Time To Complete
I Can Statements
- I can:
- With some guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (6-8.WHST.5)
- I will know my use of feedback and revision are of high quality when my draft:
- Incorporates feedback from peers and adults
- Is edited for content, form, and standards of written language
- Meets the requirements for the assignment in terms of content, format, and length
Suggestions for Assessing Student Readiness to Move Forward:
- Confer with students, first asking them to point out specific revisions and to explain how they incorporated feedback into their work; later, review their drafts for format and correctness.
- Ask students to use rubrics or checklists to self-assess their work and develop a plan for further revision or editing.
Give a mini-lesson on editing practices that authors use to ensure they have edited their work including re-reading, reading the piece aloud, and having someone else read the piece to you.
Pair students and have them read each other’s work aloud so the author can hear the words they have written and self-edit. The purpose here is often the author’s eyes will read what they meant to write when re-reading, but another person can help them access exactly what is on the page
Conduct shared group editing to train students in the diligence necessary to edit. Project a student’s infographic and, going line by line, have students find and correct any errors present. Choose an infographic that reflects errors typical in your class to ensure students all learn from the shared experience.
After reviewing drafts, differentiate by giving each student three or four specific things to look for and correct in their draft.
After reviewing drafts you may want to order a specific set of mini-lessons based on student need. These mini-lessons can then become part of the expectations for revising.
Grammar Edit Sheet