,
52
Students draft a blog entry about progress on their benchmark papers. TG p. 46;
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Grade 6 Common Core State Standards
Traits Writing™ from Ruth Culham
SH p. 21
Students draft an opening paragraph for a story inspired by the mentor text. TG
p. 48; SH p. 22
Students write their own version of a draft. TG p. 51; SH p. 23
Students draft and revise character descriptions. TG p. 55; SH p. 26
Students write a welcoming address for a museum dedicated to their own life.
TG p. 59; SH p. 28
Students revise opening sentences to strengthen and clarify them. TG p. 61; SH
p. 29
Students revise their beginning-of-the-year benchmark paper. TG p. 62
Students write photo captions that include a wide variety of punctuation marks.
TG p. 69; SH p. 34
Students complete their beginning-of-the-year benchmark papers. TG p. 70
In Units 2–8, students revise and edit their writing as needed, applying what they
learn as they learn it, leading to thoughtful and polished final pieces. Students
store key pieces of writing they complete each week in their writing folder to be
used in a two-part Writing Folder Application activity.
On Day 1 of each lesson, students will select one piece in their writing folder
that would benefit from being revised based on the week’s focus trait and key
quality. Students apply their knowledge of the new trait and identify aspects of
their writing to revise. Students can meet with partner to discuss their revision
ideas and get additional feedback.
On Day 4, students continue revising their selected piece using what they’ve
learned about the trait and key quality throughout the week. Students save their
revision in writing folder for possible revision in subsequent weeks. (IG p. 56)
See specific instruction on editing and revising writing in Writing Folder
Application, Pinpointing a Piece and Improving the Piece: TG p. 77, 83, 87, 93,
97, 103, 115, 121, 125, 131, 135, 141, 153, 159, 163, 169, 173, 179, 191, 197,
201, 207, 211, 217, 229, 235, 239, 245, 249, 255267, 273, 277, 283, 287, 293,
305, 311, 315, 321, 325, 331
Traits Writing embodies a wealth of technology resources that extend students
learning. The Technology Activities feature at the end of units 2-7 within the
Reality Check provides print and technology-related activities. Teachers engage
students in highly motivating print and electronic publishing activities, such as
creating e-books to collaborating on video conferences. These activities expose
students to the latest technologies and help them develop their skills in using
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Grade 6 Common Core State Standards
Traits Writing™ from Ruth Culham
them. Most activities use available software programs or child-friendly websites.
IG p. 35; TG p. 61
See specific technology activities:
Students work in teams to film an interview about the courageous acts they
described in their narrative unit projects. Students can upload their video to a
teacher-friendly video site, allowing students to view and comment on their
classmates’ work. TG p. 108
Students post their narrative unit projects to a class blog, either using a secure
and supervised public website or on the school website, to share and comment
on each others’ work. Students should convert their projects’ files to PDF format
so accidental changes cannot be made. TG p. 108
Teachers invite students to make their expository unit project public and easy to
access by publishing it online. Students can post a summary of their project on a
classroom homepage. TG p. 146
Using a site such as Blabberize, students can upload a drawing of a character
they created and record what they want it to say. When they play back, the
characters mouth will move as if speaking the recorded words. TG p. 146
Students work in teams to film a 30-second public service announcement based
on their persuasive unit projects. Students can create signs or computer graphics,
music, and sound effects to go along with their announcements. Teachers can
tape students’ announcements and let them upload their finished videos to a
teacher- or student-friendly video site, allowing students to view and comment
on their classmates’ work. TG p. 184
Students share information from their persuasive unit projects in a mock TV
panel discussion. Students can videotape their show and share it with the class.
TG p. 184
Students create their own videos based on their nonfiction narrative unit projects
and share them in the classroom in their own “SchoolTube” presentations. TG p.
222
Students record their nonfiction narrative essays for an audio essay book. TG p.
222
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Grade 6 Common Core State Standards
Traits Writing™ from Ruth Culham
With appropriate software, students can create a website devoted to the topic of
their expository unit projects. The website should include a title, a home page,
sub-pages, graphics, and an email address to which readers can write. TG p. 260
Students create multimedia presentations of the expository unit projects,
including a slide show with text and graphics. Students can also include posters,
photos, sound effects, and music to enhance their presentations. TG p. 260
Students explore online resources, including reliable and generic “answer sites,”
to get needed information. TG p. 298
Students go online to find videos and podcasts of great speeches. Students
rewrite their persuasive essays as a speech and videotape them for students to
view and critique. TG p. 298
Research to Build and Present Knowledge
7. Conduct short research projects to answer a question,
drawing on several sources and refocusing the inquiry when
appropriate.
8. Gather relevant information from multiple print and
digital sources; assess the credibility of each source; and
quote or paraphrase the data and conclusions of others while
avoiding plagiarism and providing basic bibliographic
information for sources.
9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
Apply grade 6 Reading standards to literature (e.g.,
“Compare and contrast texts in different forms or genres
[e.g., stories and poems; historical novels and fantasy
stories] in terms of their approaches to similar themes and
topics”).
Apply grade 6 Reading standards to literary nonfiction (e.g.,
“Trace and evaluate the argument and specific claims in a
text, distinguishing claims that are supported by reasons and
evidence from claims that are not”).
Writing in the expository mode includes engaging students in researching and
gathering information with peers or independently to build knowledge on a
topic. Expository formats include: letters, guidebooks, how-to-manuals,
magazine articles, news stories, research papers, menus, brochures, directions
and lists. Students produce a variety of writing products to share with class or
others that inform the reader about the topic. For example:
Students work on a research report for their unit 6 expository writing project.
Students brainstorm possible topics of interest, look for information about the
topic using reliable print and online sources, paraphrase information, and cite
sources. Teachers can provide examples of reliable websites and print sources
that students might use for their research. TG p. 221
Additionally, within the Independent Activities each week students reflect on
and respond to preview questions about an author in preparation for the Mentor
Text Lesson. Students can look up information about the author on the internet
and share with the class. See the following Independent Activities and Previews:
TG p. 81, 91, 101, 119, 129, 139, 157, 167, 177, 195, 205, 215, 233, 243, 253,
271, 281, 291, 309, 319, 329; SH p. 44, 52, 60, 70, 86, 96, 104, 112, 122, 130,
138, 148, 156, 164, 174, 182, 190, 200, 208, 216
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Grade 6 Common Core State Standards
Range of Writing
10. Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audience.
Traits Writing™ from Ruth Culham
Students write routinely throughout Traits Writing for a range of tasks, purposes
and audience. Students write independently for extended periods of time, five
days a week, to implement what they have learned and to develop strong writing
muscles. Student use independent writing time to work on the mode-specific unit
project over the course of three weeks. On days 1 and 4 of each week, teachers
guide students to apply all their newly acquired and established trait-focused
skills to their unit writing project. (IG p. 57) Day 2’s Whole-Class R.A.F.T.S,
activities are designed to give students focused practice in drafting and revising
their own writing. (IG p. 50) On Day 5 of each week, students write a six-word
summary or example of the unit’s theme and record it on the board. (IG p. 49)
Within the Reality Check at the end of each unit, students produce Key Quality
Quickwrites (non-stop writing for 3 minutes) connecting their writing to the key
quality studied that week. Additionally, three sample writing prompts
representative of the types of writing students will face on state assessments are
provided. Teachers choose a prompt and instruct students to write for twenty
minutes or the allotted amount of time for their state’s test. (IG p. 61)
Throughout the year, students write and apply the traits in three basic modes of
writing: narrative, expository and persuasive. They establish a purpose and learn
to make that purpose clear to the reader. The Voice trait explores the tone of a
piece of writing revealing the feelings and attitudes of the author. Students
experiment with language to add power and clarity to writing revealing their
style and purpose and creating a connection to the audience. For example:
Students convey purpose in their writing. TG p. 161-170; SH p. 98-105
Students create a connection to the audience to relay the message. TG p. 227236; SH p. 142-149
Speaking & Listening
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse
partners on grade 6 topics, texts, and issues, building on
others’ ideas and expressing their own clearly.
Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and
Opportunities for students to engage in a range of collaborative discussions are
provided throughout the week for each lesson in Traits Writing. Teachers review
speaking and listening routines to enhance the discussions. Teachers discuss
with the students how they can use the mentor texts presented in each lesson as a
model for their writing and students to apply what they learn to their writing.
On Day 1 of each lesson, teachers introduce the key quality of the target trait
being taught and lead a Focus Lesson by gathering the students and exploring
together. Teachers allow students to share their responses and discuss issues
raised in the lesson and end with a Wrap Up discussion with the students. (IG p.
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Grade 6 Common Core State Standards
reflect on ideas under discussion.
Follow rules for collegial discussions, set specific goals and
deadlines, and define individual roles as needed.
Pose and respond to specific questions with elaboration and
detail by making comments that contribute to the topic, text,
or issue under discussion.
Review the key ideas expressed and demonstrate
understanding of multiple perspectives through reflection
and paraphrasing.
2. Interpret information presented in diverse media and
formats (e.g., visually, quantitatively, orally) and explain
how it contributes to a topic, text, or issue under study.
3. Delineate a speaker’s argument and specific claims,
distinguishing claims that are supported by reasons and
evidence from claims that are not.
Traits Writing™ from Ruth Culham
49)
On Day 2, teachers lead a Whole-Class R.A.F.T.S. Activity designed to give
students focused practice in revision. Teachers project the R.A.F.T.S. page
(available on Traitspace and in Students Handbook) and discuss the Think About
questions with the students. (IG p. 50)
On Day 3, students are placed in differentiated small groups that will change
from week to week as students’ different strengths and weaknesses on the
various traits are revealed. These flexible groupings are the hallmark of
successful differentiation. Teachers work with one group at a time, while the
other groups complete independent activities. (IG p. 55)
On Day 4 of each lesson, teachers conduct a Mentor Text Lesson. Each lesson is
linked to a mentor text, located in the Literature Anthology, which shows good
use of a focus trait, key quality, modes, and theme and serves as a marvelous
fiction or nonfiction model for student writers. In addition to mentor texts,
Everyday Texts, which include speeches, product labels, travel brochures, comic
strips, and game instructions, are presented as posters and used to broaden the
scope of writing for the students.
Teachers show a video clip of the author (available in Traitspace). These unique
and inspiring video clips introduce students to the author’s process and often
contain advice students can apply to their own writing. The mentor videos bring
authors to life with fascinating anecdotes, writing process suggestions, personal
experiences and inspiration. Teachers are encouraged to extend the students’
study of an author by making more books by the author available in the
classroom, and by encouraging them to research more about the author’s life
through available resources, including authors’ websites. (IG p. 54)
Teachers then read the text aloud. Students listen strategically and purposefully
to the excerpts and are immediately engaged in responding to the text. Students
listen for deliberate identification of a trait of key quality represented by the text
and discuss the text and how it represents the trait as the model of exceptional
writing. (IG p. 53)
On Day 5 of each lesson in Traits Writing, teachers conduct one-on-one
conferences with the students. While students continue working on their unit
writing project, revising and editing on their own or getting feedback from a
partner, the teacher can circulate and carry out one of the following types of
conferences: The Quick Stop for students who are working well and don’t have
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Grade 6 Common Core State Standards
Traits Writing™ from Ruth Culham
questions; The Stop and Chat for students who have a quick question or
straightforward problem; or The Stop and Stay for students who need a lot of
help. (IG p. 58)
At the end of each lesson, teachers gather students to reflect on how they are
growing as writers in a Whole-Class Reflection. Teachers ask open-ended
questions to spark conversation among the students and prompt students to
provide examples from their work that illustrate what they have learned.
Teachers should review speaking and listening routines to enhance the
conversation and provide time for all students to share their ideas. (IG p. 59)
See specific instruction: TG p. 32, 42, 52, 62, 72, 84, 94, 104, 122, 132, 142,
160, 170, 180, 198, 208, 218, 236, 246, 256, 274, 284, 294, 312, 322, 332
Presentation of Knowledge and Ideas
4. Present claims and findings, sequencing ideas logically
and using pertinent descriptions, facts, and details to
accentuate main ideas or themes; use appropriate eye
contact, adequate volume, and clear pronunciation.
5. Include multimedia components (e.g., graphics, images,
music, sound) and visual displays in presentations to clarify
information.
6. Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated
or appropriate.
Presentation and publication are the final steps of the writing process. Traits
Writing provides specific instruction on the presentation and publishing step of
the writing process within the Reality Checks. Print and technology-related
activities are provided. Students can present their writing in oral presentations
and readings, sharing visual displays when appropriate. Students engage in
discussion about their products, their writing process, and express their ideas and
observations in different contexts. See specific presentation activities:
Students rotate roles to film an interview about courageous acts described in unit
project. Students can upload videos for others to view and comment. TG p. 108
Students make recordings of animated characters created for writing project to
share with class. TG p. 146
Students make videos of their nonfiction narratives using props and costumes to
enhance presentations. TG p. 222
Students create multimedia presentation on their unit topic to present to class.
TG p. 260
Students rewrite persuasive essays as a speech and video tape for class to view.
TG p. 298
Additionally, students present their writing to the class, sharing appropriate facts
and relevant details, and speaking clearly and at an understandable pace. See
specifically:
Students share and discuss their chosen leads. TG p. 93
Students display their signs and read them aloud to the class. TG p. 121
Students share focused topic sentences with the class. TG p. 141
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Grade 6 Common Core State Standards
Traits Writing™ from Ruth Culham
Students share sentences that demonstrate writing technique in lesson. TG p. 159
Students share rewrites with class and discuss effectiveness. TG p. 169
Groups present brochures to the class and discuss effective elements. TG p. 179
Students read sentence remix and listen for fluency. TG p. 197
Students share their stories and identify narrative elements. TG p. 207
Students share comic strips with class and discuss pacing techniques. TG p. 217
Students share writing with class and explore connection to audience. TG p. 235
Students share complete recipes with the class. TG p. 245
Students read revisions aloud listening for fluency. TG p. 255
Students share their final endings to a story. TG p. 283
Students share and compare their lists in small groups. TG p. 293
Students make product presentations explaining their product. TG p. 311
Students read aloud both versions of their story comparing differences in tone.
