I explained to students that today we were going to the next stage of the writing process which is editing. (I referred them to the poster on our Writing Wall, which lists the components of the writing process.) I reminded students that editing is when we make corrections, such as grammar, spelling, and punctuation, to our writing.
I placed the editing checklist we would use on the document camera and reviewed it with students. I added items we had learned in previous lessons, such as subject-verb agreement. This was to communicate to students that the skills were not to be learned insolation, but applied to real writing. Students were asked why those items were important and they said it was to make sure others were able to understand our writing and that it makes sense. This let me know that students were aware of audience. I modeled editing my revised draft using the checklist, circling any errors with a colored pencil. I explained the corrections as I made them. Eventually, students assisted with identifying my errors. (They were very adept and enthusiastic about it.)
Students edited their revised draft during independent practice using a colored pencil. I walked around the room as they worked, making sure they used the checklist by checking off each item as they made the corrections. I did this because students quickly check off each item without actually checking for the errors. They also had at least two peers check their writing using a different colored pencil. This was evidence that peer editing took place.
Students self-assessed their edited piece using the checklist. I also observed how adept they were at identifying their mistakes. If students missed some errors, I coached them through questioning to identify them. For example, if they missed a period, I would ask them to read the sentence aloud. At the moment they paused, I would ask what was missing. They would quickly notice the run-on and add the proper punctuation.