I start by saying, "Yesterday you learned how to mark writing to show what needs to be changed. You practiced proofreading. Today you get to do the next step. You will edit your typed stories to find and fix any errors.
You get to be a peer editor. (A peer is someone mostly like you.) This time you will edit someone else’s work.
You will work with your 3 o’clock partner.
Before we get started, watch this review of punctuation. You will be using the marks you learned yesterday to proofread your classmates’ work, so watch carefully. This video is quite different then yesterday’s video. We can compare the two for a few minutes before we go to work on our papers."
I show the video.
When the video is finished, I elicit four or five students to tell me what was different between the two clips. And, of course, I then elicit what was similar. Marzano lists noting similarities and differences as one of nine categories of strategies that has a strong effect on student achievement. So when I take a few minutes to compare the singing cartoon cat video to the rapper’s explanation of punctuation marks, I am hoping to give students quick practice with the skill of comparing/contrasting.
When we’ve finished analyzing the two videos and I have reiterated that the message that punctuation and proof reading are important, we continue the task.
Come get an editing pen (jazzy materials never hurt!) and use the editing checklist to show any of the sentences that need a little fix up.
I hand out the students' work. I ask them to find their 3 o’clock Clock Partners.
Read your classmate’s work really, really carefully. Make tiny little fixit marks so they can make their fixups without ink all over the place. When you have found any errors and looked up the spelling of any hard words, bring the page to me and give you a new page for you and your partner.
When all the pages have been proofread by a partner pair, I return them to the original teams. The teams go back over the pages, changing what needs to be changed.
Your classmates have made little marks to show you what to change. Make your changes. When you’ve each read every sentence on the page one last time, and checked for beginning capitals and periods, and correct spellings, and have made sure there are no sprinkled in capitals, and all names are capitalized… you can come show me, and I’ll give you a highlighter and you can highlight your shiny, ready to publish sentences!
When our time is up, or when all the pages have been edited and highlighted, I call the students back to the carpet. Because they have many paragraphs to edit, they may not get done in one go. The production part of the lesson can stop and start until completion. This can be their work on writing tomorrow as well.
Students, when I ring the chime, please put your editing checklist in your table tubs, and place your story sheets in the green tray.
I gather the students to the carpet. I debrief, letting the student know what I saw that showed me they were learning and asking if they had any concerns. I explain that any pages that weren’t edited can be worked on later today and tomorrow.
The realistic fact is that even though the students FOUND the errors, they are not able to go back in the NEOs and make the necessary changes. So I will be doing the actual changes in the word doc on my computer. Since the CCSS states, "With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers," I don't feel badly about editing the final copy, making changes they found in collaboration!