TG p. 321
Students share paragraphs with class for evaluation of traits. TG p. 331
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CORRELATION OF TRAITS WRITING™ TO THE
COMMON CORE STATE STANDARDS INITIATIVE FOR ENGLISH LANGUAGE ARTS • GRADE 7
Grade 7 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 7
Reading: Literature
Key Ideas and Details
1. Cite several pieces of textual evidence to support analysis
of what the text says explicitly as well as inferences drawn
from the text.
2. Determine a theme or central idea of a text and analyze
its development over the course of the text; provide an
objective summary of the text.
3. Analyze how particular elements of a story or drama
interact (e.g., how setting shapes the characters or plot).
Traits Writing includes a Literature Anthology of excerpts from high-quality
fiction. In addition the anthology presents Everyday Text Posters, and functional
texts such as cartoons, signs, ad campaigns, and songs. These examples of
outstanding writing serve as models for teaching the key qualities of the traits.
Each text is keyed directly to a lesson in the Teaching Guide and is accompanied
by a video of the author who created it or of a writer who creates texts similar to
it. IG p. 10
Traits Writing recognizes the strong connection between reading and writing.
Teachers are encouraged to include the full texts that represented by the excerpts
in their classroom libraries to expand students’ engagement with high interest,
exemplar texts.
See the grade 7 narrative mentor text excerpts:
The Hunger Games by Suzanne Collins, LA p. 6-7; TG p. 48; SH p. 22
The Dreamer by Pam Muñoz Ryan, LA p. 8-9; TG p. 58-59
The Watson’s Go to Birmingham – 1963 by Christopher Paul Curtis, LA p. 12;
TG p. 120; SH p. 71
Tales from Outer Suburbia by Shaun Tan, LA p. 13; TG p. 140
Savvy by Ingrid Law, LA p. 15; TG p. 178-179; SH p. 113
Confetti Girl by Diana López, LA p. 18-19; TG p. 234, SH p. 149
Granny Torrelli Makes Soup by Sharon Creech, LA p. 20; TG p. 244
“The Ballad of Gilligan’s Isle” (songwriter), Everyday Text 6, TG p. 254-155;
SH p. 165
Fables by Arnold Lobel, LA p. 21-23; TG p. 282; SH p. 183
March Toward the Thunder by Joseph Bruchac, LA p. 24-25; TG p. 292; SH p.
191
The Stone Goddess by Minfong Ho, LA p. 26-27; TG p. 310; SH p. 201
Calvin and Hobbes Comic Strip (cartoonist), Everyday Text 8, TG p. 320; SH
p. 209
Students explore key ideas and details in fictional texts in Traits Writing:
Students explore story elements in Tales From Outer Suburbia. TG p. 140,
Students listen for specific and accurate words used in Granny Torrelli Makes
Soup, to visualize characters, setting, and key events of the story. TG p. 244
Students explore lyrics in Everyday Text 6 that tell a story involving character,
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Grade 7 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 7
setting, plot, conflict, and resolution. TG p. 254
Craft and Structure
4. Determine the meaning of words and phrases as they are
used in a text, including figurative and connotative
meanings; analyze the impact of rhymes and other
repetitions of sounds (e.g., alliteration) on a specific verse
or stanza of a poem or section of a story or drama.
5. Analyze how a drama’s or poem’s form or structure (e.g.,
soliloquy, sonnet) contributes to its meaning.
6. Analyze how an author develops and contrasts the points
of view of different characters or narrators in a text.
Students explore the meaning of words and phrases as they are used in the
following mentor text excerpts:
Students explore the author’s use of imagery in The Hunger Games to create a
mental picture for the reader. TG p. 49
Students explore the author’s writing process and discuss the word patterns and
rhythms in the sound poems included in The Dreamer. TG p. 58-59
Students explore the author’s unique style and creative wording to express
herself in Savvy. TG p. 178
Integration of Knowledge and Ideas
7. Compare and contrast a written story, drama, or poem to
its audio, filmed, staged, or multimedia version, analyzing
the effects of techniques unique to each medium (e.g.,
lighting, sound, color, or camera focus and angles in a film).
8. (Not applicable to literature)
9. Compare and contrast a fictional portrayal of a time,
place, or character and a historical account of the same
period as a means of understanding how authors of fiction
use or alter history.
Each week in Traits Writing, students have the opportunity to watch a brief
video interview with the author of that week’s mentor text. These unique and
inspiring video clips introduce students to the author’s process and often contain
advice students can apply to their own writing. The mentor videos bring authors
to life with fascinating anecdotes, writing process suggestions, personal
experiences and inspiration. Teachers are encouraged to extend the students’
study of an author by making more books by the author available in the
classroom, and by encouraging them to research more about the author’s life
through available resources, including authors’ websites. IG p. 54
Students observe different points of view in a text. See the following:
Students explore how the author of Confetti Girl shares her perspectives
through her tone and narration to create a connection to her audience. TG p.
234-235
Students discuss and explore the writing process of author, Stephen King.
Students name books he has written and the movies based on those books, and
identify the mode and genre in which he typically writes. TG p. 28
Students can compare and contrast a fictional portrayal and a historical account
of the same to understand how authors of fiction can alter history. See the
following historical fiction excerpts:
The Watson’s Go to Birmingham – 1963 by Christopher Paul Curtis, LA p. 12;
TG p. 120; SH p. 71
March Toward the Thunder by Joseph Bruchac, LA p. 24-25; TG p. 292; SH p.
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191
Range of Reading and Level of Text Complexity
10.By the end of the year, read and comprehend literature,
including stories, dramas, and poems, in the grades 6–8 text
complexity band proficiently, with scaffolding as needed at
the high end of the range.
Traits Writing promotes a well-stocked classroom library of reading materials
across genre that can be used as mentor texts for writing. Teachers are
encouraged to stock the library with a variety of books ranging in text
complexity appropriate for grade 6-8. IG p. 27
Reading: Informational Text
Key Ideas and Details
1. Cite several pieces of textual evidence to support analysis
of what the text says explicitly as well as inferences drawn
from the text.
2. Determine two or more central ideas in a text and analyze
their development over the course of the text; provide an
objective summary of the text.
3. Analyze the interactions between individuals, events, and
ideas in a text (e.g., how ideas influence individuals or
events, or how individuals influence ideas or events).
Traits Writing includes a Literature Anthology of excerpts from high-quality
nonfiction. The anthology includes Everyday Text Posters, as well as functional
texts such as speeches, reviews, signs, and brochures. These examples of
outstanding writing serve as models for teaching the key qualities of the traits.
Each text is keyed directly to a lesson in the Teaching Guide and is accompanied
by a video of the author who created it or of a writer who creates texts similar to
it. IG p. 10
Traits Writing recognizes the strong connection between reading and writing.
Teachers are encouraged to make available full texts in their classroom libraries.
See the grade 7 informational mentor text excerpts:
On Writing: A Memoir of the Craft by Stephen King, LA p. 4; TG p. 28
Immigrant Kids by Russell Freedman, LA p. 5; TG p. 38-39; SH p. 17
Korean War Veterans Memorial Brochure (historian), Everyday Text 1, TG p.
68
Tsunami Evacuation Guide (public safety writer), Everyday Text 2, TG p. 82
Blood Suckers!: Deadly Mosquito Bites by John DiConsiglio, LA p. 10; TG p.
92
Guts by Gary Paulsen, LA p. 11; TG p. 102; SH p. 61
The Watson’s Go to Birmingham – 1963 by Christopher Paul Curtis, LA p. 12;
TG p. 120; SH p. 71
Stratego Game Introduction (game developer), Everyday Text 3, TG p. 130
The Greatest: Muhammad Ali by Walter Dean Myers, LA p. 14; TG p. 158;
SH p. 97 George Washington Carver by Tonya Bolden, LA p. 16; TG p.196;
SH p. 123
Baby Carrots Ad Campaign (creative director), Everyday Text 4, TG p. 168
Heroes of the Environment by Harriet Rohmer, LA p 17; TG p. 206
“’Lost’ Apple Founder Has No Regrets” (journalist), Everyday Text 5, TG p.
216; SH p. 139
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SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 7
“Splattered Bug” Poster and Blog Entry (blogger), Everyday Text 7, TG p.
272; SH p. 175
March Toward the Thunder by Joseph Bruchac, LA p. 24-25; TG p. 292; SH p.
191
The Extraordinary Mark Twain (According to Susy) by Barbara Kerley, LA p.
28-29; TG p. 330
Craft and Structure
4. Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and
technical meanings; analyze the impact of a specific word
choice on meaning and tone.
5. Analyze the structure an author uses to organize a text,
including how the major sections contribute to the whole
and to the development of the ideas.
6. Determine an author’s point of view or purpose in a text
and analyze how the author distinguishes his or her position
from that of others.
Students explore the structure and organization of a text and the impact of word
choice on meaning and tone. See the following:
Students discuss context of photographs used in Immigrant Kids. TG p. 39
Students explore the lead used in the mentor text, Blood Suckers!, and how it
contributes to the development of the topic by grabbing the attention and
piquing the curiosity of the reader. TG p. 92
Students explore the key words and phrases used by the author in Guts to
express the right tone to connect the reader to the moment. TG p. 102
Students explore and review the sequence and transition words used in The
Greatest: Muhammad Ali, used to guide the reader through the piece by
showing progression of ideas. TG p. 158
Students investigate the structure of Everyday Text 5 and explore different
techniques for organizing expository writing. TG p. 216
Students explore words in The Stone Goddess that convey the deepest meaning
and evoke the strongest impression or emotion. TG p. 310
Students analyze author’s point of view or purpose in a text, as follows:
Students discuss intended purpose and audience of Everyday Text 7. TG p. 272
Integration of Knowledge and Ideas
7. Compare and contrast a text to an audio, video, or
multimedia version of the text, analyzing each medium’s
portrayal of the subject (e.g., how the delivery of a speech
affects the impact of the words).
8. Trace and evaluate the argument and specific claims in a
text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient to support the claims.
9. Analyze how two or more authors writing about the same
topic shape their presentations of key information by
Each week in Traits Writing, students have the opportunity to watch a brief
video interview with the author of that week’s mentor text. These unique and
inspiring video clips introduce students to the author’s process and often contain
advice students can apply to their own writing. The mentor videos bring authors
to life with fascinating anecdotes, writing process suggestions, personal
experiences and inspiration. Teachers are encouraged to extend the students’
study of an author by making more books by the author available in the
classroom, and by encouraging them to research more about the author’s life
through available resources, including authors’ websites. IG p. 54
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Grade 7 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 7
emphasizing different evidence or advancing different
interpretations of facts.
Students discuss the many biographies about Mark Twain and explore the
unique perspective the author takes in The Extraordinary Mark Twain. TG p.
330
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend literary
nonfiction in the grades 6–8 text complexity band
proficiently, with scaffolding as needed at the high end of
the range.
Traits Writing promotes a well-stocked classroom library of reading materials
across genre that can be used as mentor texts for writing. Teachers are
encouraged to stock the library with a variety of books ranging in text
complexity appropriate for grade 6-8. IG p. 27
Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
Explain the function of phrases and clauses in general and
their function in specific sentences.
Choose among simple, compound, complex, and
compound-complex sentences to signal differing
relationships among ideas.
Place phrases and clauses within a sentence, recognizing
and correcting misplaced and dangling modifiers.*
2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
Use a comma to separate coordinate adjectives (e.g., It was
a fascinating, enjoyable movie but not He wore an old[,]
green shirt).
Spell correctly.
Conventions is an editing trait of writing that identifies the mechanical
correctness of the piece. During the seven core units in Traits, students focus on
one aspect of conventions each week, either word study (spelling/vocabulary) or
grammar and usage. Other conventions (punctuation, paragraphing, and
capitalizing) are reviewed as needed. Students note the use of conventions in
writing, identify and practice using editing symbols, learn basic editing rules,
and learn to apply the rules of standard English to correct their work to ensure
their writing is clear and easy to read. IG p. 52
In Unit 1, teachers introduce Editing as one of the Steps in the Writing Process.
Students apply rules of standard English to correct errors in conventions –
spelling, punctuation, paragraphing, capitalization, and grammar usage. TG 6372; SH p. 30-36
Day 2 of each lesson (in Units 2-8) includes a Conventions Focus activity, in
which students learn about and practice particular editing skills such as spelling
and vocabulary or grammar and usage. On Day 5, students self-assess their
understanding of the week’s concept by carrying out a Partner Conventions
Check with a classmate. Students focus on one aspect of conventions each week.
These skills spiral throughout the year within the units. TG p. 13; IG p. 17, 52
Students demonstrate command of the conventions of standard English grammar
and usage, specifically the function of phrases and clauses. TG p. 99
Students demonstrate command of the conventions of standard English grammar
and usage, specifically simple, compound, and complex sentences. TG p. 127
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SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 7
Additionally, see the following Conventions Focus activities: Grammar and
Usage, TG p. 79, 99, 127, 155, 175, 203, 231, 251, 279, 307, 327; Partner
Grammar and Usage Check, TG p. 84, 104, 132, 160 180, 208, 236, 256, 284,
312, 332; SH p. 42, 58, 76, 94, 110, 128, 146, 162, 180, 198, 214; Word Study,
TG p. 89, 117, 137, 165, 193, 213, 241, 269, 289, 317; Partner Word Study
Check, TG p. 94, 122, 142, 170, 198, 218, 246, 274, 294, 322; SH p. 50, 68, 84,
102, 120, 136, 154, 172, 188, 206
If time allows, teachers can distribute Practice Questions (in downloadable
format from Traitspace) to help students prepare for standardized writing tests.
Teachers allow students a limited amount of time to answer five multiple-choice
questions related to related to punctuation, spelling, capitalization, and grammar
and usage skills. Teachers can use these test practice questions to measure each
student’s knowledge of grade-level conventions. (IG p. 61) See specifically
Reality Check: TG p. 111, 149, 187, 225, 263, 301
Knowledge of Language
3. Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
Choose language that expresses ideas precisely and
concisely, recognizing and eliminating wordiness and
redundancy.*
Students demonstrate their knowledge and competency of language and its
conventions in the writing products of Traits Writing. Focused instruction on
the Word Choice trait explores the language used in writing, including language
used to express ideas precisely and concisely. See the following:
Students applying strong verbs to their writing. TG p. 113-122; SH p. 64-71
Students selecting striking words and phrases to help the reader understand the
writer’s specific purpose and message. TG p. 171-180; SH p. 106-112
Students use specific and accurate words to provide the readers with information
needed to understand the subject. TG p. 237-246; SH p. 150-156
Students choose words that deepen meaning to inspire and enlighten the reader.
