Writing Our Sloppy Copies and Peer Editing
Lesson 5 of 6
Objective: SWBAT write a sloppy copy using their flow map and then help a peer to edit their writing.
Today is an easy lesson for you in terms of teaching (if there is such a thing!). Today students will be transferring their work from their flow maps onto writing paper. When they are finished they are going to use a kid friendly checklist to help each other find their mistakes. All the components on the checklist address the Common Core language standards. We've been working on conventions in our grammar block from the beginning of the year, so this was a great way to practice applying those skills in our writing.
You can take the journal paper that I have for you here in the resource section and make a double sided copy of it. I also take the 2nd paper and make a double sided copy of that as well. This way students have many lines to write on and then they only have to make one illustration when they actually get to write their good copies.
Once the students are done peer editing, you may have time to do some conferencing with students. I have also included the teacher rubric you can use to evaluate student work while you conference with them.
I brought up my Smartboard lesson and went to the Flow Map. A great strategy to help students to transfer their writing correctly to their writing paper is to model numbering the boxes in the correct order. I have had students who have copied their introduction sentences, then copied all their main idea boxes, and then all the small details and their writing was just a mess. Numbering boxes will help alleviate that problem.
After we numbered our boxes I said, "After you have finished your writing, you will find a partner who has also finished and both of you will come up to me and get your five star checklists. You will find a corner of the room to work together. You will number off Person 1 and Person 2. You will read and work on Person 1's story first. Person 2 will initial the checklist for their partner. Then you will work on Person 2's story. When finished, Person 1 will initial their partner's work. If you finish with peer editing today, you may come up to me and have a writing conference with me.
This lesson is listed as being about an hour long. I really only have 30 minutes to teach writing each day. Please don't feel as though you have to do this lesson all in one sitting. You can decide based on your schedule how you will divide the lesson to meet your needs.
If a stranger were to walk in my classroom they would see children talking and it would be noisy, but, boy oh boy, were my students on task. The first part of the lesson was quiet as students transferred their information from their flow maps to their writing paper. Once that was done they found their partners and then began looking at each others work.
Some of my students are better than others at editing. I walked around filming them during the editing process and you can tell from the video here that some students could give constructive feedback and others couldn't find errors at all even though there were some in their partner's writing. I tried to prompt and support just like the standards say to but editing is a skill that takes practice to get better. I just need to keep offering opportunities to everyone in order for them to improve. You will see this in your classroom too. Don't worry. Whatever your students don't catch for their partners with their checklist you will be able to offer constructive feedback for them with your rubric.
I had two students who finished early and were able to conference with me. Just in case you have some early finishers too, I have included the rubric that you can use when conferencing with students. This rubric was written by someone in my district and I am required to use it. However, if you want to use something different, you certainly may.
I read my student's writing and made comments on the writing. I told students specific things they needed to work on, such as, "You do a great job with punctuation, but you always forget the capitals at the beginning of your sentences. You will have to fix this." I also commented on organization and structure. I made comments such as, " You are forgetting some words in this sentence and this makes this part of the story confusing. Go back and see how you can fix this section." I highlighted the grades that I would currently give each student on the rubric and sent them back to their seat with both their paper and the rubric. Before going back to their seat I told each student, "If you focus on improving in these areas, your grade will go up." I also told them if their grade did go up, I would highlight their rubric in a different color highlighter so they can see where they improved. This motivated my students to go and make their work better.
At the end of lesson I summed up the learning: "We are all at different stages in the writing process. Tomorrow we will finish with both peer editing and teacher conferences. At the end of tomorrow's lesson, most everyone should be done with their good copies.