Activity Description

Preparation:

1. Prepare the Writer's Revise cart
   1. On a piece of chart paper write the heading Writer's Revise
   2. Below the heading write a statement about revising
      • For example: When we like our writing, we look back and say how can I make this even better?
   3. Below the statement write the subheading Re-read
   4. Make a list of strategies you have already discussed and practiced
      • For example: add dialogue, add to the bottom
2. Prepare a short report for modeling new strategy
3. Gather sentence strips and glue
   1. You will need 2-3 sentence strips for modeling strategy
   2. Students will need 1-2 sentence strips each
4. Gather special revising pens
   1. For example: regular pens kept in a special container can be given this name to help motivate students to revise

Implementation:

Session 1:

1. Refer to the Writer's Revise chart
   1. Prompt students by asking What can we do when we are revising our work?
2. Record the new strategy of adding details to the middle of a piece of writing on the Writer's Revise chart
3. Model strategy with a report
   1. Read report aloud
   2. After the report has been read aloud have students share ideas about where details can be added
      • Record ideas on separate sentence strips and anchor the sentence strips using glue beside the original idea from the text
      • Draw a star with a marker beside the original idea and a matching star on the sentence strip

Session 2:

1. Have students work on task independently
2. Work with small groups or hold teacher-student conferences
3. Have students share their revised piece of writing
4. Ask students to read their original piece of writing first followed by the new details that have been added

Adaptations For

English Language Learners/ESL:

- Provide a visual cue, symbol or picture for each heading and strategy
- Prior to the activity, pre-teach each strategy and model examples for student
- Scribe written paragraph for student so that the students ideas are the focus

LD/Reading & Writing Difficulties:

- Have students reread their first draft aloud during a one-on-one conference
- Repeat the instructions prior to independent work
- Allow paragraph to be written using a typing program or speech-to-text software program

Cultural Appropriateness & Diversity:

- Use a report for modeling to which students are familiar

Differentiated Instruction:

- Use a think-pair-share prior to group activity to verify students' understanding of the expectations

Related References

Evidence:
McKensie, L. & Tomkins, G. E. (2010). Evaluating students' writing: A process approach. Journal of Teaching Writing, 201-212.