TG p. 303-312; SH p. 194-201
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 7
reading and content, choosing flexibly from a range of
strategies.
Use context (e.g., the overall meaning of a sentence or
paragraph; a word’s position or function in a sentence) as a
Students acquire and use new vocabulary throughout Traits Writing. Word
Choice lessons in Traits Writing explore the vocabulary the writer uses to
convey meaning and enlighten the reader. Students use a range of strategies to
help determine the meaning of unknown words and review techniques to use
words correctly and appropriately in their writing. See the following:
Students review techniques for applying strong verbs to foster plot
development. TG p. 114-115.
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Grade 7 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 7
clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and
roots as clues to the meaning of a word (e.g., belligerent,
bellicose, rebel).
Consult general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital,
to find the pronunciation of a word or determine or clarify
its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a
word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
5. Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
Interpret figures of speech (e.g., literary, biblical, and
mythological allusions) in context.
Use the relationship between particular words (e.g.,
synonym/antonym, analogy) to better understand each of
the words.
Distinguish among the connotations (associations) of words
with similar denotations (definitions) (e.g., refined,
respectful, polite, diplomatic, condescending).
6. Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Students use a thesaurus and/or dictionary to choose appropriate strong verbs
for a passage. TG p. 115
Students explore strong verbs used in writing. TG p. 120-121
Students review and use techniques for creating vivid language with striking
words and phrases. TG p. 172-173
Students explore striking words and phrases in mentor text excerpt. TG p. 178
Students use specific and accurate words to identify and describe fictional and
famous characters. TG p. 238-239
Students explore specific and accurate words used in mentor text. TG p. 244
Students review techniques for choosing words that deepen meaning. TG p.
304-305
Students play a word association game. TG p. 305
Students explore how author uses words to deepen meaning in mentor text. TG
p. 310-311
Writing
Text Types and Purposes
1. Write arguments to support claims with clear reasons and
relevant evidence.
Introduce claim(s), acknowledge alternate or opposing
claims, and organize the reasons and evidence logically.
Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to create cohesion and
Additionally, students focus on different aspects of conventions each week,
including word study. These Word Study lessons cover Greek and Latin roots
words. IG p. 52 See specifically:
Word Study, TG p. 89, 117, 137, 165, 193, 213, 241, 269, 289, 317
Partner Word Study Check, TG p. 94, 122, 142, 170, 198, 218, 246, 274, 294,
322; SH p. 50, 68, 84, 102, 120, 136, 154, 172, 206
See also list of common prefixes and suffixes with definitions, SH p. 239-240
and on Traitspace
Traits Writing is a systematic, core, full-year (36 week) writing curriculum
based on the Trait Model. It is an effective, research-based tool for assessing
and teaching writing. The fundamental principles are conducting high-quality
assessment that leads to focused, differentiated instruction, establishing clear
goals for teaching and learning, using a shared vocabulary to talk about writing,
and weaving revision and editing together seamlessly and strategically to give
students voices and skills to write efficiently, effectively, confidently and
successfully.
The Trait Model consists of seven traits of writing: Ideas, Organization, Voice,
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Grade 7 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 7
clarify the relationships among claim(s), reasons, and
evidence.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from
and supports the argument presented.
2. Write informative/explanatory texts to examine a topic
and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
Introduce a topic clearly, previewing what is to follow;
organize ideas, concepts, and information, using strategies
such as definition, classification, comparison/contrast, and
cause/effect; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding
comprehension.
Develop the topic with relevant facts, definitions, concrete
details, quotations, or other information and examples.
Use appropriate transitions to create cohesion and clarify
the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to
inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from
and supports the information or explanation presented.
3. Write narratives to develop real or imagined experiences
or events using effective technique, relevant descriptive
details, and well-structured event sequences.
Engage and orient the reader by establishing a context and
point of view and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally and
logically.
Use narrative techniques, such as dialogue, pacing, and
description, to develop experiences, events, and/or
characters.
Use a variety of transition words, phrases, and clauses to
convey sequence and signal shifts from one time frame or
setting to another.
Use precise words and phrases, relevant descriptive details,
Word Choice, Sentence Fluency, Conventions and Presentation. Each trait of
writing is divided into four key qualities that are spiraled throughout the
program, building upon each, providing clear and concrete skills to be developed
for students to become lifelong, successful writers. IG p. 4-5
Interweaved with the core units are six Reality Checks with lessons on the
modes of writing. Teachers preview the writing mode that is going to be the
focus of the next unit and assign the unit writing project to supports that mode.
Throughout the year, students write and apply the traits in three basic modes of
writing: narrative, expository and persuasive. They establish a purpose and learn
to make that purpose clear to the reader. The ultimate goal of Traits Writing is to
give students the tools, skills, experience and practice that result in competency
across the modes of writing and gives them the confidence and experience to see
themselves as writers. IG p. 7
Units 4 and 7 focus on persuasive writing. Students write opinion pieces to
support claims based on specific topics or texts using valid reasoning and
relevant evidence. Students are encouraged to construct an argument that takes a
clear position, offers good and sound reasoning, backs up argument with solid
facts and examples, reveals weaknesses in other positions, and uses voice to add
credibility and confidence. Options are provided for the format of the unit
writing project. Teachers can choose from the suggested options or another
format based on curricular needs, state standards, or student preferences. Typical
persuasive formats include advertisements, blogs or Web pages, editorials,
speeches, persuasive essays, reviews and critiques, debate outlines/notes, memos
and emails, commercials and infomercials, contest entries, consumer guides or
reports, and letters of reference, application, or complaint. TG p. 150, 264
Focused persuasive unit writing projects include the following:
Students write a product review critiquing a particular product as part of a
three-week unit focusing on Organization, Voice, and Word Choice. Students
present information about the product convincing readers to either buy or not
buy the product. The review should include a topic that he/she feels strongly
about, accurately describe the product, clearly state opinion with valid
reasons, provide facts and examples to support, and use a confident tone. TG
p. 145
Students write a lighthearted advertisement campaign centering on the theme
of motivation as part of a three-week unit focusing on Ideas, Organization,
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Grade 7 Common Core State Standards
and sensory language to capture the action and convey
experiences and events.
Provide a conclusion that follows from and reflects on the
narrated experiences or events.
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 7
and Voice. Students design a series of print and nonprint advertisements to
convince students to buy a product. The advertisement should state position
clearly, offer sound reasons and solid facts to support it, reveal weaknesses in
other positions, and use voice to add credibility and show confidence TG p.
259
Students work independently on their persuasive unit writing projects, paying
special attention to the following key qualities: Using Sequence Words and
Transition Word, TG p. 153, 159; Conveying the Purpose, TG p. 163, 169;
Selecting Striking Words and Phrases, TG p. 173, 179; Using Details, TG p.
267, 273; Ending With a Sense of Resolution, TG p. 277, 283; Taking Risks to
Create Voice, TG p. 287, 293
See additional persuasive writing activities:
Students work in groups to write a persuasive statement. TG p. 152
Students write an opening argument to a judge, persuading him or her to
decide in favor of your client. TG p. 154; SH p. 93
Students write about a role model of their own. TG p. 159
Write and compare examples of conveying the purpose. TG p. 162
Students write a review of a product conveying whether or not you endorse it
and why. TG p. 164; SH p. 101
Students work in groups to create a convincing packaging label. TG p. 169; SH
p. 105
Students write a unique product advertisement. TG p. 173
Students write a detailed advertisement that markets your product to big
buyers. TG p. 174;SH p. 109
Students write a continuation of the excerpt. TG p. 179
Students work together to create a short persuasive speech to present. TG p.
267
Students write the script of an infomercial to market a product. TG p. 268; SH
p. 171
Students write a blog response using details that their audience will relate to.
TG p. 273; SH p. 175
Students write a request for support of a mission in local newspaper leaving
readers feeling resolved to help you. TG p. 278; SH p. 179
Students plan and write a fable based on a life lesson. TG p. 283; SH p. 183
Students work together to develop ideas to improve voice in specific
commercials. TG p. 287
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Grade 7 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 7
Students write a Wanted Poster as advertisement. TG p. 288; SH p. 187
Students use the Persuasive Publishing Checklist to check writing for
completeness. SH p. 114, 192
Additionally, students write Key Quality Quickwrites (nonstop writing for 3
minutes) presented in Reality Checks 3 and 6. Students choose one of three
photos from the Unit’s weekly introductions in the Student Handbook and
answer the question posed in caption by connecting to the key quality they
studied during that week. TG p. 185, 299; SH p. 91, 99, 107, 169, 177, 185
Practice Prompts are also provided within each Reality Check to help prepare
students for standardized writing tests. Teachers choose a prompt and instruct
students to write for allotted amount of time (usually 20 minutes). Persuasive
writing prompts include:
Write about a problem in the world that you would make disappear if you
could, persuading readers that it should be important to them too. TG p. 148
Give your point of view on a particular topic and use specific reasons and
examples to support it. TG p. 186
Convince readers to try a favorite activity of yours. TG p. 186
State your position on a particular topic and support it. TG p. 186
Units 2, 5, and 8 focus on expository writing. Students focus on deliberate and
spiraled instruction developing competency in expository, informative, and
explanatory writing. Students writing should inform the reader about a topic,
explain something interesting or curious about a topic, focus on making the topic
clear, anticipate and answer the reader’s questions, and include details that add
information, support key ideas, and help the reader make connections. Options
are provided for the format of the unit writing project. Teachers can choose from
the suggested options or another format based on curricular needs, state
standards, or student preferences. Typical expository formats include personal or
business letters, guidebooks, how-to manuals, magazine articles, news stories,
blogs or Web pages, essay or research reports, applications and forms, board
game instructions, test questions, summaries, and lists or directions. TG p. 74,
188, 302
Focused expository unit writing projects include the following:
Students write an essay centered on the theme of survival as part of a threePage
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Grade 7 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 7
week unit focusing on Ideas, Organization, and Voice. TG p. 72
Students write a blog that invites readers to weigh in on important issues
related to integrity as part of a three-week unit focusing on Sentence
Fluency, Ideas and Organization. The blog should inform the reader about
the topic, explain something interesting or curious about the topic, make
topic clear, anticipates and answers reader’s questions, and includes details
that add information. TG p. 183
Students write a research report that incorporates the theme of honesty as part
of a three-week unit focusing on Word Choice, Sentence Fluency, and all the
traits. TG p. 297
Students work independently on their expository unit writing projects, paying
special attention to the following key qualities: Finding a Topic, TG p. 77, 83;
Creating the Lead, TG p. 87, 93; Establishing a Tone, TG p. 97, 103; Varying
Sentence Types, TG p. 191, 197; Developing the Topic, TG p. 201, 207;
Structuring the Body, TG p. 211, 217; Choosing Words That Deepen Meaning,
TG p. 305, 311; Breaking the “Rules” to Create Fluency, TG p. 315, 321; all the
attributes of the traits, TG p. 325, 331
See additional expository writing activities:
Students summarize one idea for magazine article embracing the theme of
survival. TG p. 78; SH p. 41
Students write their own survival guide. TG p. 83
Students work with a partner to write a captivating lead to a magazine article.
TG p. 87
Students write an introduction to a speech with a strong lead. TG p. 88; SH p.
49
Students write a new lead for an article. TG p. 93
Write a TV broadcast with an expressive and compelling tone. TG p. 98; SH p.
57
Students rewrite part of a story using a different tone. TG p. 103
Students write a presentation containing a variety of sentence types. TG p. 192;
SH p. 119
Students write a blurb for a biography highlighting the book’s main topic. TG
p. 202; SH p. 127
Students write questions for an interview. TG p. 207
Students write a police report with a well-structured body. TG p. 212; SH p.
135
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Grade 7 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 7
Students write a letter expressing point of view using imaginative words to
deepen meaning. TG p. 306; SH p. 197
Students write a script for a meteorologist. TG p. 315
Students write a pep talk for a team intentionally breaking the rules of standard
English. TG p. 316; SH p. 205
Students create a comic strip about writing. TG p. 321
Students draft a conversation between the trait mates. TG p. 325
Students create a piece of writing incorporating all the traits. TG p. 326; SH p.
213
Students draft their biological sketches. TG p. 331
Additionally, students write Key Quality Quickwrites (nonstop writing for 3
minutes) presented in Reality Checks 1 and 4. Students choose one of three
photos from the Unit’s weekly introductions in the Student Handbook and
answer the question posed in caption by connecting to the key quality they
studied during that week. TG p.109, 223; SH p. 39, 47, 55, 117, 125, 133
Practice Prompts are also provided within each Reality Check to help prepare
students for standardized writing tests. Teachers choose a prompt and instruct
students to write for allotted amount of time (usually 20 minutes). Expository
writing prompts include:
Explain how to make a favorite meal for a TV cooking show. TG p. 110
Explain how technology has influenced the way families communicate TG p.
110
Students explain a change you’re experience in middle school and how you
dealt with it. TG p. 148
Name the most difficult thing you’ve ever tried to master and use experience to
advise another student. TG p. 300
Explain where you would choose to travel in a time machine and why. TG p.
300
Explain why you would be willing to get rid of an invention and why. TG p.
300
Units 3 and 6 focus on narrative writing. Students apply the target trait and
key quality highlighted in each unit to tell a story that offers a clear, welldeveloped story line, includes characters that grow and change over time,
conveys time and setting effectively, presents a conflict and resolution, and
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entertains the reader. Options are provided for the format of the unit writing
project. Teachers can choose from the suggested options or another format based
on curricular needs, state standards, or student preferences. Typical narrative
formats include historical accounts, journal entries or blog entries, short stories,
skits, personal essays, autobiographical sketches, biographical sketches, myths
or legends, screenplays, science fiction or fantasy stories, and song lyrics. TG p.
112, 226
Focused narrative unit writing projects include the following:
Students write a short story that addresses the theme of determination as part of
a three-week unit focusing on the Word Choice, Sentence Fluency, and
Ideas traits. The story should contain a well-developed story line with a
compelling conflict and resolution, include characters that change from
experience, use descriptive details that convey time, setting, and story line,
and use and active, authentic voice to engage the reader. TG p. 107
Students create a narrative in the form of a nonfiction essay as part of a threeweek unit focusing on the Voice, Word Choice, and Sentence Fluency traits.
