Stage 2: Consolidation / Fluency
Stage 3: Literacy for Growth
Primary: Writing Conventions, Spelling & Word Study
Gather chart paper and markers
Review the parts of a sentence with the class
For example, using capitals and punctuation, striving for correct spelling, trying to write a complete thought
Invite students to watch as you as you write an incorrect sentence on chart paper
pat got a brind knew bik
Choose errors that reflect editing concepts you have been discussing, for example:
If you have been discussing homophones, write “knew” instead of “new”
If you have been learning about the magic "e", write “bik” instead of “bike” or “cak” instead of “cake”
If you have been discussing capitalization of proper nouns, write “mary” instead of “Mary”
If you have been discussing needing to write a complete idea, write “went to the store” instead of “She went to the store” or “because no one was nice to her” instead of “She hated school because no one was nice to her”
Invite students to discuss corrections
As students share ideas, make corrections directly on the chart
Use a different color for making corrections
English Language Learners/ESL:
- Review the corrections with the student during a one-on-one conference - Provide many opportunities to practice using correct capitalization and punctuation
LD/Reading & Writing Difficulties:
- Provide students with individual copies of an editing checklist during writing tasks
Cultural Appropriateness & Diversity:
- Select sentences that contain familiar words and ideas
- Encourage all students to participate by having students turn to their nearest neighbors to discuss corrections
Evidence: Jasmine, J. & Weiner, W. (2007). The effects of writing workshop on abilities of first grade students to become confident and independent writers. Early Childhood Education Journal, 35, 131-139.
The goal of Fix My Mistakes: Helping Students Practice Editing Skills is to review the components of an effective sentence and to provide students with practice with editing incorrect sentences.
What You Need
10 minutes - Gather chart paper and markers
20 minutes - Teacher reviews parts of an effective sentence - Teacher writes and reads a sentence with several errors - Students discuss corrections - Teacher makes corrections
Teacher: - Chart paper - Markers
What You Do
Direct instruction: - while reviewing sentence structure and writing and reading an incorrect sentence Consultant: - while students discuss corrections and teacher makes corrections
Whole class: - when reviewing sentence structure, writing, writing, and fixing incorrect sentences
- Use a checklist to track students use of correct punctuation and capitalization
- Create a checklist of how to use editing conventions and anchor the list on the wall as a reference for students to use when editing their work
- Provide students with 5-10 incorrect sentences to correct independently
- Encourage students to "catch" you making errors in your usual writing (you can make some on purpose)
- Having students correct your mistakes can be very motivating. When it happens authentically in the classroom, it shows students that making errors is okay and that it is not threatening. Make a point of identifying your own errors when they come up and encouraging students to help you correct them.
- Modeling how to correct sentences as a whole class builds students understanding of the importance of rereading their work and shows them how to approach the editing process.
- It can be very helpful to teach editing conventions one at a time and provide lots of practice before expecting students to edit in an integrated way. a. Once you have explained, modeled and practiced and editing convention, post a reminder in your classroom and tell students you expect that they will use this convention in their own written work.
- Emphasize the differences between editing and revising where editing is making changes to spelling, grammar and basic sentence structure. Revising writing occurs when details are added, words are changed or sentences are moved.
- Use proximity seating for students who may require cues to refocus