I explained to students that today we were going to the next stage of the writing process which is revising. (I referred them to the poster on our Writing Wall, which lists the components of the writing process.) I explained that revising is when you make changes to your writing to make it better. You add things for clarification or that may have been left out, make deletions, make it easier to read, etc. I further explained that they were first going to make revisions on their own, then have one or two of their peers to make suggestions.
A new writing focus was sentence fluency. Sentence fluency is how the words and phrases sound when they are read aloud. I read aloud from a story we were reading as a model of how the author used sentence variety to make the writing interesting. The sentences began different ways, some were long and short, and used different punctuation. Next, I displayed my draft on the document camera. I modeled reading it aloud and making revisions using a colored pencil. I referred to the sentence fluency rubric as I made the revisions. I focused on using transition words making sure my sentences began differently. (All from previous lessons.) I also modeled adding explanations to things that would be confusing to the reader, such as why a certain part in the movie was funny.
During independent practice, students revised their opinion piece using a colored pencil. They also had another student revise it using a different colored pencil. As they worked, I held individual conferences with students. At that time, we focused on an area of their writing that needed the most work, such as most sentences beginning alike.
Students, their peers, and I used the rubric to assess their writing for sentence fluency. They checked to make sure their sentences varied and complete, their writing had an easy flow when read, they used transition words, and their writing was easy to read.