The essay should present a series of events in order, describe characters who
participated in the event, provide detailed information about the setting,
relate a problem and solution by building sequence of events to a climax.
TG p. 221
Students work independently on their narrative unit writing projects, paying
special attention to the following key qualities: Applying Strong Verbs, TG p.
115, 121; Crafting Well-Build Sentences, TG p. 125, 131; Focusing the Topic,
TG p. 135, 141; Creating a Connection to the Audience, TG p. 229, 235; Using
Specific and Accurate Words, TG p. 239, 245; Capturing Smooth and Rhythmic
Flow, 249, 255
See additional narrative writing activities:
Students write a short post on a blog to express feelings. TG p. 116; SH p. 67
Students draft paragraphs using strong verbs. TG p. 121
Students write the opening of a sample chapter for a book. TG p. 126; SH p. 75
Students use elements of narrative writing in introduction for a game. TG p.
131
Students write speech with a focused topic. TG p. 136; SH p. 83
Students write postcard stories that appeal to specific audiences. TG p. 228
Students create a piece of writing that connects to the audience. TG p. 230; SH
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p. 145
Students write a paragraph about a character using specific tone to add voice
and connect to the audience. TG p. 235
Students write a paragraph profile of their character. TG p. 239
Students write a text message using specific and accurate words. TG p. 240;
SH p. 153
Students write a paragraph description. TG p. 245
Students create a piece of writing that has smooth and rhythmic flow. TG p.
250; SH p. 161
Students write new lyrics to TV theme song. TG p. 255
Additionally, students write Key Quality Quickwrites (nonstop writing for 3
minutes) presented in Reality Checks 2 and 5. Students choose one of three
photos from the Unit’s weekly introductions in the Student Handbook and
answer the question posed in caption by connecting to the key quality they
studied during that week. TG p. 147, 261; SH p. 65, 73, 81, 143, 151, 159
Practice Prompts are also provided within each Reality Check to help prepare
students for standardized writing tests. Teachers choose a prompt and instruct
students to write for allotted amount of time (usually 20 minutes). Narrative
writing prompts include:
Retell a familiar fairy tale from a different point of view. TG p. 110
Tell the story of a time you received a special gift. TG p. 148
Write a first-person sketch about an event that changed your life. TG p. 224
Using your imagination, write three daily log entries telling about your
adventures as the captain of a spaceship exploring the galaxy. TG p. 148
Write a short narrative that illustrates a proverb. TG p. 224
Write an essay about your definition of happiness. TG p. 224
Write an email to a friend describing an experience or event. TG p. 262
Write a story from a different point of view. TG p.262
Production and Distribution of Writing
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)
On Day 2 of each week, students do a Whole-Class R.A.F.T.S. activity where
they write a short piece based on “role,” “audience,” “format,” “topic,” and
“strong verbs” provided in the Student Handbook and Teaching Guide. (also
available on Traitspace) These activities are designed to give students focused
practice in drafting and revising. They require original writing and each one is
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Grade 7 Common Core State Standards
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5. With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been
addressed.
6. Use technology, including the Internet, to produce and
publish writing and link to and cite sources as well as to
interact and collaborate with others, including linking to and
citing sources.
based on one key quality of one trait, making that trait more manageable. IG p.
17, 50
See the following R.A.F.T.S. activities: TG p.78-81, 88-91, 98-101, 116-119,
126-129, 136-139154-157, 164-167, 174-177, 192-195, 202-205, 212-215, 230233, 240-243, 250-253, 268-271, 278-181, 288-291, 306-309, 316-319, 326-329;
SH p. 41, 49, 56, 67, 75, 83, 93, 101, 109, 119, 127, 135, 145, 153, 161, 171,
179, 187, 197, 205, 213
Students produce additional writing that focuses on developing the topic,
organizing the body, and creating a connection to the audience. For example:
Students create interview questions to elicit thoughtful, informative responses.
TG p. 206-207; SH p. 131
Students write postcard stories that appeal to specific audiences. TG p. 229
Students write a paragraph about a character using specific tone to add voice
and connect to an audience of their choice. TG p. 235
Students can use the Publishing Checklists provided in the Student Handbook to
check writing for completeness before going public. See: Narrative Publishing
Checklist, SH p. 88, 166; Expository Publishing Checklist, SH p. 62, 140, 218;
Persuasive Publishing Checklist, SH p. 114, 192
Deliberate and specific instruction on the writing process gets students started on
their writing journey in the Traits Writing curriculum. Unit 1 covers instruction
over a five week period engaging and clarifying for students the steps of the
writing process: prewriting, drafting, revising, editing and publishing. Students
learn routines and write a beginning-of-year benchmark paper. Teachers use the
writing traits as an assessment tool and instructional tool to support students’
writing as they learn to apply the writing process. IG p. 21; TG p. 23-72 See
specific instruction:
Students prewrite and draft a beginning-of-the-year benchmark paper. TG p.
39, 42; SH p. 16
Students write about what is easy and what is difficult for them as they draft.
TG p. 44
Students write a short persuasive speech about the role of voice. TG p. 46; SH
p. 21
Students write a follow up paragraph from the read aloud, from the main
character’s perspective. TG p. 49; SH p. 22
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Write another follow up paragraph from the perspective of a different character
or using third-person voice. TG p. 50
Students write a short piece describing how a product has been revised over
time. TG p. 56; SH p. 27
Students write a sound poem about their memories. TG p. 59; SH p. 28
Student write interview question to find out about writing process. TG p. 61;
SH p. 29
Students complete their beginning-of-the-year benchmark paper. TG p. 70
In Units 2–8, students revise and edit their writing as needed, applying what they
learn as they learn it, leading to thoughtful and polished final pieces. Students
store key pieces of writing they complete each week in their writing folder to be
used in a two-part Writing Folder Application activity.
On Day 1 of each lesson, students will select one piece in their writing folder
that would benefit from being revised based on the week’s focus trait and key
quality. Students apply their knowledge of the new trait and identify aspects of
their writing to revise. Students can meet with partner to discuss their revision
ideas and get additional feedback.
On Day 4, students continue revising their selected piece using what they’ve
learned about the trait and key quality throughout the week. Students save their
revision in writing folder for possible revision in subsequent weeks. (IG p. 56)
See specific instruction on editing and revising writing in Writing Folder
Application, Pinpointing a Piece and Improving the Piece: TG p. 77, 83, 87, 93,
97, 103, 115, 121, 125, 131, 135, 141, 153, 159, 163, 169, 173, 179, 191, 197,
201, 207, 211, 217, 229, 235, 239, 245, 249, 255267, 273, 277, 283, 287, 293,
305, 311, 315, 321, 325, 331
Traits Writing embodies a wealth of technology resources that extend students
learning. The Technology Activities feature at the end of units 2-7 within the
Reality Check provides print and technology-related activities. Teachers engage
students in highly motivating print and electronic publishing activities, such as
creating e-books to collaborating on video conferences. These activities expose
students to the latest technologies and help them develop their skills in using
them. Most activities use available software programs or child-friendly websites.
IG p. 35; TG p. 61
See specific technology activities:
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Grade 7 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 7
Students work together to design, create, and update a class website that
includes a variety of feature articles. Students can use a Web design program
and template included on the computer’s software, or an online kid-friendly
tutorial for creating a website. TG p. 108
Students create a video broadcast based on their expository unit project
including music and/or sound effects to help establish the tone. Videos can
be uploaded on a computer for classroom viewing or posted as video streams
on an invitation-only website. TG p. 108
Students find animations by middle school students online and view them for
ideas and tips for creating their own. They can create storyboards and scripts
based on their narrative unit writing projects to model their animation ideas.
Students can use drawing and graphic tools to create their animations online.
TG p. 146
Students rewrite their narrative unit writing projects as songs and perform them
on video. They can compose their own music for their lyrics or select free
music downloads on the Web. Students can share with the class or post
videos on a safe and secure website. TG p. 146
Students debate the topic of their persuasive unit writing project using and
audio podcast format. They can use a regular tape recorder to practice and
listen for ways to improve content and presentation. Students can set up a
podcast using available audio software that might include a poll tabulator for
audience members to vote in favor of a debate they support. TG p. 184
Students produce a clever commercial based on their persuasive unit writing
project and videotape in live action or in animation using an online digital
story-making program. Students can incorporate backdrops and props but
should remember their goal is to persuade and not just entertain. TG p. 184
Students create an in-class blog and post their unit writing projects to a file
folder for classmates to read. They can add photos and illustrations to their
posts and leave comments for writers to respond. Students can also create
and “editorial board” to review the comments and choose one to edit and
post as the feature item for the week. TG p. 222
Students reformat their expository unit writing projects into a series of text
messages. They should choose every word carefully as text messages are
short. If students do not have access to cell phones, they can work in pairs to
write out their messages on index cards. TG p. 222
Students turn their narrative unit writing projects on friendship into an
animated comic strip, using the text as inspiration for characters and speech
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Grade 7 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 7
bubbles. Students can hand draw the strip or use a “Create Your Own
Comic” program or website to create it. Students can post their complete
comic strips on class website for online viewing. TG p. 260
Students create an old-fashioned radio show based on their narrative unit
writing projects, using podcast technology. Students write a script, assemble
a cast, rehearse, and record show using a computer program or following
directions at website dedicated to creating audio show. TG p. 260
Students shoot video about script they wrote and post it on a video sharing
website. Students work with partners to record their videos using a camera
recorder and upload video to site by following online instructions. Suggested
to use private access so that only students in class can view videos. TG p.
298
Students may wish to “blab” their persuasive writing units by taking on the
voice of a character to add emphasis to the piece. Students can perform and
record pieces on either audio or video and save them to school website or
wiki. TG p. 298
Research to Build and Present Knowledge
7. Conduct short research projects to answer a question,
drawing on several sources and generating additional
related, focused questions for further research and
investigation.
8. Gather relevant information from multiple print and
digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for
citation.
9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
Apply grade 7 Reading standards to literature (e.g.,
“Compare and contrast a fictional portrayal of a time, place,
or character and a historical account of the same period as a
means of understanding how authors of fiction use or alter
history”).
Apply grade 7 Reading standards to literary nonfiction (e.g.
Writing in the expository mode includes engaging students in researching and
gathering information with peers or independently to build knowledge on a
topic. Expository formats include: letters, guidebooks, how-to-manuals,
magazine articles, news stories, research papers, menus, brochures, directions
and lists. Students produce a variety of writing products to share with class or
others that inform the reader about the topic. For example:
Students work on a research report that incorporates the theme of honesty for
their unit 8 expository writing project. Students gather information about the
topic from multiple sources, including personal experience, print and nonprint
resources, and people who are knowledgeable about the topic. Students
determine what is important for the reader to know and how to organize the
piece, using credible details and reinforcing some of the most important ideas.
Students cite sources from which facts and direct quotations were derived to
lend credibility. TG p. 297
Additionally, within the Independent Activities each week students reflect on
and respond to preview questions about an author in preparation for the Mentor
Text Lesson. Students can look up information about the author on the internet
and share with the class. See the following Independent Activities and Previews:
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Grade 7 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 7
“Trace and evaluate the argument and specific claims in a
text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient to support the claims”).
TG p. 81, 91, 101, 119, 129, 139, 157, 167, 177, 195, 205, 215, 233, 243, 253,
271, 281, 291, 309, 319, 329; SH p. 44, 52, 60, 70, 78, 86, 96, 104, 112, 122,
130, 138, 148, 156, 164, 174, 182, 190, 200, 208, 216
Range of Writing
10. Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
Students write routinely throughout Traits Writing for a range of tasks, purposes
and audience. Students write independently for extended periods of time, five
days a week, to implement what they have learned and to develop strong writing
muscles. Student use independent writing time to work on the mode-specific unit
project over the course of three weeks. On days 1 and 4 of each week, teachers
guide students to apply all their newly acquired and established trait-focused
skills to their unit writing project. (IG p. 57) Day 2’s Whole-Class R.A.F.T.S,
activities are designed to give students focused practice in drafting and revising
their own writing. (IG p. 50) On Day 5 of each week, students write a six-word
summary or example of the unit’s theme and record it on the board. (IG p. 49)
Within the Reality Check at the end of each unit, students produce Key Quality
Quickwrites (non-stop writing for 3 minutes) connecting their writing to the key
quality studied that week. Additionally, three sample writing prompts
representative of the types of writing students will face on state assessments are
provided. Teachers choose a prompt and instruct students to write for twenty
minutes or the allotted amount of time for their state’s test. (IG p. 61)
Throughout the year, students write and apply the traits in three basic modes of
writing: narrative, expository and persuasive. They establish a purpose and learn
to make that purpose clear to the reader. The Voice trait explores the tone of a
piece of writing revealing the feelings and attitudes of the author. Students
experiment with language to add power and clarity to writing revealing their
style and purpose and creating a connection to the audience. For example:
Students convey purpose in their writing. TG p. 161-170; SH p. 98-105
Students create a connection to the audience to relay the message. TG p. 227236; SH p. 142-149
Speaking and Listening
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse
Opportunities for students to engage in a range of collaborative discussions are
provided throughout the week for each lesson in Traits Writing. Teachers review
speaking and listening routines to enhance the discussions. Teachers discuss
with the students how they can use the mentor texts presented in each lesson as a
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Grade 7 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 7
partners on grade 7 topics, texts, and issues, building on
others’ ideas and expressing their own clearly.
Come to discussions prepared, having read or researched
material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and
reflect on ideas under discussion.
Follow rules for collegial discussions, track progress toward
specific goals and deadlines, and define individual roles as
needed.
Pose questions that elicit elaboration and respond to others’
questions and comments with relevant observations and
ideas that bring the discussion back on topic as needed.
Acknowledge new information expressed by others and,
when warranted, modify their own views.
2. Analyze the main ideas and supporting details presented
in diverse media and formats (e.g., visually, quantitatively,
orally) and explain how the ideas clarify a topic, text, or
issue under study.
3. Delineate a speaker’s argument and specific claims,
evaluating the soundness of the reasoning and the relevance
and sufficiency of the evidence.
model for their writing and for students to apply what they learn to their writing.
On Day 1 of each lesson, teachers introduce the key quality of the target trait
being taught and lead a Focus Lesson by gathering the students and exploring
together. Teachers allow students to share their responses and discuss issues
raised in the lesson and end with a Wrap Up discussion with the students. (IG p.
