Guide
Name
Five-Step Strategy for Revising and Editing
Description
The Five-Step Strategy for Revising and Editing helps enhance and improve student writing. This strategy focuses on generating, focusing, and organizing ideas and on revising, editing, and proofreading writing.
Purposes
- [Statement] In order to plan for instruction and assessment think about your learners' needs and your goal. What is your purpose for using Five-Step Strategy for Revising and Editing? [Cluster] - [Statement] To demonstrate ability to generate and organize ideas (Composing: Writing/Speaking/Representing- Cluster 4.1): Students focus topics, select specific forms, and adapt organizational patterns for particular audiences and purposes. [Cluster] Cluster 4.1- Composing: Writing /Speaking/ Representing - [Statement] To demonstrate understanding of enhancing and improving texts and representations for a particular audience (Composing: Writing/Speaking/Representing- Cluster 4.2): Students share creations and ask for peer feedback, based on specific criteria. [Cluster] Cluster 4.2- Composing: Writing/Speaking/Representing - [Statement] To demonstrate understanding of revising and editing for purpose and audience (Composing: Writing/Speaking/Representing- Cluster 4.2): Students revise for content, organization, and clarity by eliminating unnecessary information, creating effective sentences, and by considering audience and purpose. [Cluster] Cluster 4.2- Composing: Writing/Speaking/Representing - [Statement] To demonstrate ability to enhance and improve communication to impact audience (Composing: Writing/Speaking/Representing-Clusters 4.2 & 4.3): Students choose descriptive language, sentence patterns, and pre-established organizers to enhance meaning. [Cluster] Cluster 4.2- Composing: Writing/Speaking/Representing - [Statement] To demonstrate understanding of grammar, spelling, and punctuation (conventions) for purpose and audience (Composing: Writing/Speaking/Representing- Cluster 4.3): Students edit for sentence fragments, run-on sentences, subject-verb agreement, etc. appropriate to grade level. [Cluster] Cluster 4.3- Composing: Writing/Speaking/Representing
Specific Learning Outcomes LICT Descriptors How To Do
- 1. Have students draw five short, horizontal lines (or boxes) immediately above the beginning of each sentence or paragraph in a piece of writing. Declare that the boxes represent the following: meaning, capitalization, punctuation, spelling, and legibility. - 2. Ask students to determine Meaning. Ask: Is what I wrote focused? Does it follow an organizational pattern? Does what I wrote say what I mean and
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Guide
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Related Information
make sense? Does it match a given criteria? If students answer yes, then they put a check mark on the first line for each of the four questions. If no, then students must correct the sentence/paragraph. Students reread the sentence/paragraph and check the first line if the sentence/paragraph now makes sense. 3. Ask student to determine Capitalization. Ask: Have I used a capital letter where needed? If students answer yes, then they put a check mark on the second line. If no, then students make necessary changes and/or corrections. Students reread and check the second line when corrected. (Students need to be taught the functions of capitalization in mini-lessons as required.) 4. Have student determine Punctuation. Ask: Have I used punctuation where needed? If the students answer yes, then they put a check mark on the third line. If no, then students make necessary changes and/or corrections. Students reread and put a check on the third line when corrected. (Students need to be taught the functions of punctuation in mini-lessons as required.) 5. Have students determine Spelling. Ask: Have I checked the spelling and underlined the words with which I need help? If the students answer yes, then students put a check mark on the fourth line. If no, then students use a variety of strategies to correct spelling. If unable to spell a word correctly, then students put a line under the word and put a check in the space. (Students must be given the message that correct spelling is important.) 6. Have student determine Legibility/Handwriting. Ask: Is my printing/handwriting/ keyboarding neatly done and easy to read? If the students answer yes, then they put a check mark on the fifth line. If no, then students should erase words or letters not presented legibly and rewrite them. Students put a check in place, when corrected. Enhancing/Revising and Editing Enhancing/Revising and Editing Spelling Spelling
Variations Assessment / Think Abouts
Guide and focus students on revising and editing specifics related to grade level outcomes. Construct student-generated assessment criteria and refer to these during conferences and observations, with products and processes. Constructing Student-Generated Criteria for Quality Work Criteria Setting: Constructing Student-Generated Criteria Observe for need for strategic instruction, mini-lessons, and modeling specific techniques by recording focused observations on students' growing competence of the five components. Focused Observation Form Focused Observation Form Sample Gradually release responsibility. Focus on a few specific techniques until students can use them independently. Initially, students need to learn to use Five-Step strategy for each sentence but as they become more proficient, Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 2 -
Guide
they should be encouraged to revise and edit whole paragraphs and complete text. Guide self- and peer assessment, using a Met/Not-Yet-Met strategy. Met/Not-Yet-Met Peer Conferencing for Writing Reflection Self-Assessment References
- Kindergarten to Grade 8 English Language Arts: A Foundation for Implementation, "Strategies that make a Difference" p. 226
Keywords
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