I explained that 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 reminded them that revising is when you make changes to your writing to make it better. You add things for clarity, make it easier to read, etc. I displayed a page from a story from our read aloud as a mentor text for sentence fluency. I pointed out how the author used sentence variety to make the writing interesting. The sentences began different ways, some were simple, complex, and compound.
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 also focused on using linking words and phrases. (All from previous lessons.) Finally, I explained that they would make revisions on their own, then have one or two of their peers make suggestions.
During independent practice, students revised their writing using a colored pencil. When they were done, they 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 primarily using simple sentences.
Students reviewed what they had written with a focus on sentence fluency using the rubric. The rubric guided students in identifying the qualities of a well-written sentences. Self-evaluation requires students to operate at the highest level of Bloom’s taxonomy as they judge their work against the rubric.