49)
On Day 2, teachers lead a Whole-Class R.A.F.T.S. Activity designed to give
students focused practice in revision. Teachers project the R.A.F.T.S. page
(available on Traitspace and in Students Handbook) and discuss the Think About
questions with the students. (IG p. 50)
On Day 3, students are placed in differentiated small groups that will change
from week to week as students’ different strengths and weaknesses on the
various traits are revealed. These flexible groupings are the hallmark of
successful differentiation. Teachers work with one group at a time, while the
other groups complete independent activities. (IG p. 55)
On Day 4 of each lesson, teachers conduct a Mentor Text Lesson. Each lesson is
linked to a mentor text, located in the Literature Anthology, which shows good
use of a focus trait, key quality, modes, and theme and serves as a marvelous
fiction or nonfiction model for student writers. In addition to mentor texts,
Everyday Texts, which include speeches, product labels, travel brochures, comic
strips, and game instructions, are presented as posters and used to broaden the
scope of writing for the students.
Teachers show a video clip of the author (available in Traitspace). These unique
and inspiring video clips introduce students to the author’s process and often
contain advice students can apply to their own writing. The mentor videos bring
authors to life with fascinating anecdotes, writing process suggestions, personal
experiences and inspiration. Teachers are encouraged to extend the students’
study of an author by making more books by the author available in the
classroom, and by encouraging them to research more about the author’s life
through available resources, including authors’ websites. (IG p. 54)
Teachers then read the text aloud. Students listen strategically and purposefully
to the excerpts and are immediately engaged in responding to the text. Students
listen for deliberate identification of a trait of key quality represented by the text
and discuss the text and how it represents the trait as the model of exceptional
writing. (IG p. 53)
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Grade 7 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 7
On Day 5 of each lesson in Traits Writing, teachers conduct one-on-one
conferences with the students. While students continue working on their unit
writing project, revising and editing on their own or getting feedback from a
partner, the teacher can circulate and carry out one of the following types of
conferences: The Quick Stop for students who are working well and don’t have
questions; The Stop and Chat for students who have a quick question or
straightforward problem; or The Stop and Stay for students who need a lot of
help. (IG p. 58)
At the end of each lesson, teachers gather students to reflect on how they are
growing as writers in a Whole-Class Reflection. Teachers ask open-ended
questions to spark conversation among the students and prompt students to
provide examples from their work that illustrate what they have learned.
Teachers should review speaking and listening routines to enhance the
conversation and provide time for all students to share their ideas. (IG p. 59)
See specific instruction: TG p. 32, 42, 52, 62, 72, 84, 94, 104, 122, 132, 142,
160, 170, 180, 198, 208, 218, 236, 246, 256, 274, 284, 294, 312, 322, 332
Presentation of Knowledge and Ideas
4. Present claims and findings, emphasizing salient points in
a focused, coherent manner with pertinent descriptions,
facts, details, and examples; use appropriate eye contact,
adequate volume, and clear pronunciation.
5. Include multimedia components and visual displays in
presentations to clarify claims and findings and emphasize
salient points.
6. Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated
or appropriate.
Presentation and publication are the final steps of the writing process. Traits
Writing provides specific instruction on the presentation and publishing step of
the writing process within the Reality Checks. Print and technology-related
activities are provided. Students can present their writing in oral presentations
and readings, sharing visual displays when appropriate. Students engage in
discussion about their products, their writing process, and express their ideas and
observations in different contexts. See specific presentation activities:
Students work together to design, create, and update a class website that
includes a variety of feature articles to keep teens informed and/or
entertained. TG p. 108
Students create a video broadcast based on their expository writing unit for
class viewing and discussion. Students can rate each other’s broadcasts based
on topical appeal, tone, and overall presentation. TG p. 108
Students create an in-class blog and post their unit projects to a file folder for
classmates to read during free time. TG p. 222
Students write a script for a video and record and post it on a video sharing
website for classmates to view. TG p. 298
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Grade 7 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 7
Additionally, students present their writing to the class, sharing appropriate facts
and relevant details, and speaking clearly and at an understandable pace. See
specifically:
Students take turns reading aloud their completed survival guide to the class.
TG p. 83
Students take turns reading aloud their favorite lead and discuss similarities
and differences in content, style, and overall impact. TG p. 93
Student share their pieces aloud and class identifies the tone of the piece. TG p.
103
Teachers invite students to read aloud their continuations of the story and
identify the strong verbs used. TG p. 121
Students share aloud their writing about a role model of theirs. TG p. 159
Students create and display their persuasive posters. TG p. 169
Students read aloud their paragraph and invite the class to critique. TG p. 179
Students shared their revised responses and determine with classmates if they
are more fluent than the originals. TG p. 197
Partners share their interview questions and detailed responses for class
discussion. TG p. 207
Students volunteer to share their lists of reason and support their position. TG
p. 217
Students read their paragraphs to a partner and discuss how the reader
connected with the writer. TG p. 235
Students share their lyrics with partners. TG p. 255
Partners read their version of the story to each other and compare the risks they
took to create a unique voice. TG p. 293
Students take turns reading aloud their words and getting feedback from others
about which words conveyed the deepest meaning. TG p. 311
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CORRELATION OF TRAITS WRITING™ TO THE
COMMON CORE STATE STANDARDS INITIATIVE FOR ENGLISH LANGUAGE ARTS GRADE 8
Grade 8 Common Core State Standards
Reading: Literature
Key Ideas and Details
1. Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as inferences
drawn from the text.
2. Determine a theme or central idea of a text and analyze
its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an
objective summary of the text.
3. Analyze how particular lines of dialogue or incidents in a
story or drama propel the action, reveal aspects of a
character, or provoke a decision.
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
Traits Writing offers a Literature Anthology of excerpts from high-quality
fiction. The anthology includes Everyday Text Posters, as well as functional
texts such as cartoons, signs, ad campaigns, and songs. These examples of
outstanding writing serve as models for teaching the key qualities of the traits.
Each text is keyed directly to a lesson in the Teaching Guide and is accompanied
by a video of the author who created it or of a writer who creates texts similar to
it. IG p. 10
Traits Writing recognizes the strong connection between reading and writing.
Teachers are encouraged to make available the full texts in their classroom
libraries.
See the grade 8 narrative mentor text excerpts:
Undaunted Courage by Stephen E. Ambrose, LA p. 4
Taking Sides by Gary Soto, LA p. 6
Click by Linda Sue Park, LA p. 7
The Skin I’m In by Sharon G. Flake, LA p. 9
Peeled by Joan Bauer, LA p. 10
The Doom Machine by Mark Teague, LA p. 14
Football Hero by Tim Green, LA p. 20
A Picture of Freedom: The Diary of Clotee, a Slave Girl, Belmont
Plantation, 1859, by Patricia C. McKissack, LA p. 25
A Long Way From Chicago by Richard Peck, LA p. 27
The Danger Box by Blue Balliet, LA p. 29
The Lost Generation by Jonathan Reed, Everyday Text 5
Ballad of a Teenage Queen, Words and Music by Jack Clement; Sung by
Johnny Cash, Everyday Text 7
Students explore key ideas and details in fictional texts in Traits Writing, as
follows:
Students analyze how the author creates his characters by focusing on the main
idea of “what it takes to be great” and the theme of success. TG p. 178-179;
SH p. 113
Students analyze how Martin, a character in Peeled, makes his listeners sit up
and take notice when he gives a speech. TG p. 92-93; SH p. 53
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Grade 8 Common Core State Standards
Craft and Structure
4. Determine the meaning of words and phrases as they are
used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other
texts.
5. Compare and contrast the structure of two or more texts
and analyze how the differing structure of each text
contributes to its meaning and style.
6.Analyze how differences in the points of view of the
characters and the audience or reader (e.g., created through
the use of dramatic irony) create such effects as suspense or
humor.
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
Students determine the meaning of words and phrases as they are used in texts
and examine their impact on meaning and tone. See the following:
Teachers read aloud from Football Hero by Tim Green as students listen for
striking words and phrases that grab their attention. TG p. 178-179; LA p. 20;
SH p. 23
Students explore how playing with language can make their writing fresh when
using figurative language techniques. TG p. 304-305, SH p. 113
Students explore the craft and structure of fictional text. See the following:
Students analyze the poem “The Lost Generation” by Jonathan Reed,
comparing and contrasting the meaning when it is read forwards or
backwards. The poem is meant to be read as reversible, meaning it can be
read from the top down or the bottom up. Students discuss how the meaning
of the poem changes according to the order of the lines. TG p. 196,
Traitspace; Everyday Text 5
Students explore how differences in point of view are expressed in writing, as
follows: Students examine how knowing about best-selling horror author
Stephen King is necessary to understand the humor of the cartoon. TG p.
120; Everyday Text 3
Integration of Knowledge and Ideas
7. Analyze the extent to which a filmed or live production
of a story or drama stays faithful to or departs from the text
or script, evaluating the choices made by the director or
actors.
8. (Not applicable to literature)
9. Analyze how a modern work of fiction draws on themes,
patterns of events, or character types from myths, traditional
stories, or religious works such as the Bible, including
describing how the material is rendered new.
Each week in Traits Writing, students have the opportunity to watch a brief
video interview with the author of that week’s mentor text. These unique and
inspiring video clips introduce students to the author’s process and often contain
advice students can apply to their own writing. The mentor videos bring authors
to life with fascinating anecdotes, writing process suggestions, personal
experiences and inspiration. Teachers are encouraged to extend the students’
study of an author by making more books by the author available in the
classroom, and by encouraging them to research more about the author’s life
through available resources, including authors’ websites. IG p. 54
There are seven mode-specific, theme-based core units within Traits Writing.
Students read and write in the focus mode and theme for the duration of that
unit. (IG p. 12) Throughout each unit, students can compare and contrast texts in
different forms and their approach to similar themes. See the following:
Students compare Jack Clement’s 1957 ballad, “Ballad of a Teenage Queen” to
the song made famous by legendary singer Johnny Cash. TG p. 292-293;
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Grade 8 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
Everyday Text 7; SH p. 191
Students analyze how the modern work of fiction, Taking Sides, draws upon
the author’s experience as a Mexican-American. TG p. 38-39; LA p. 6; SH
p. 16
Students read a passage from the mentor text “Click” with an eye on how the
author used a “photo or some little object” as inspiration for the stories. TG
p. 48-49; LA p. 7; SH p. 22
Students analyze how “Football Hero” draws on the theme of success. TG p.
178-179; LA p. 20; SH p. 113
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend literature,
including stories, dramas, and poems, at the high end of
grades 6–8 text complexity band independently and
proficiently.
Traits Writing promotes a well-stocked classroom library of reading materials
across genre that can be used as mentor texts for writing. Teachers are
encouraged to stock the library with a variety of books ranging in text
complexity appropriate for grade 6-8. IG p. 27
Reading: Informational Text
Key Ideas and Details
1. Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as inferences
drawn from the text.
2. Determine a central idea of a text and analyze its
development over the course of the text, including its
relationship to supporting ideas; provide an objective
summary of the text.
3. Analyze how a text makes connections among and
distinctions between individuals, ideas, or events (e.g.,
through comparisons, analogies, or categories).
Traits Writing offers a Literature Anthology of excerpts from high-quality
nonfiction. The anthology includes Everyday Text Posters, as well as functional
texts such as speeches, reviews, signs, and brochures. These examples of
outstanding writing serve as models for teaching the key qualities of the traits.
Each text is keyed directly to a lesson in the Teaching Guide and is accompanied
by a video of the author who created it or of a writer who creates texts similar to
it. IG p. 10
Traits Writing recognizes the strong connection between reading and writing.
Teachers are encouraged to make the full texts available in their classroom
libraries.
See the grade 8 informational text excerpts:
Cranium Wow Board Game Box (copywriter), Everyday Text 1
Warning Labels for Bloggers (humor writer), Everyday Text 2
Students on Strike by John A. Stokes, LA p. 12
Grand Avenue Comic Strip (cartoonist), Everyday Text 3
UFOs: What Scientists Say May Shock You! By N. B. Grace, LA p. 16
Two Miserable Presidents by Steve Sheinkin, LA p. 18
Dave’s Killer Bread Package (entrepreneur), Everyday Text 4
“Lost Generation” Video Transcript (video author), Everyday Text
Chasing Lincoln’s Killer by James L. Swanson, LA p. 21
G is for Googol: A Math Alphabet Book, by David M. Schwartz, LA p. 22
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Grade 8 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
World War II Posters (public affairs writer), Everyday Text 6
The Adventures of Marco Polo by Russell Freedman, LA p.23
All in the Family! A Look-It-Up-Guide to the In-Laws, Outlaws, and
Offspring of Mythology by Steven Otfinoski, LA p.26
“Ballad of a Teenage Queen” (songwriter), Everyday Text 7
How Strong is It? by Ben Hillman, LA p. 28
TED Talk: Adora Svitak (public speaker), Everyday Text 8
The Danger Box by Blue Baillett, LA p. 29
Students explore key ideas and details in informational texts throughout Traits
Writing, as follows:
Students review the Cranium WOW Board Game Box, analyzing the elements
of writing, word choice and organization while discussing what they can
infer from the text and design. TG p. 58-59; Everyday Text 1; SH p. 28
Students cite textual evidence supporting an analysis of the text, “Chasing
Lincoln’s Killer.” TG p. 206-207; SH p. 131
Students analyze fictitious warning labels for overzealous bloggers, thus
analyzing how a text makes connections between ideas in the Mentor Text
Lesson: Warning Labels for Bloggers. TG p. 82-83; Everyday Text 2; SH p.
45
Students compare how “killer taste and texture” is a play on words and how
“Just say ‘no’ to bread on drugs” is a funny twist on a familiar slogan. TG p.
168, Everyday Text 4
Craft and Structure
Students determine the meaning of words and phrases as they are used in a text,
4. Determine the meaning of words and phrases as they are including figurative, connotative, and technical meanings. See the following:
used in a text, including figurative, connotative, and
Students examine how the cartoonist two illustrations and a few words to
technical meanings; analyze the impact of specific word
deliver a funny, thought-provoking message. TG p. 120; Everyday Text 3
choices on meaning and tone, including analogies or
Students analyze how author Mark Teague’s craft of writing when examining
allusions to other texts.
his sentence fluency in The Doom Machine. TG p. 130-131; SH p. 74, 79
5. Analyze in detail the structure of a specific paragraph in a
Students analyze figurative word play, TG p. 304-305; SH p. 196
text, including the role of particular sentences in developing
Students analyze the exquisite language full of historical information to convey
and refining a key concept.
what happened in the historical text, The Adventures of Marco Polo, TG p.
