Supporting Students to Edit and Improve their Writing

15/04/2012 Supporting Children to Edit and Improve their Writing Cutting Edge Literacy April 2012 I know what I amlearning and whyI can find examples in my writingI can improve my writingI can talk about mysuccesses and next steps A balanced writing Hook children in. programme Share the purpose with the students – check they engage with the LI / criteria ‘Think aloud’ Demonstrate what Purpose the learning looks Involve the students like (linked to LI/SC) Model in the process. Think – peer - share White boards Paired, group or Shared individual – supported by the teacher Guided Clearly linked Open ended Achievable Independent Students reflect on their learning 1

15/04/2012 What are the stages in the writing process? Lots of ‘talk for Forming intentions (genre) writing’ Crafting and composing Analysing examples of Ideas sentences spelling literature punctuation handwriting sentence structure Reflecting on, re-crafting and presenting Skill teaching Effective Literacy Practice mini-lessons HOOK -Teacher modelling and shared writing Frameworks Plan LIs Clear criteria Put book away - Teacher Choose a literacy activity roves and Write targets guided groups Read to a Read friend Plenary: Celebrating and reviewing writingImages from google images Teacher as the facilitator Teacher Think Peer Share 2

15/04/2012 SelfResponding to writing Peer Teacher Respond as a reader Surface features – spelling and punctuation Positives (linked 3 stars record in the margin. to criteria) (see editing guidelines) One improvement (linked to criteria) One wish Reviewing and improving writing • Observe children to Teach it identify next steps • Engage children with goals/ Goals / checklists; checklists model it – make links ; make time; Reviewing • Checklists; codes; and different colours sharing • Time and systemsPersonal responsesI felt… I admired…The way that you described…made mefeel......My favourite moment was…because.....Itmade me feel/think about.....I especially enjoyed… BECAUSEI was excited to read…because... 3

15/04/2012 LI: to write a narrative Who? Where? What? Ending We know that sentences: Make sense Capital No and letter at after the the full stop beginning Sentences Finger Full stop spaces at the between end words Stop your fullstop crying - use a capital letter h H 4

15/04/2012 The dad and the boy made a fire they cooked the fish they felt excited They liked cooking their fish this way We are learning to:  Writean introduction paragraph which describes the settingImage from The HungerGames 5

15/04/2012Image from The HungerGames After our successful hunt, Gale and I take a minute to rest and enjoy the stunning view. The morning mist covers the distant hills like a white sheet. We appreciate the thick, lush trees which reach as far as the eye can see. Listening to the beautiful sounds of the wildlife, we think about our own barren district with no life except hungry people. ‘We could run away you know and live in the woods,’ Gale murmurs after a long silence. ‘They would catch us in a minute,’ I reply, with regret in my voice. Criteria (check list)  Important information  scenery  Sounds  Simile Like as  Complex sentences ( ‘ing’ verbs) 6

15/04/2012Three successes Symbols Highlighters Stars Circle ChecklistsImprovement Linked to criteria and/or targets Reminder prompt or a scaffold promptWhat is missing from the checklist? Can youadd it in?What did she hear? (scaffolded)Can you tell us more about the sounds inDistrict 12?Surface features Reminders rather than corrections Encourage self correction Build confidence and accuracy 7

15/04/2012Kaurilands School 8

15/04/2012 Kaurilands School Shirley Clarke Research findings on self marking M Im VerdictMarks own closed exercises. 10 5 Saves T time. Can be a prompt for children to correct work.Marks closed exercises while 10 9 Do more of this!teacher goes throughanswers and process.Edits own work (secretarial 9 8 Emphasis must be on checkingfeatures). what you know rather than all errors.Identifies where personal 8 9 Do thistarget has been met.Identifies where SC have 10 10 Do this.been achieved andimprovements could bemade. Shirley Clarke Research findings on response partners working togetherActivities M Im VerdictSwap books and mark 8 1 Saves T time but little impact onclosed activities. learning.Edit written work 8 4 Can be negative – need many(secretarial features). ground rules.Identify positive aspects 9 8 Do this first.only.Identify successes and 9 9 Do this next.improvements against LI.Present paired marking 9 10 Aim for this.decisions to class orgroup. 9

15/04/2012Mt Roskill Primary Mt Roskill PrimaryName: Room:Level 1B Student targets Yes! Yes! Yes! Achieved I am learning to: Date: 10th May 09Audience and Write about interesting events and experiences. ☺ ☺ ☺purposeContent/ideas Think about the ideas for my writing and then say them in sentences before I write.StructureIncluding punctuation Write my ideas in a sentence. ☺and grammar Put a full stop at the end of my idea.Languagefeatures Describe what happened using ☺ interesting words.Spelling and Write the words I can spell in my writing.handwriting Write all the sounds I can hear in words.Editing Tell my friend or teacher about my plan and writing. 10

15/04/2012 Group/ individual targets – questions to considerWhere will I get the How will I ensure the When will betargets from? children know their focus on ourHow will I ensure targets and know targets?they are how they aremanageable in progressing towardsnumber and focus? them? When you have finished: Come to the mat and read your writing Put a star by your full stops Read your writing to a partner ‘I like.......’ A capital letter finger spaces . Full stop 11

15/04/2012 Checklist √ Have I remembered to? Write a beginning, middle and end? Use sentences? .A Try all the words in my writing?Checklist – Persuasive writing√ Have I remembered to? 1. Write 3 paragraphs (highlight the spaces) 2. Use persuasive sentence starters 3. PEE point – elaborate - example 4. Write an introduction and conclusion Highlight one thing that you could do even better in your writing. Now can you improve this in your writing?Tips for setting up self and peerassessment  Model it first  Link it to the LI and SC – use a checklist  Begin with self assessment  Make it manageable, i.e. highlight all the adjectives; highlight all your full stops and capital letters; put 2 stars by ……  Initially complete the assessment as a whole class so that you can monitor the process and provide feedback  Model and teach starter phrases  Teach a code for indicating that self and or peered edited has been completed (signing name; 1 figure or 2 figures etc) 12

15/04/2012 Talking frame – peer assessment I like the way you have …… For example …… I think your story would be even better if you ….. For example ….. As your reader I would like to know.... I am not sure that I understand this sentence/section. What did you mean by ….. I know what I amlearning and whyI can find examples in my writingI can improve my writingI can talk about mysuccesses and next steps 13

Supporting Students to Edit and Improve their Writing

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