Revising and Editing Writing PD - Sheena Cameron and Louise Dempsey

WHAT?
Today I attended the Sheena Cameron and Louise Dempsey PD on Revising and Editing writing.
25th July 2018.
The key focus was on how to teach kids how to revise and edit their writing.

Lesson introduction

- Motivate the students for the writing lesson

- Agree and unpack the criteria for the lesson

- Use modelled and shared writing to demonstrate the criteria

- Use ‘think-pair-share’ to check students understanding.

Remember poetry
Enticing for boys because they can just follow the structure and it makes their writing sound good.

Three visual models

What do we want our students to know about reviewing writing?

1. I know what I am learning and why
2. I can find examples in my writing 
3. I can improve my writing 
4. I can talk about my success and next steps 
5. I write carefully-checking as I go 
6. I can self-check my writing and fix up some mistakes 
7. I feel like an author and want to share my writing 

Straight line = underline is Spelling

Wiggly line = think of a better word

Responding to writing model

Step 1. Respond as a reader

Step 2. Identify positives (linked to criteria)

Step 3. Agree on one improvement (linked to criteria)

Step 4. Editing

Step 5. Agreed criteria/goals for the lesson

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- Feedback in the book should relate to the lesson criteria

- Before you respond about the criteria, make sure you respond as a
reader to the contact of their writing. Say something about their writing before you
respond as a teacher.
- Feedback should be 1/3 student, 1/3 peer, 1/3 teacher.

“Activating students as owners as their own learning”

Formative peer feedback not only has benefits for the person who is receiving
it but also the person who is giving it because by reviewing the criteria they become
clearer about what good work looks like in that area.

Teach students how to self reflect but remember to teach them how to peer reflect.

Book Expectations

• Miss a line to leave room for proof reading and re-crafting. 
• Use the opposite page for proof reading or recrafting 
• Fold the page over to create large margins for proof reading and recrafting 
• Reserve a section for quick writes in the back third of the book. 

Line underneath- Changing spelling

Line through the middle- Wrong word or better word added

Explicitly teaching re-crafting skills

Even Roald Dahl had scribbles all over his writing - constant improvements were made.

Four ways to re-craft writing

1. Adding 
2. Deleting 
3. Changing
4. Moving

Re-crafting a sentence

• Can you add a word or phrase to your sentence? 
• Can you change a word or phrase ?
• Can you move a word or phrase? Does it improve your sentence?

Video- Google search Teaching kids about revising.

Revision= Re + vision “again” + “to see”

Clear Criteria and Challenge

• Visual 
• Memorable 
• Measurable 

Summary of recommendations

Include mini-lessons (Short interactive skill lessons)

in a writing programme to explicitly teach proofreading and re-crafting. 

Make time for proof-reading and re-crafting in the writing

The writing lessons- introduction

Ensure the Criteria are visual, memorable and measurable so that students can review
and improve their writing, based on the criteria.

Model proof-reading and re-crafting.
Self-CheckModel and teach students to proofread their writing. Keep it manageable.

Partner-check
Take time to teach students to review writing (use an exemplar and allow time for students to review their writing)

Lesson wrap up
Share, celebrate and review writing (use exemplar and allow time for students to review their writing)

Make time to guide all students
Guide students to edit as appropriate. Use the responding model to give students feedback. 

Resources

Dangerous Journeys to school- Bored Panda

telescopictext.com

telescopictext.com/write

Implications for my teaching: Where to next?

• I need to explicitly teach my students how to give effective feedback.
• Have students highlight the good bits in their writing or the parts that meet the success criteria so it stands out. They then use a seperate editing pen for improvements/fix ups.
• Make time to ensure all students share their writing with someone daily. (Otherwise what is the point in writing or making improvements?)
• My new TAI cycle is going to focus on how to get students to have greater clarity of their learning in order to make greater progress.  It also want to have this dove tail into improving my formative assessment practise using a formative tracking book.
• When students are self checking, have them just focus on one paragraph and fix it up or find 3-4 mistakes and correct them.  Then find 3 words they could make better.  Have students tick the things on the criteria that shows they have done it ie: tick capital letters and full stops.
• When students and buddy's reflect, have them use the stamps and record the number of changes they have made.
• Remind students that changing their writing is a real clever thing to do.  
• Use the trophy stamp to show the student has achieved the learning intention.  They could write the feedback or the learning intention in themselves to reinforce that they were successful.
• Establish a code of symbols across the school such as .A for capital letter, SP for spelling etc.
• Remember that kids don't learn from other kids or teachers fixing their work.  They need to do it themselves.  Students need to identify them and fix them themselves.
• Give students reminders rather than corrections.  (Try and be as positive as possible so not to deter the student from writing).

Growth Mindset

Last night I came across this motivating clip on you tube which I have since shared with my Year 6 students.  The clip is a great way to introduce Growth Mindset and get students thinking about their goals and ambitions.

Growth Mindset Clip

Since watching this clip, my students have been asked to go home and think about their goals which they are going to write down and display on the class wall.  We will then work towards our stepping stones for achieving our goals.

I have reminded them it is perfectly fine to dream big.  If they have an ultimate goal which may take years to achieve, we will just work backwards from our ultimate goal and create mini goals (stepping stones) to help achieve it.  These goals will also help me think about my teaching and what I need to be doing to help my students achieve their goals.

Professional development in Te Reo

This year I am going to challenge myself as a learner and embark on a journey where I become more fluent in Te Reo Maori. I am currently awaiting my pack to get started in a level 3 Te Reo course run by the Wananga. I am excited about doing this course, whilst feeling a bit nervous as to when I am going to fit all the study in as well as teaching full time and being a mum. But I guess that's why it's all apart of professional development. It will also be great being able to converse with my students more and share a greater knowledge of Maori language/ Te Reo in the class room.
- 07/02/2015