6. Determine an author’s point of view or purpose in a text
244-245; LA p. 23; SH p. 157
and analyze how the author acknowledges and responds to
conflicting evidence or viewpoints.
Students explore the craft and structure of informational text, as follows:
Students explore the organization and structure of Two Miserable Presidents,
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Grade 8 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
including how the author used sequence and transition words to help the
reader determine the play of events. TG p. 158-159; LA p. 18; SH p. 97
Students analyze the structure of G is for Googol: A Math Alphabet Book. TG
p. 216-217; LA p. 22; SH p. 139
Students explore and analyze sentence structure in excerpt from TED Talk:
Adora Svitak (public speaker) and discuss fluency of writing.TG p. 320-321;
Everyday Text 8
Integration of Knowledge and Ideas
7. Evaluate the advantages and disadvantages of using
different mediums (e.g., print or digital text, video,
multimedia) to present a particular topic or idea.
8. Delineate and evaluate the argument and specific claims
in a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient; recognize when
irrelevant evidence is introduced.
9. Analyze a case in which two or more texts provide
conflicting information on the same topic and identify
where the texts disagree on matters of fact or interpretation.
Each week in Traits Writing, students have the opportunity to watch a brief
video interview with the author of that week’s mentor text. These unique and
inspiring video clips introduce students to the author’s process and often contain
advice students can apply to their own writing. The mentor videos bring authors
to life with fascinating anecdotes, writing process suggestions, personal
experiences and inspiration. Teachers are encouraged to extend the students’
study of an author by making more books by the author available in the
classroom, and by encouraging them to research more about the author’s life
through available resources, including authors’ websites. IG p. 54
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend literary
nonfiction at the high end of the grades 6–8 text complexity
band independently and proficiently.
Traits Writing promotes a well-stocked classroom library of reading materials
across genre that can be used as mentor texts for writing. Teachers are
encouraged to stock the library with a variety of books ranging in text
complexity appropriate for grade 6-8. IG p. 27
Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
Explain the function of verbals (gerunds, participles,
Conventions is an editing trait of writing that identifies the mechanical
correctness of the piece. During the seven core units in Traits, students focus on
one aspect of conventions each week, either word study (spelling/vocabulary) or
grammar and usage. Other conventions (punctuation, paragraphing, and
capitalizing) are reviewed as needed. Students note the use of conventions in
Students explore author’s logic in the integration of ideas, as follows:
Students analyze how author David Schwartz uses logic in G is for Googol: A
Math Alphabet Book, TG p. 216-217; LA p. 22
Students discuss whether speaker Adora Svitak’s argument is sound. TG p.
320-21; Everyday Text 8
Students discuss whether Lincoln is the real hero of the story and compare
this opinion to others they have read, heard or thought to be true. TG p.
206-2-7; SH p. 131
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Grade 8 Common Core State Standards
infinitives) in general and their function in particular
sentences.
Form and use verbs in the active and passive voice.
Form and use verbs in the indicative, imperative,
interrogative, conditional, and subjunctive mood.
Recognize and correct inappropriate shifts in verb voice and
mood.*
2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
Use punctuation (comma, ellipsis, dash) to indicate a pause
or break.
Use an ellipsis to indicate an omission.
Spell correctly.
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
writing, identify and practice using editing symbols, learn basic editing rules,
and learn to apply the rules of standard English to correct their work to ensure
their writing is clear and easy to read. IG p. 52
In Unit 1, teachers introduce Editing as one of the Steps in the Writing Process.
Students apply rules of standard English to correct errors in conventions –
spelling, punctuation, paragraphing, capitalization, and grammar usage. TG 6372; SH p. 32-35; LA p. 9
Day 2 of each lesson (in Units 2-8) includes a Conventions Focus activity, in
which students learn about and practice particular editing skills such as spelling
and vocabulary or grammar and usage. On Day 5, students self-assess their
understanding of the week’s concept by carrying out a Partner Conventions
Check with a classmate. Students focus on one aspect of conventions each week.
These skills spiral throughout the year within the units. TG p. 13; IG p. 17, 52
Students demonstrate command of the conventions of standard English grammar
and usage, specifically active and passive voice. TG p. 79, 84, 307, 312, SH p.
42, 198
Students demonstrate command of the conventions of standard English grammar
and usage, specifically learning to recognize and correct inappropriate shifts in
verb voice and tense. TG p. 155, SH p. 94
Students demonstrate command of the conventions of standard English grammar
and usage, specifically the incorrect use of adverbs and irregular verbs. TG p.
203, 324; SH p. 128, 212
In addition, see the following Conventions Focus activities: Grammar and
Usage, TG p. 79, 99, 127, 132, 203, 231, 251, 279, 307, 327; Partner Grammar
and Usage Check, TG p. 84, 104, 132, 160, 180, 208, 236, 256, 284, 312, 332;
SH p. 34, 42, 58, 76, 110, 128, 146, 162, 180; Word Study, TG p. 89, 117, 137,
165, 193, 213, 241, 269, 289, 317; Partner Word Study Check, TG p. 94, 122,
142, 170, 198, 218, 246, 274, 294, 322
If time allows, teachers can distribute Practice Questions (in downloadable
format from Traitspace) to help students prepare for standardized writing tests.
Teachers allow students a limited amount of time to answer five multiple-choice
questions related to related to punctuation, spelling, capitalization, and grammar
and usage skills. Teachers can use these test practice questions to measure each
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Grade 8 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
student’s knowledge of grade-level conventions. (IG p. 61) See specifically
Reality Check: TG p. 111, 149, 187, 225, 263, 301
Knowledge of Language
3. Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
Use verbs in the active and passive voice and in the
conditional and subjunctive mood to achieve particular
effects (e.g., emphasizing the actor or the action; expressing
uncertainty or describing a state contrary to fact).
Students demonstrate their knowledge and competency of language and its
conventions in the writing products of Traits Writing. Students study the use of
active and passive voice.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and
multiple-meaning words or phrases based on grade 8
reading and content, choosing flexibly from a range of
strategies.
Use context (e.g., the overall meaning of a sentence or
paragraph; a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and
roots as clues to the meaning of a word (e.g., precede,
recede, secede).
Consult general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital,
to find the pronunciation of a word or determine or clarify
its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a
Students acquire and use new vocabulary throughout Traits Writing. Word
Choice lessons in Traits Writing explore the vocabulary the writer uses to
convey meaning and enlighten the reader. Teachers guide students to examine
and use rich, colorful, and precise language to communicate. Students explore
striking words and phrases and begin to use literary techniques such as
alliteration, simile, and metaphor to produce clear and powerful writing. See
specific instruction:
Students search for words with Latin or Greek roots in the segment called
Word Study, TG p. 89, 117, 137, 165, 193, 213, 241, 269, 289, 317; SH, p.
50, 68, 84, 102, 120, 136, 172, 188, 206
Students discuss striking words and phrases used in writing. TG p., 172, 173,
174, 176, 177, 178, 179, 180; SH p. 108, 109
Students explore using strong, active verbs and discuss importance of word
choice in writing. TG p. 114, 115, 116, 117, 118, 120, 121, 122; SH p. 66,
67, 68, 70, 71
Students explore using specific and accurate words for good writing. TG p.
The Voice trait explores the tone of a piece of writing revealing the feelings and
attitudes of the author. Students experiment with language to add power and
clarity to writing revealing their style and purpose and creating a connection to
the audience. See specific instruction:
Students establish tone to connect to readers and keeping their interest. TG p.
95-104; SH p. 56-62, LA p. 12
Students explore using strong, vivacious, active verbs and discuss importance
of word choice in writing. TG p. 114-122; SH p. 66-71
Students convey purpose in their writing. TG p. 161-170; SH p. 98-105, 234
Students create a connection to the audience to relay the message. TG p. 227236; SH p. 100-105, 234
Students take risks to create voice. TG p. 285-294; SH p. 186-191, 234
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Grade 8 Common Core State Standards
word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
5. Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
Interpret figures of speech (e.g. verbal irony, puns) in
context.
Use the relationship between particular words to better
understand each of the words.
Distinguish among the connotations (associations) of words
with similar denotations (definitions) (e.g., bullheaded,
willful, firm, persistent, resolute).
6. Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
238, 239, 240, 242, 243, 244, 245, 246; SH p.152, 153, 154, 156, 157
Writing
Text Types and Purposes
1. Write arguments to support claims with clear reasons and
relevant evidence.
Introduce claim(s), acknowledge and distinguish the
claim(s) from alternate or opposing claims, and organize the
reasons and evidence logically.
Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from
and supports the argument presented.
2. Write informative/explanatory texts to examine a topic
and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
Introduce a topic clearly, previewing what is to follow;
organize ideas, concepts, and information into broader
Traits Writing is a systematic, core, full-year (36 week) writing curriculum
based on the Trait Model. It is an effective, research-based tool for assessing
and teaching writing. The fundamental principles are conducting high-quality
assessment that leads to focused, differentiated instruction, establishing clear
goals for teaching and learning, using a shared vocabulary to talk about writing,
and weaving revision and editing together seamlessly and strategically to give
students voices and skills to write efficiently, effectively, confidently and
successfully.
The Trait Model consists of seven traits of writing: Ideas, Organization, Voice,
Word Choice, Sentence Fluency, Conventions and Presentation. Each trait of
writing is divided into four key qualities that are spiraled throughout the
program, building upon each, providing clear and concrete skills to be developed
for students to become lifelong, successful writers. IG p. 4-5
Interweaved with the core units are six Reality Checks with lessons on the
modes of writing. Teachers preview the writing mode that is going to be the
focus of the next unit and assign the unit writing project to supports that mode.
Throughout the year, students write and apply the traits in three basic modes of
writing: narrative, expository and persuasive. They establish a purpose and learn
to make that purpose clear to the reader. The ultimate goal of Traits Writing is to
give students the tools, skills, experience and practice that result in competency
Page
8
Grade 8 Common Core State Standards
categories; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding
comprehension.
Develop the topic with relevant, well-chosen facts,
definitions, concrete details, quotations, or other
information and examples.
Use appropriate and varied transitions to create cohesion
and clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to
inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from
and supports the information or explanation presented.
3. Write narratives to develop real or imagined experiences
or events using effective technique, relevant descriptive
details, and well-structured event sequences.
Engage and orient the reader by establishing a context and
point of view and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally and
logically.
Use narrative techniques, such as dialogue, pacing,
description, and reflection, to develop experiences, events,
and/or characters.
Use a variety of transition words, phrases, and clauses to
convey sequence, signal shifts from one time frame or
setting to another, and show the relationships among
experiences and events.
Use precise words and phrases, relevant descriptive details,
and sensory language to capture the action and convey
experiences and events.
Provide a conclusion that follows from and reflects on the
narrated experiences or events.
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
across the modes of writing and gives them the confidence and experience to see
themselves as writers. IG p. 7
Units 2, 5, and 8 focus on persuasive writing. Students write opinion pieces to
support claims based on specific topics or texts using valid reasoning and
relevant evidence. Students are encouraged to construct an argument that takes a
clear position, offers good and sound reasoning, backs up argument with solid,
logically ordered facts and details, reveals weaknesses in other arguments and
positions, and uses voice to add credibility and show confidence. Options are
provided for the format of the unit writing project. Teachers can choose from the
suggested options or another format based on curricular needs, state standards,
or student preferences. Typical persuasive formats include advertisements, blogs
or Web pages, editorials, speeches, persuasive essays, reviews and critiques,
debate outlines/notes, memos and emails, commercials and infomercials, contest
entries, consumer guides or reports, and letters of reference, application, or
complaint. TG p. 72, 182-183, 296-297
Focused persuasive unit writing projects include the following:
Students write a position paper that centers on the theme of responsibility, a
written declaration of where a person stands on a controversial issue as part
of a three-week unit focusing on Ideas, Organization, and Voice. The student
must choose a position he or she feels passionately about, take a position,
and argue that position, using solid reasoning and evidence. TG p. 72
Students write a persuasive essay centering on the theme of hope as part of a
three-week unit focusing on Sentence Fluency, Ideas, and Organization. The
essay should include a topic that he/she feels strongly and confident about in
which the writer clearly states his or her opinion about the topic, offers
reasons why opinion is valid, defends the opinion with facts and examples,
and uses a strong, confident tone to convince the reader. TG p. 182-183
Students write a motivational speech based on a topic that he or she feels
strongly about in order to persuade, or convince, listeners to change a belief
or behavior as part of a three-week unit focused on Word Choice, Sentence
Fluency and all the traits together. Students should choose a topic that is
important to them, explain exactly what they want their listeners to do, and
when; relate the topic to their listeners by drawing them in with direct
questions, facts, figures, stories from their own experiences and quotes from
well-known people. Finally, they should share why their feel so strongly
about the topic or how listeners will benefit from accepting their argument.
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Grade 8 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
TG p. 297
Students work independently on their persuasive unit writing projects, paying
special attention to the following key qualities: Selecting a clear topic, p. 77, 78,
83; Creating the lead, p. 87, 93; Establishing a Tone, p. 97, 103; Varying
Sentence Types, p. 191, 197; Developing the Topic, p. 201, 207; Structuring the
Body, p. 211, 217; Choosing Words that Deepen Meaning, p. 305, 311;
Breaking Rules to Create Fluency, p. 315, 321; Paying Attention to one or two
traits in particular, p. 325, 331
See additional persuasive writing activities:
Students create persuasive posters on topics for a show called “Teen Talk.”
