Revising and Editing: Polishing Our Writing
Grade 3: Module 2A: Unit 3: Lesson 10
Revising and Editing: Polishing Our Writing
Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)
I can use the writing process to plan, revise, and edit my writing (with support). (W.3.5)
I can use conventions to send a clear message to my reader. (L.3.2)
I can capitalize words in titles. (L.3.2a)
I can spell words correctly that have suffixes added to base words (e.g., sitting, smiled, cries, happiness). (L.3.2e)
I can use reference materials, including beginning dictionaries to check and correct spellings (L.3.2g)
Supporting Learning Targets / Ongoing Assessment
•I can use feedback and criteria to strengthen my Freaky Frog research-based narrative paragraph (back side of card).
•I can capitalize appropriate words in sentences and titles.
•I can punctuate sentences correctly.
•I can spell words that have suffixes added to base words correctly.
•I can use resources to check and correct my spelling. / •Conventions Criteria checklist
•Students’ revised and edited writing
Agenda / Teaching Notes
1.Opening
A. Engaging the Writer: Preparing for Final Revisions
(3 minutes)
2.Work Time
A.Student Work Time: Final Revisions (25 minutes)
B.Reviewing Editing Conventions and Preparing to Edit (10 minutes)
C.Polishing Writing: Editing Conventions (15 minutes)
3.Closing and Assessment
A.Debrief (7 minutes)
4.Homework
A. Lesson 10 Homework / •In advance: Prepare Draft Model paragraph (see Lesson 9 teaching note). A model has been provided in Supporting Materials. However, you will need to handwrite this draft so students can see the revision process in action.
•In this lesson, students will edit their work. Be sure to distinguish the difference between revising (the work of Lessons 8 and 9) and editing. Revision is to look again at one’s work to see how to make it a stronger piece of writing. Editing is polishing the existing writing for small details and corrections.
•This lesson includes learning targets from CCLS ELA L.3.2 (Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.) Depending upon the work done during the year within this standard, it may be necessary to supplement instruction with lessons related to capitalization of titles, and adding suffixes to base words. Additionally students would need experience with the use of spelling resources, primarily dictionaries (L.3.2g).
Lesson Vocabulary / Materials
editing, revising, grade-appropriate, craftsmanship, suffixes, punctuation, capitalization, / •Writing Process anchor chart (from Lesson 6)
•Students’ most current draft paragraphs
•Students’ Revision Goals recording forms (from Lesson 9; with Part C filled out by teacher)
•Students’ Writer’s Self-Reflection: My Freaky Frog Paragraph recording forms (from Lesson 9)
•Freaky Frog Paragraph Conventions Checklist (one to display and one per student)
•Editing Paragraph anchor chart (for use in Work Time B)
•Lesson 10 Homework (one per student)
Supplemental Materials
•Steps for Editing Your Paragraph (for optional use with struggling students)
Opening / Meeting Students’ Needs
A. Engaging the Writer: Preparing for Final Revisions (3 minutes)
•Gather students together as a group. Display the Writing Process anchor chart. Give students a few moments to review the steps of the writing process. Point out to students that they are nearing the end of the writing work.
•Post the first learning target: I can use feedback and criteria to strengthen my Freaky Frog research-based narrative paragraph (back side of card).
•Remind students that today they are focusing on their final revisions to theirFreaky Frog research-based narrative paragraphs(the back side of their card).
•Return the following materials to students (all from Lesson 9):
-Students’ most current draft paragraph
-Student’s Revision Goals recording form
-Students’ Writer’s Self-Reflection: My Freaky Frog Paragraph recording form
•Give students a few minutes to review the revisions goalson the recording form (their partner’s, their own, and the teacher’s).
Work Time / Meeting Students’ Needs
A. Student Work Time: Final Revisions (25 minutes)
•Tell students that they will now have a chunk of work time today to work toward their revision goals. They should work hard to build their writing stamina and to make their paragraphs stronger.
•As students work, consider the following strategies to manage time and support student learning:
-Give students time checks and reminders throughout the work time. (For example, set a timer for 15 minutes. After the time expires, ask students to put a thumb up if they are making progress toward their goal.) Check in with students who need support to make progress toward their goal. Repeat by adding more time to the clock and checking student progress throughout the work time.
-Pull small groups of students for more targeted instruction. (For example, if there is a group of students who need support with topic sentences—which were formally taught and assessed in Module 1—this would be an ideal time to meet with them.)
