The document describes interactive editing, a collaborative teaching method by Diane Jensen intended to enhance students' reading and writing skills through editing familiar texts. It outlines various instructional purposes, types of interactive editing, and detailed procedures to help students identify key content words, paraphrase, and summarize texts. The method is emphasized as a valuable tool for teaching vocabulary, comprehension strategies, and writing skills.

1. Interactive
Editing
Island
West Coast Literacy Conference
March 14-15, 2008
By Diane Jensen

2. ExLL Element:
Interactive
Editing
Introductory Level
Diane Jensen
Classroom Teacher: 26 years
Literacy Coach: 3 years
ExLL Literacy Coordinator-in-Training
Billings, Montana

3. Billings, Montana
22 Elementary Schools
4 Middle Schools
3 High Schools
Total Students = 15,109

4. Description of Interactive Editing
A teaching method
where the teacher and
students collaborate to
edit familiar, error-free
text into a new format.

5. And …
Interactive Editing
is not
editing for
conventions.

6. Instructional Purpose
• Helps students understand
the reciprocity of reading and
writing
• Promotes meaningful
discussions in content areas
• Builds oral language structure
and vocabulary

7. Instructional Purpose
(continued)
• Develops comprehension
strategies for determining
importance
• Models construction and
revision of expository text
• Provides opportunities to
write informational text using
specific text features

8. Types of Interactive Editing
1. Determining and Listing Key Content
Words
2. Editing to a Shortened Piece
3. Changing Writing Categories
4. Paraphrasing
5. Summarizing

9. Determining and Listing Key
Content Words

10. Editing to a Shortened Piece
Today’s weather
forecast is for
unseasonably warm
temperatures that are
expected to reach into
the middle to upper 70’s
Fahrenheit, 20’s Centigrade
by mid day.

11. Changing Writing Categories
• Text might be changed from:
–Narrative to poetry
–Expository to narrative
–Expository to test-taking
questions
–Narrative to reader’s theater

12. Paraphrasing

13. Summarizing

14. Materials:
• Short piece of error-free text
• Overhead, Elmo or large chart
• A duplicated copy of text
• Optional
–graphic organizer
–highlighter
–highlighting tape

18. Procedure:
1. Share read a short, high interest passage.
2. Ask students to identify key content words
(Hint: mostly nouns and verbs.)
3. Record key content words in a word bank.

19. Procedure (Continued):
4. Use the word bank and develop a one-
sentence paraphrase on the first part or
paragraph.
5. Repeat for all paragraphs or parts.
6. Students select one or two important
words from each paraphrase and write a
summary statement for the entire reading.

20. Levels of Support / Release
1 - I do, You watch
2 - I do, You help
3 - You do, I help
4 - You do, I watch

21. Modeling Key Words and
Paraphrasing
Fish
Fish are animals that live in
water. All fish have fins. Fins
help fish swim. Fish have gills
for breathing in the water.
Taken from:
Fish
Text by Stanley L. Swartz,
Photography by Robert Yin

22. Let’s try it together!
Fish (continued)
Fish swim in groups called schools.
Schools are made up of many of the same
kind of fish swimming in schools. Fish
spend a lot of time swimming in schools.
One school had more than three billion
fish.
Taken from:
Fish
Text by Stanley L. Swartz,
Photography by Robert Yin

23. Work with a partner.
Fish (continued)
Fish come in many shapes. Some fish
are big and some are small. Some fish
have many colors. The colors help protect
them.
Taken from:
Fish
Text by Stanley L. Swartz,
Photography by Robert Yin

24. Work on your own.
Fish (continued)
Many fish live on coral reefs. There is
plenty of food on these reefs. Fish eat
plants and other fish. They swim and hide
in the coral.
Taken from:
Fish
Text by Stanley L. Swartz,
Photography by Robert Yin

25. Summary Statement
• Select one or two important words
from each paraphrase and write a
summary statement for the entire
reading.

26. 3rd Grade Example

27. 3rd Grade Example

28. Cross-out method

29. Cross-out method to key words

30. What’s important?
• The group negotiations
and collaborations are
important in this process.
Rich discussions not only
lead to increased
comprehension of the
content, but also allow
students to explore and
then master the processes
of paraphrasing and
summarizing.

31. After Interactive Editing
• Reread the edited work.
• Discuss the impact of the work.
• Students work in small groups.
• Extend the writing into other activities.
• Apply learning to independent writing.

32. In Sum…
Interactive Editing is a
valuable tool through
which you can teach key
content vocabulary,
paraphrasing, and
summarizing.

33. Interactive
Editing
Island
West Coast Literacy Conference
March 14-15, 2008
By Diane Jensen