TG, p. 77
Students draft a proposal for their boss to persuade him or her to book a singer
or band that they suggest. TG p. 78; SH p. 41
Students create three humorous warning labels about the dangers of cell phone
addiction. TG p. 83, SH p. 45
Students write a persuasive letter. TG p. 109
Students create a shot piece of writing to convince someone to listen to their
favorite type of music, such as folk, country, hip-hop, rock and roll and
rhythm and blues. TG, p. 191
Students write a contest entry paragraph to convince others to choose the No. 1
Teen Car of the Year. TG p. 192; SH p. 119
Students write a paragraph to persuade other students to vote for the best and
most enjoyable writing sample of figurative language. TG p. 305
Students, from the point of view of either a crow or a mountain lion, craft a
pitch to have themselves elected the new sovereign of the forest animals. TG
p. 306; SH p. 197
Students create an advertisement for super sticky glue made from bacteria to
persuade consumers. TG p. 310-11; SH p. 201
Students write a paragraph in which they argue in favor of sometimes breaking
the rules in writing in order to create special effects. TG p. 314-315; SH p,
204
Students, from the point of view of a famous vocal artist, write a song (or rap)
to promote a cause that they deeply believe in to communicate a message to
their fans. TG p. 316; SH p. 205
Students write a 30-second speech for adults to dispel some stereotype about
teenagers. TG p. 321, SH p. 209
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Grade 8 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
Students write pep talks about how the traits will help them with writing to
first graders. TG p. 325; SH p. 212
Students create bumper stickers. TG p. 223
Students create a well-crafted packaging copy for a new premier product,
Friend-in-a-Box. TG p. 326; SH p. 213
In addition, students write Key Quality Quickwrites (nonstop writing for 3
minutes) for persuasive writing are presented in Reality Checks 1, 4 and 6.
Students choose one of three photos from the Unit’s weekly introductions in the
Student Handbook and answer the question posed in caption by connecting to
the key quality they studied during that week. TG p. 109, 223, 29; SH p. 39, 47,
55, 91, 99, 107, 151, 159, 169
Practice Prompts are also provided within each Reality Check to help prepare
students for standardized writing tests. Teachers choose a prompt and instruct
students to write for allotted amount of time (usually 20 minutes). Persuasive
writing prompts are in Reality Checks 3 and 6, including the following:
Choose someone to honor with a holiday and explain why. TG p. 186
Take and defend a position on whether you would want to attend an online
school. TG p. 186
Describe taking a test that you were not prepared for. Explain why you were
unprepared, the testing experience and the outcome. TG p. 186
Take a position on doing chores and defend your position with facts and
examples. TG p. 300
Describe a first time experience and explain how you felt about it. TG p. 300
Write a dialogue you might share on visiting day to rising middle schoolers.
TG p. 300
Units 3 and 6 focus on expository writing. Students focus on deliberate and
spiraled instruction developing competency in expository, informative, and
explanatory writing. Students’ writing should inform the reader about a topic,
explain something interesting or curious about a topic, focus on making the topic
clear, anticipate and answer the reader’s questions, and include details that add
information, support key ideas, and help the reader make connections. Options
are provided for the format of the unit writing project. Teachers can choose from
the suggested options or another format based on curricular needs, state
standards, or student preferences. Typical expository formats include personal or
business letters, blogs or web pages, how-to manuals, online user forums, news
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Grade 8 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
stories, interviews, essays or research reports, applications and forms, board
game instructions, e-mails, blurbs or summaries, and lists of directions. TG p.
106-107, 219.
Focused expository unit writing projects include the following:
Students write a magazine article with the theme of mysteriousness as part of a
three-week unit focusing on the Word Choice, Sentence Fluency and Ideas
traits. Students should act like good detectives, breaking their topics into
parts, carefully explaining each one, and then putting the parts back together
that make sense. To choose a topic, they should do research and also
brainstorm unusual situations such as unusual natural phenomena like the
aurora borealis or historical mysteries such as the settlers are Roanoke Island.
TG p. 106-107.
Students write a research report about a person or group that exhibits or
exhibited strength to overcome odds as part of a three-week unit focusing on
the Voice, Word Choice, and Sentence Fluency traits. TG p. 220-221.
Students work independently on their expository unit writing projects, paying
special attention to the following key qualities: Applying Strong Verbs, TG p.
113-122; Crafting Well-Build Sentences, TG p. 123-132; Focusing the Topic,
TG p. 133-142; Creating a Connection to the Audience, TG p. 227-236; Using
Specific and Accurate Words, TG p. 237-246; Capturing Smooth and Rhythmic
Flow, TG p. 247-256
See additional expository writing activities:
Students replaced passive and boring verbs for strong verbs. TG p. 115; SH p.
66
Students pretend they are country songwriters and craft the first stanza of a
song using strong verbs. TG p. 116; SH p. 67
Students create a cartoon of cafeteria life, TG p. 121; SH p. 71
Students write six- to eight- sentence description of an activity, a place, or a
person. TG p. 125-125; SH p. 74
Students, playing the role of an astronomer, write an announcement
proclaiming a discovery of a previously unidentified moon orbiting Jupiter.
TG p. 126; SH p. 75
Students write a paragraph about how a “Doom Machine” works using
techniques for crafting well-built sentences. TG p. 130-131; SH p. 74; 79
Students write about an unusual or mysterious place. TG p. 134-135; SH p. 82
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Grade 8 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
Students, writing from the point of view of a ferret who likes hiding his
owners’ belongings, create a series of anonymous clues. TG p. 136; SH p.
83
In addition, students write Key Quality Quickwrites (nonstop writing for 3
minutes) for Expository Writing Reality Checks 1 and 4. Students choose one of
three photos from the Unit’s weekly introductions in the Student Handbook and
answer the question posed in caption by connecting to the key quality they
studied during that week. TG p.109, 223; SH p. 65, 73, 81, 143, 151, 159
Practice Prompts are also provided within each Reality Check to help prepare
students for standardized writing tests. Teachers choose a prompt and instruct
students to write for allotted amount of time (usually 20 minutes). Expository
writing prompts found in Reality Checks 1 and 4 include:
Write an e-mail to a friend about one current issue that you think kids should
be concerned about. TG p. 110
Write about their role model and explain why you admire him or her. TG p.
110
Write about the best gift you have ever received. TG p. 110
Choose a name for your community’s new recreation center and write an entry
for a contest, offering the reasons why your suggested name should be the
winner. TG p. 224
Explain what you could do if you could spend tomorrow doing anything you
wanted. TG p. 224
Write a fantasy story for two children you are going to babysit. TG p. 224
Units 4 and 7 focus on narrative writing. Students apply the target trait and
key quality highlighted in each unit to tell a story that offers a clear, welldeveloped story line, includes characters that grow and change over time,
conveys time and setting effectively, presents a conflict and resolution, and
entertains the reader. Options are provided for the format of the unit writing
project. Teachers can choose from the suggested options or another format based
on curricular needs, state standards, or student preferences. Typical narrative
formats include historical accounts, journal entries or blog entries, short stories,
skits, personal essays, autobiographical sketches, biographical sketches, myths
or legends, screenplays, science fiction or fantasy stories, and song lyrics. TG p.
144-145, 258-259
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Grade 8 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
Focused narrative unit writing projects include the following:
Students write a fictional short story centered on the theme of success as part of
a three-week unit focusing on the Organization, Voice and Word Choice traits.
The story should include a credible setting, characters described in detail, a
well-developed plot including a conflict and resolution, a logical sequence of
events and a satisfying ending. TG p. 144-145
Students write a nonfiction biography with the theme of truth as part of a threeweek unit focusing on Ideas, Organization, and Voice traits. The biography is
about a person who interests them, explains significant things the person said
and did, discuss any obstacles or risks, and draw from reliable reference
sources. TG p. 258-259
Students work independently on their narrative unit writing projects, paying
special attention to the following key qualities: Using Sequence Words and
Transition Words, TG p. 152-160; Conveying the Purpose, TG p. 161-170;
Selecting Striking Words and Phrases, TG p. 171-180; Using Details, TG p. 265274; Ending with a Sense of Resolution, TG p. 276-284; Taking Risks to Create
Voice, TG p. 286-294
See additional narrative writing activities:
Students write a story to accompany a wordless picture book using sequence
and transition words. TG p. 153; SH p. 92
Students write a newspaper article detailing a casino robbery using sequence
and transition words. TG p. 154; SH p. 92, 93
Students write a journal entry or letter describing a slave’s escape plan. TG p.
159; SH p. 92, 97
Students write a paragraph, paying special attention to tone of voice. TG p.
163; Tone of Voice Strip, Traitspace
Students write a script of well-crafted dialogue between a parent and teen
regarding studying versus going to the mall, TG p. 164; SH p. 101
Students redesign a product package and write a paragraph using voice that will
capture the imagination of consumers. TG p. 169; SH p. 105
Students write a well-crafted monologue about a presentation of an invention
using striking words and phrases. TG p. 174
Students write a speech. TG p. 179; SH p. 113
Students write a description of an apple, including as many details as possible.
TG p. 266
Students write a short narrative piece homing in on details. TG p. 267; SH p.
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Grade 8 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
170
Students craft an opening narration of a documentary. TG p. 268; p. 170, 171
Students create a profile inspired by the mentor text. TG p. 273; SH p. 170, 175
In addition, students write Key Quality Quickwrites (nonstop writing for 3
minutes) presented in Reality Checks 2 and 5. Students choose one of three
photos from the Unit’s weekly introductions in the Student Handbook and
answer the question posed in caption by connecting to the key quality they
studied during that week. TG p. 147, 261; SH p. 91, 99, 107, 169, 177, 185
Practice Prompts are also provided within each Reality Check to help prepare
students for standardized writing tests. Teachers choose a prompt and instruct
students to write for allotted amount of time (usually 20 minutes). Narrative
writing prompts include:
Write a response to your friend stating your position on social media. TG p. 148
Write a story about a favorite item of clothing. TG p. 148
Write about the pros and cons of the saying, “Patience is a virtue.” TG p. 148
Tell a story about something you and a good friend did together. TG p. 262
Write about something that is valuable to you that was not purchased from a
store. TG p. 262
Write a letter to a friend or family member to convince him not to proceed in
doing something unsafe, unwise or illegal. TG p. 262
Production and Distribution of Writing
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)
5. With some guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been
addressed.
6. Use technology, including the Internet, to produce and
publish writing and present the relationships between
information and ideas efficiently as well as to interact and
collaborate with others.
On Day 2 of each week, students do a Whole-Class R.A.F.T.S. activity where
they write a short piece based on “role,” “audience,” “format,” “topic,” and
“strong verbs” provided in the Student Handbook and Teaching Guide. (also
available on Traitspace). These activities are designed to give students focused
practice in drafting and revising. They require original writing and each one is
based on one key quality of one trait, making that trait more manageable. IG p.
17, 50
See the following R.A.F.T.S. activities: TG p. 78-81, 88-91, 98-101, 116-119,
126-129, 136-139, 154-157, 164-167, 174-177, 192-195, 202-205, 212-215,
230-233, 240-243, 250-253, 268-271, 278-281, 288-291, 306-309, 316-319,
326-329; SH p. 41, 42, 49, 50, 57, 58, 67, 68, 69, 75, 76, 77, 83, 84, 85, 93, 94,
95, 101, 102, 103, 109, 110, 111, 119, 120, 121, 127, 128, 129, 135, 136, 137,
145, 146, 147, 153, 154, 155, 161, 162, 163, 171, 172, 173, 179, 180, 181, 187,
188, 189, 197, 198, 199, 205, 206, 207, 213, 214, 215
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Grade 8 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
Students produce additional writing that focuses on developing the topic,
organizing the body, and creating a connection to the audience, as follows:
Students work in small groups to develop a recipe that will create a connection
to the audience, considering the audience needs and desires. TG p. 228-229;
SH p. 144
Students, writing from the point of view of a pet, write an owner’s manual
aimed at their teenage owners. TG p. 230; SH p. 145
Students create an invitation to a school-wide celebration for their
championship soccer team, making their invitation connect to the audience –
their school. TG p. 232-233; SH p. 147
Students rewrite slogans of WWII era posters, analyzing how their new
slogans connect to the audience. TG p. 234
Students write a bumper sticker slogan to motivate their readers to “Stick With
It.” TG p. 235; SH p. 149
Students can use the Publishing Checklists provided in the Student Handbook to
check writing for completeness before going public. See: Narrative Publishing
Checklist, SH p. 192, 218; Expository Publishing Checklist, SH p. 88, 166;
Persuasive Publishing Checklist, SH p. 62, 140, 218
Deliberate and specific instruction on the writing process gets students started on
their writing journey in the Traits Writing curriculum. Unit 1 covers instruction
over a five week period engaging and clarifying for students the steps of the
writing process: prewriting, drafting, revising, editing and publishing. Students
learn routines and write a beginning-of-year benchmark paper. Teachers use the
writing traits as an assessment tool and instructional tool to support students’
writing as they learn to apply the writing process. IG p. 21; TG p. 23-72
See specific instruction:
Students write before and after journal entries about being part of the Lewis
and Clark expedition. TG p. 29; SH p. 10
Students plan their work using a prewriting technique of selecting a favorite
topic. TG p. 39, SH p. 16
Students prewrite and draft a beginning-of-the-year benchmark paper. TG p.
42, 52
Students draft a school announcement that contains a strong voice after
listening to John F. Kennedy’s Inaugural Address. TG p. 46; SH p. 21
Students extend a story inspired by the mentor text, Click. TG p. 48-9; LA p. 7,
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Grade 8 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
SH p. 22
Students write their own version of a draft. TG p. 51; SH p. 23
Students prewrite and then revise their predictions of what a screenwriter
might say about writing. TG p. 55; SH p. 26
Students radically revise the description of a board game by putting a
contemporary spin on it. TG p. 59; SH p. 28
Students sketch a box using the editing traits of conventions and presentation
to create truly eye-catching packaging. TG p. 61; SH p. 29
Students revise their beginning-of-the-year benchmark paper. TG p. 62
Students edit student writing bloopers. TG p. 65; SH p. 32
Students create rules for “No Excuses” about the conventions for eighth grade
writers. TG p. 66; SH p. 33
Students write create a conventions collections. TG p. 69; SH p. 34
Students complete their beginning-of-the-year benchmark papers. TG p. 70
In Units 2–8, students revise and edit their writing as needed, applying what they
learn as they learn it, leading to thoughtful and polished final pieces. Students
store key pieces of writing they complete each week in their writing folder to be
used in a two-part Writing Folder Application activity.
On Day 1 of each lesson, students will select one piece in their writing folder
that would benefit from being revised based on the week’s focus trait and key
quality. Students apply their knowledge of the new trait and identify aspects of
their writing to revise. Students can meet with partner to discuss their revision
ideas and get additional feedback.
