Summary and Context:
Today, I continue with the next stage of the writing process: editing. I will have a discussion of the writing process and what editing means. I will talk about how we edit once we are done with adding and correcting our ideas. In the case for revising, the objective was for my students to state an opinion, supply reasons to support that opinion, and include a closing statement.
Today, the focus is on spelling, punctuation, capitalization, and grammar. I model how to edit their paragraphs. Once they are done editing, they will work with their partner from yesterday and help one another with this stage.
I provide a checklist for them to use with their partner and by themselves. Then, I gather the students briefly to get them started on publishing their pieces. Some will share. I will take time to reflect on the editing process so I can get feedback on it and help me make modifications for future lessons.
I share the objective for today. I show my students our blue chart that I use to show the status of the class. It is a good visual for us to understand where the class currently is in the writing process. At the moment the photos of my students are in the editing section. Once the students are done editing, they can move their picture to the publishing stage. With this lesson, all the students happen to be on the editing stage, but, with other writing tasks (such as in writer's workshop), the students can be in different places stages, and that's okay.
Then, I ask a volunteer to help me model the process. I read my piece to my partner. Then, I turn my paragraph over to my partner and we look at it together with the checklist as we determine which areas will I need to work on by my self. All the areas that receive a "no" will need to be corrected.
Now my students sit around the room to help each peer edit. As they work collaboratively, I walk around and make sure they are reading their paragraph to their partner. Some will need support as to how to proceed with the checklist since they may get confused about how to check off what they are doing with their partner and then what they will be checking off on their own.
Others will need reminders as to how to transition into editing on their own.
With this editing, I made sure to partner up students with similar reading abilities. I did have to work work one-on-one with a couple of students who need support at this time of the year. I worked with them one at a time, so those waiting for me were reading a book, instead of waiting in a line.
Now my students transition into editing on their own. What they do now is choose a different colored pen from the one they used to revise. I make sure they have at least three different colored pens in their pencil box. In this way they can start to distinguish the difference between revising and editing.
Now they will look at the checklist and fix those sections that got a "no," on their check list.
As they work, I walk and support them. Some will need redirection as to what do next. Others will need to be reminded to read each sentences at time and fix it.
Also, as I walk around I like to check in with them and see where they are at and see how their editing is coming along: checking the punctuation marks.
I work to help my students become self sufficient and that they understand what they have available as support so that they don't come looking for as their first option when they need spell a word: using different resources to spell.
I call my students to the rug. I noticed that many of them were done with their editing, so I give them instructions on how to rewrite their paragraphs again to be published. I give them guidelines to publish their paragraph. I create a simple Publishing Chart they can reference as they rewrite to publish.
Not all my students are done with editing, and that is ok. But, I feel strongly about keeping the flow of the writing moving and allowing for those students who are done to publish. Those who are publishing can move their photos to that section on our blue chart. Moving their photos from one section to another motivates them.
Again, if there are students who one-on-one support, I work with them on the round table.
Here are some examples of published pieces:
I bring my students to the rug, and a couple of them who are done publishing share their pieces. When my students share they receive feedback.
This is the system I use to make sure the feedback process feels safe and fun:
With my students still sitting on the rug, I turn their attention to reflecting about the process of peer editing. I pose a couple of questions and some share their experience:
Lastly, I take the moment to ask whether we met our goal, and I bring closure to the lesson.