•Confer with students as they revise and refer them to the criteria and other writing tools as necessary. / •Considering adding nonlinguistic symbols to the Freaky Frog Trading Card Research-Based Narrative rubric to help students have a clear understanding of the criteria.
•Work with small groups of students with similar revision needs as appropriate.
•To make the most effective use of the revision time, consider establishing needs-based stations. An adult to facilitate each station would be ideal but even without that, students could get feedback from peers focused on the same aspect of their writing.
Work Time / Meeting Students’ Needs
B. Reviewing Editing Conventions and Preparing to Edit (15 minutes)
•Gather students back together. Gesture back to the Writing Process anchor chart. Ask students:
*“How do you think editing writing is different than revising writing?”
•Give students a minute to talk about this and then cold call a few students for responses. If needed, guide them to understand that editing means that they are making changes to fix spelling, capitalization, and punctuation.
•Read the remaininglearning targets with students:
-I can capitalize appropriate words in sentences and titles.
-I can spell words that have suffixes added to base words correctly.
-I can spell grade-appropriate words correctly.
-I can use resources to check and correct my spelling.
-I can use end punctuation sentences correctly.
•Clarify the words capitalize, titles, punctuation, suffixes, and resourcesas needed.
•Remind students that when they edit their writing for these conventions, their work reflects craftsmanship, which is another word for care and quality in presentation.
•Explain to students that you are going to model how you use the checklist to help them edit their most recent drafts of their paragraph. Tell them that you are going to ask them to help you if they see something that needs fixing.
•Display the Freaky Frog Paragraph Conventions Checklist. Model for students how to use the checklist to edit for spelling, capitalization and punctuation. Read the “I can” statements aloud.
•Focus in on the second target: I can spell words that have suffixes added to base words correctly. Review with students the “rules” for adding the common suffixes –ed and –ing to base words. Illustrate with a few examples.
•Display the editing paragraph.
•Think aloud: “Let me read my paragraph aloud to see how I can use this checklist to help me edit my work. I know I am looking for spelling, capitalization and punctuation as I read.”
•Work through the paragraph sentence by sentence, using think-aloud. Encourage students’ involvement. / •Considering adding nonlinguistic symbols to the Freaky Frog Trading Card Research-Based Narrative rubric to help students have a clear understanding of the criteria.
•Work with small groups of students with similar editing needs as appropriate.
•Supplemental lessons related to dictionary use, capitalization of titles, and adding suffixes to base words may be necessary to help students be successful with the learning targets. See Lesson 1 (Unit 3) Supplemental Materials for a series of activity sheets related to these standards.
Work Time (continued) / Meeting Students’ Needs
C. Polishing Writing: Editing Conventions (15 minutes)
•Students will need their revised drafts from earlier in the lesson. Distribute the Freaky Frog Paragraph Conventions Checklist to students. Remind students they will use thischecklist to identify what they need to work on. They do not complete the checklist until after they edit their work.
•Give students approximately 15 minutes to edit their writing for correct capitalization, spelling, and punctuation. Invite students to work in partnerships or small groups, reading their work aloud to each other to support their editing process.
•Confer and support students as needed.
•For students who might have a difficult time finding their own errors, consider the following options:
–Support them by identifying a few words to correctthe spelling (use a highlighter).
–For each sentence, tell them a type of error you see and ask them to look for it.
–Gather a small group for students who might need the same type of support together so that they can help each other with your guidance.
–For students struggling to find punctuation corrections, read their writing aloud to them, emphasizing the missing punctuation (i.e., not pausing). Ask students to listen for a place for you to pause that makes sense.
•After 15 minutes, pause students in their work and ask them to look over their Freaky Frog Paragraph Conventions Checklist and check their work against it. Ask students to complete the checklist, marking where they think their writing is at this point.
•Gather students back together as a group. Invite students to Pair-Share their successes and challenges regarding editing:
**Which convention target do you think is a strength for you? What is your evidence?”
*“Which convention target is the biggest challenge for you?”
*“Which resources are most helpful to you in making editing changes? How did they help you?” / •During this work time, pull small, targeted needs-based groups of students as required.
•For struggling learners, prioritize words for students to edit. Pre-identify the words students should focus on.
•Students needing additional support will benefit from a few targeted areas for editing marked on their paragraphs.
•ELLs may require extended time for completion of task and use of a bilingual dictionary.
•Have dictionaries out and available. Consider locating dictionaries very near to students’ work areas.
•So that students don’t waste time, advise them to first locate all potential misspelled words (circle or highlight) and then as a last step, use resources to attempt to correct the spelling of these words.