On Day 4, students continue revising their selected piece using what they’ve
learned about the trait and key quality throughout the week. Students save their
revision in writing folder for possible revision in subsequent weeks. (IG p. 56)
See specific instruction on editing and revising writing: TG p. 77, 83, 87, 93, 97,
103, 115, 121, 125, 131, 135, 141, 153, 159, 163, 169, 173, 179, 191, 197, 201,
207, 211, 217, 229, 235, 239, 245, 249, 255, 267, 273, 277, 283, 287, 293, 305,
311, 315, 321, 325, 331; SH p. 36
Traits Writing embodies a wealth of technology resources that extend students
learning. The Technology Activities feature at the end of units 2-7 within the
Reality Check provides print and technology-related activities. Teachers engage
students in highly motivating print and electronic publishing activities, such as
creating e-books to collaborating on video conferences. These activities expose
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Grade 8 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
students to the latest technologies and help them develop their skills in using
them. Most activities use available software programs or child-friendly websites.
IG p. 35; TG p. 61
See specific technology activities:
Students create video recordings of their persuasive unit projects. TG p. 108
Students use a computer program that includes hyperlinks. TG p. 108
Teachers organize pen-pal e-mail exchanges. TG p. 146
Students create their own television news program. TG p. 146
Students write and publish their own e-books. TG p. 184
Students create their own digital stories, combining their narrative with audio
and visual content, using free downloadable programs such as Microsoft
Photo Story 3. TG p. 184
Students peruse their persuasive unit projects for significant details to turn into
sound-bite quotes. Using software for “moving mouth,” students create
their own sound-bites. They ten share their creations by posting it on-line or
by downloading the URL to include in an e-mail. TG p. 222
Students create striking “word clouds.” TG p. 222
Students work in teams to create a wiki, a website on which multiple
contributors can work on a single piece of writing collaboratively. TG p.
260
Students create a class website to post their work. TG p. 260
Students create their own video presentations. TG p. 298
Students create multimedia posters that could include text, images, graphics
and sounds. TG p. 298
Research to Build and Present Knowledge
7. Conduct short research projects to answer a question
(including a self-generated question), drawing on several
sources and generating additional related, focused questions
that allow for multiple avenues of exploration.
8. Gather relevant information from multiple print and
digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for
citation.
Writing in the expository mode includes engaging students in researching and
gathering information with peers or independently to build knowledge on a
topic. Expository formats include: letters, guidebooks, how-to-manuals,
magazine articles, news stories, research papers, menus, brochures, directions
and lists. Students produce a variety of writing products to share with class or
others that inform the reader about the topic. See the following:
Students work on a research report for their unit 6 expository writing project.
Students brainstorm possible topics of interest, look for information about
the topic using reliable print and online sources, paraphrase information, and
cite sources. Teachers can provide examples of reliable websites and print
sources that students might use for their research. TG p. 221
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Grade 8 Common Core State Standards
9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
Apply grade 8 Reading standards to literature (e.g.,
“Analyze how a modern work of fiction draws on themes,
patterns of events, or character types from myths, traditional
stories, or religious works such as the Bible, including
describing how the material is rendered new”).
Apply grade 8 Reading standards to literary nonfiction (e.g.,
“Delineate and evaluate the argument and specific claims in
a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient; recognize when
irrelevant evidence is introduced”).
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
High quality mentor texts inspire extended learning and further research which
engages students with additional classroom or library resources to extend their
knowledge on a person, events or period in history. The following excerpts from
books inspire students to extend their reading about topics including the
founding Civil War, the Civil Rights Movement, UFOs, Marco Polo, and
mythology:
Students on Strike by John A. Stokes, LA p. 12
UFOs: What Scientists Say May Shock You! By N. B. Grace, LA p. 16
Two Miserable Presidents by Steve Sheinkin, LA p. 18
Chasing Lincoln’s Killer by James L. Swanson, LA p. 21
G is for Googol: A Math Alphabet Book, by David M. Schwartz, LA p. 22
The Adventures of Marco Polo by Russell Freedman, LA p.23
All in the Family! A Look-It-Up-Guide to the In-Laws, Outlaws, and
Offspring of Mythology by Steven Otfinoski, LA p.26
How Strong is It? by Ben Hillman, LA p. 28
The Danger Box by Blue Baillett, LA p. 29
In addition, within the Independent Activities each week students reflect on and
respond to preview questions about an author in preparation for the Mentor Text
Lesson. Students can look up information about the author on the internet and
share with the class. See the following Independent Activities and Previews: TG
p. 81, 91, 101, 119, 129, 139, 157, 167, 177, 195, 205, 215, 233, 243, 253, 271,
281, 291, 309, 319, 329; SH p. 44, 52, 60, 70, 86, 96, 104, 112, 122, 130, 138,
148, 156, 164, 174, 182, 190, 200, 208, 216
Range of Writing
10. Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
Students write routinely throughout Traits Writing for a range of tasks, purposes
and audience. Students write independently for extended periods of time, five
days a week, to implement what they have learned and to develop strong writing
muscles. Student use independent writing time to work on the mode-specific unit
project over the course of three weeks. On days 1 and 4 of each week, teachers
guide students to apply all their newly acquired and established trait-focused
skills to their unit writing project. (IG p. 57) Day 2’s Whole-Class R.A.F.T.S,
activities are designed to give students focused practice in drafting and revising
their own writing. (IG p. 50) On Day 5 of each week, students write a six-word
summary or example of the unit’s theme and record it on the board. (IG p. 49)
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Grade 8 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
Within the Reality Check at the end of each unit, students produce Key Quality
Quickwrites (non-stop writing for 3 minutes) connecting their writing to the key
quality studied that week. Additionally, three sample writing prompts
representative of the types of writing students will face on state assessments are
provided. Teachers choose a prompt and instruct students to write for twenty
minutes or the allotted amount of time for their state’s test. (IG p. 61)
Throughout the year, students write and apply the traits in three basic modes of
writing: narrative, expository and persuasive. They establish a purpose and learn
to make that purpose clear to the reader. The Voice trait explores the tone of a
piece of writing revealing the feelings and attitudes of the author. Students
experiment with language to add power and clarity to writing revealing their
style and purpose and creating a connection to the audience. For example:
Students convey purpose in their writing. TG p. 161-170; SH p. 98-105
Students create a connection to the audience to relay the message. TG p. 227236; SH p. 142-149
Speaking and Listening
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse
partners on grade 8 topics, texts, and issues, building on
others’ ideas and expressing their own clearly.
Come to discussions prepared, having read or researched
material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and
reflect on ideas under discussion.
Follow rules for collegial discussions and decision-making,
track progress toward specific goals and deadlines, and
define individual roles as needed.
Pose questions that connect the ideas of several speakers
and respond to others’ questions and comments with
relevant evidence, observations, and ideas.
Acknowledge new information expressed by others, and,
when warranted, qualify or justify their own views in light
of the evidence presented.
2. Analyze the purpose of information presented in diverse
Opportunities for students to engage in a range of collaborative discussions are
provided throughout the week for each lesson in Traits Writing. Teachers review
speaking and listening routines to enhance the discussions. Teachers discuss
with the students how they can use the mentor texts presented in each lesson as a
model for their writing and students to apply what they learn to their writing.
On Day 1 of each lesson, teachers introduce the key quality of the target trait
being taught and lead a Focus Lesson by gathering the students and exploring
together. Teachers allow students to share their responses and discuss issues
raised in the lesson and end with a Wrap Up discussion with the students. (IG p.
49)
On Day 2, teachers lead a Whole-Class R.A.F.T.S. Activity designed to give
students focused practice in revision. Teachers project the R.A.F.T.S. page
(available on Traitspace and in Students Handbook) and discuss the Think About
questions with the students. (IG p. 50)
On Day 3, students are placed in differentiated small groups that will change
from week to week as students’ different strengths and weaknesses on the
various traits are revealed. These flexible groupings are the hallmark of
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Grade 8 Common Core State Standards
media and formats (e.g., visually, quantitatively, orally) and
evaluate the motives (e.g., social, commercial, political)
behind its presentation.
3. Delineate a speaker’s argument and specific claims,
evaluating the soundness of the reasoning and relevance and
sufficiency of the evidence and identifying when irrelevant
evidence is introduced.
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
successful differentiation. Teachers work with one group at a time, while the
other groups complete independent activities. (IG p. 55)
On Day 4 of each lesson, teachers conduct a Mentor Text Lesson. Each lesson is
linked to a mentor text, located in the Literature Anthology, which shows good
use of a focus trait, key quality, modes, and theme and serves as a marvelous
fiction or nonfiction model for student writers. In addition to mentor texts,
Everyday Texts, which include speeches, product labels, travel brochures, comic
strips, and game instructions, are presented as posters and used to broaden the
scope of writing for the students.
Teachers show a video clip of the author (available in Traitspace). These unique
and inspiring video clips introduce students to the author’s process and often
contain advice students can apply to their own writing. The mentor videos bring
authors to life with fascinating anecdotes, writing process suggestions, personal
experiences and inspiration. Teachers are encouraged to extend the students’
study of an author by making more books by the author available in the
classroom, and by encouraging them to research more about the author’s life
through available resources, including authors’ websites. (IG p. 54)
Teachers then read the text aloud. Students listen strategically and purposefully
to the excerpts and are immediately engaged in responding to the text. Students
listen for deliberate identification of a trait of key quality represented by the text
and discuss the text and how it represents the trait as the model of exceptional
writing. (IG p. 53)
On Day 5 of each lesson in Traits Writing, teachers conduct one-on-one
conferences with the students. While students continue working on their unit
writing project, revising and editing on their own or getting feedback from a
partner, the teacher can circulate and carry out one of the following types of
conferences: The Quick Stop for students who are working well and don’t have
questions; The Stop and Chat for students who have a quick question or
straightforward problem; or The Stop and Stay for students who need a lot of
help. (IG p. 58)
At the end of each lesson, teachers gather students to reflect on how they are
growing as writers in a Whole-Class Reflection. Teachers ask open-ended
questions to spark conversation among the students and prompt students to
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Grade 8 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
provide examples from their work that illustrate what they have learned.
Teachers should review speaking and listening routines to enhance the
conversation and provide time for all students to share their ideas. (IG p. 59)
See specific instruction: TG p. 32, 42, 52, 62, 72, 84, 94, 104, 122, 132, 142,
160, 170, 180, 198, 208, 218, 236, 246, 256, 274, 284, 294, 312, 322, 332
Students listen to the teacher read aloud from the exemplary Traits Writing’s
Mentor Texts:
Undaunted Courage by Stephen E. Ambrose, LA p. 4
Taking Sides by Gary Soto, LA p. 6
Click by Linda Sue Park, LA p. 7
The Skin I’m In by Sharon G. Flake, LA p. 9
Peeled by Joan Bauer, LA p. 10
Students on Strike by John A. Stokes, LA p. 12
The Doom Machine by Mark Teague, LA p. 14
UFOs: What Scientists Say May Shock You! By N. B. Grace, LA p. 16
Two Miserable Presidents by Steve Sheinkin, LA p. 18
Football Hero by Tim Green, LA p. 20
Chasing Lincoln’s Killer by James L. Swanson, LA p. 21
G is for Googol: A Math Alphabet Book by David M. Schwartz, LA p. 22
A Picture of Freedom: The Diary of Clotee, a Slave Girl, Belmont
Plantation, 1859 by Patricia C. McKissack, LA p. 25
The Adventures of Marco Polo by Russell Freedman, LA p.23
All in the Family! A Look-It-Up-Guide to the In-Laws, Outlaws, and
Offspring of Mythology by Steven Otfinoski, LA p.26
A Long Way From Chicago by Richard Peck, LA p. 27
How Strong is It? by Ben Hillman, LA p. 28
The Danger Box by Blue Balliet, LA p. 29
Students listen to the teacher read aloud from the exemplary Traits Writing’s
Mentor Every Day Texts:
Cranium Wow Board Game Box (copywriter)
Warning Labels for Bloggers (humor writer)
Grand Avenue Comic Strip (cartoonist)
Dave’s Killer Bread Package (entrepreneur)
“Lost Generation” Video Transcript (video author)
World War II Posters (public affairs writer)
“Ballad of a Teenage Queen” (songwriter)
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Grade 8 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
TED Talk: Adora Svitak (public speaker)
Presentation of Knowledge and Ideas
4. Present claims and findings, emphasizing salient points in
a focused, coherent manner with relevant evidence, sound
valid reasoning, and well-chosen details; use appropriate
eye contact, adequate volume, and clear pronunciation.
5. Integrate multimedia and visual displays into
presentations to clarify information, strengthen claims and
evidence, and add interest.
6. Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated
or appropriate.
Presentation and publication are the final steps of the writing process. Traits
Writing provides specific instruction on the presentation and publishing step of
the writing process within the Reality Checks. Print and technology-related
activities are provided. Students can present their writing in oral presentations
and readings, sharing visual displays when appropriate. Students engage in
discussion about their products, their writing process, and express their ideas and
observations in different contexts. See specific presentation activities:
Students create video recordings of their persuasive unit projects. TG p. 108
Students use a computer program that includes hyperlinks. TG p. 108
Teachers organize pen-pal e-mail exchanges. TG p. 146
Students create their own television news program. TG p. 146
Students write and publish their own e-books. TG p. 184
Students create their own digital stories, combining their narrative with audio
and visual content, using free downloadable programs such as Microsoft
Photo Story 3. TG p. 184
Students peruse their persuasive unit projects for significant details to turn into
sound-bite quotes. Using a software program for “moving mouth,” students
create their own sound-bites. They ten share their creations by posting it online or by downloading the URL to include in an e-mail. TG p. 222
Students create striking “word clouds.” TG p. 222
Students work in teams to create a wiki, a website on which multiple
contributors can work on a single piece of writing collaboratively. TG p. 260
Students create a class website to post their work. TG p. 260
Students create their own video presentations. TG p. 298
Students create multimedia posters that could include text, images, graphics
and sounds. TG p. 298
In addition, within each lesson students can present their writing in oral
presentations and readings, sharing visual displays when appropriate. Students
engage in discussion about their products, their writing process, and express
their ideas and observations in different contexts. For example:
Students read the story books they have written to the class. TG p. 153; SH p.
92
Students present the speeches they have written to the class. TG p. 179; SH p.
113
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Grade 8 Common Core State Standards
SCHOLASTIC TRAITS WRITINGTM from Ruth Culham • Grade 8
Students post or project their cartoons and share them with the class. TG p.
121; SH p. 71
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