Today I will be circulating around the room, helping students when needed as the students will be transferring their writing from their flow map to writing paper. I have a copy of journal paper for you in the resource section. What I do is copy the first and second paper as a double sided copy. Then I take the second paper and make a double sided copy as well. Then I copy both of those double sided copies together. This way students are drawing one picture and have four papers to write their story on.
Once students finish their sloppy copies, I will partner them up and give partners a kid friendly checklist. This checklist addresses some important language standards from the Common Core. Students will read each others work and try to make corrections and improvements to each others work.
You will need to prepare enough journal (writing) papers for each of your students Journal Paper.pdf . You will also need to prepare enough checklists My Five Star Checklist.docx for each of your students.
I stated the objective of what we were going to do today. I said, " Today you are going to transfer your writing from your flow maps to make a sloppy copy. Once your sloppy copies are done, I will partner you with someone and you will read each others work. You are going to be an actual editor today. An editor is someone who reads an authors work and tries to improve it. You are going to be like actual college students today."
One strategy I use to assure my students copy from their flow maps correctly is to number the boxes in the correct order. I have a video here in the resource section that shows you how my students number their boxes. This should give you a good idea how you can pass this strategy along to your students.
We numbered our boxes and then I let me students start to transfer their work to their journal paper. You can see a video of my students in action here Writing Our Sloppy Copies.mp4.
Once students finished their sloppy copies I started to partner them up so they could so some peer editing. I was careful to partner students. The only pairing I didn't want to see was to have two students who struggle with writing put together, so I avoided this. I gave each set of partners a checklist and told them to find a spot in the corner of the room (they love laying on the floor). Then I had them start editing.
I have a great video of several of my students Peer Editing Our Stories.mp4 . One is a student with solid writing skills, who started editing his partner's paper like he was a professional college editor. This video also contains footage of one of my little boy's getting angry with his partner for writing on his paper. I had to coach this student and help him realize that all his partner wanted him to do was to improve his work. This is what walking around the room does - it gives the teacher the opportunity to seize those teachable moments and help coach your students through difficult moments. I was glad I was there to help this student with this. Finally, the video contains one of my little girls who is really starting to turn into a little teacher. The way she offers feedback to her partner is terrific.
Usually if partners finish early, I will conference with them. There were only 5 minutes left in the lesson when my first group of students finished their peer editing, everyone else had a partner or was busy writing, so I had them read quietly. Depending on your time constraints, if you have early finishers and a great deal of time left in the lesson, you may want to go ahead and start conferencing with some of your students. You will have to use your professional judgement.
In my closure today, I just wanted to let them know where we would continue on with our process tomorrow. I called the class to order and said, " Many of you are ready to conference with me tomorrow and we will begin that process. For those of you not finished with your sloppy copy or peer editing, you will continue with those steps tomorrow."