Closing and Assessment / Meeting Students’ Needs
A. Debrief (7 minutes)
•Recap the writing journey students have been on with their research and writing. They have read, researched, planned, drafted, revised, and edited their paragraphs. Congratulate them on their hard work. Remind them that they are almost ready to be able to share their writing and celebrate their hard work. Ask students:
*“What are you most proud of as a writer?”
•Have students thin and then talk with a partner about the things they are particularly proud of as a writer during this process.
Homework / Meeting Students’ Needs
•Share the steps of the writing process with someone at home. Use the steps to describe the work you’ve done toward your Freaky Frog Trading Card.
Note: Before Lesson 11, complete the Conventions Checklist for each student’s draft (using a pen so students’ own marks can be distinguished from yours).
Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. / NYS Common Core ELA Curriculum • G3:M2A:U3:L10 • June 2014
CCI Enhanced Module (Williamsville Central Schools) April 2015 • 1
Grade 3: Module 2A: Unit 3: Lesson 10
Grade 3: Module 2A: Unit 3: Lesson 10
Supporting Materials
Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. / NYS Common Core ELA Curriculum • G3:M2A:U2:L1 • August 2013 • 1
Grade 3: Module 2A: Unit 3: Lesson 10
Freaky Frog Paragraph Conventions Checklist
Name:Date:
Target / Not Yet / Almost There / Excellent! / Teacher Comments
I can capitalize appropriate wordsin sentences and in titles.
I can spell words that have suffixes added to base words correctly.
I can spell grade-appropriate words correctly (see note below).
I can use resources to check and correct my spelling.
I can use correct end punctuation in my writing (see note below).
(Note: Target not explicitly taught in this unit, but previously taught/assessed in Module 1.)
Editing Paragraph
The spadefoot Toad
I am the strange, but amazing, Spade Foot toad who has a speshul tool that help me survive one thing that makes me amazeing is I have miniature Shovels attached to my feet on my short and stubby back legs These shovels, or spads, are kind of like finger nails. They help me burow beneath the earth’s Surface so I can to excape the scorching heat of the day. Using my spade feet, I dig and kick, dig and kick, fliping clumps of dirt into the air. I excavate a perfect hole that will keep me cool during the hot day and safe from lurking predators. you might wonder how i get water if I’m underground. Well I absorb water through my skin, so the moisture from the damp earth also quenches my thirst. Becuase I am a nocturnal hunter I clim out at night to stalke my prey. Before the son rises, I use my speshul shovels to bury myself in the ground once again my spade feet are my speshul physical adaptations that helps to servive!
Editing Paragraph
(Correctly Written)
The Spadefoot Toad
I am the strange, but amazing, spadefoot toad who has a special tool that helps me survive. One thing that makes me amazing are my miniature shovels attached to my feet on my short and stubby back legs. These shovels, or spades, are kind of like fingernails. They help me burrow beneath the earth’s surface so I can to escape the scorching heat of the day. Using my spade feet, I dig and kick, dig and kick, flipping clumps of dirt into the air. I excavate a perfect hole that will keep me cool during the hot day and safe from lurking predators. You might wonder how I get water if I’m underground. Well, I absorb water through my skin, so the moisture from the damp earth also quenches my thirst. Because I am a nocturnal hunter, I climb out at night to stalk my prey. Before the sun rises, I use my special shovels to bury myself in the ground once again. My spade feet are my special physical adaptation that helps me to survive!
Steps for Editing Your Paragraph
- Read your draft with your eyes and ears.
- Attend to the spelling in your writing. Circle or underline the words you feel may be misspelled. Consider using a colored pencil for this.
- Use classroom resources to find the correct spellings of the words you circled or underlined.
- Think of the rules of capitalization. Look to make sure that all sentences and formal names are capitalized. Also look to make sure that words aren’t capitalized that shouldn’t be.
- Look for the placesin your writing that need punctuation. Do all sentences have end of sentence punctuation? Are there places where the sentences should end with a question mark or exclamation point?
- Look for places in your writing that might need commas. These can be trickier to find. Read your paragraph in a natural and fluent way. If you notice any places where you have a slight pause, it may be that there should be a comma in that place.
- Read your draft again with your eyes and ears.
Lesson 10 Homework
Name:Date:
Share the steps of the writing process with someone at home. Use the steps to describe the work you’ve done toward your Freaky Frog Trading Card.
Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. / NYS Common Core ELA Curriculum • G3:M2A:U3:L10 • June 2014CCI Enhanced Module (Williamsville Central Schools) April 2015 • 1