Easy-To-Read Writing
Developing Editing Skills
Stage of Literacy Development:
Stage 1: Beginning LiteracyStage 2: Consolidation / Fluency
Ages:
5-9
Grade Range:
1st 2nd 3rdFood Groups:
Primary: Writing Processes & Strategies
Activity Description
Preparation:
-
Prepare a story on chart paper
- Create a short story or use an existing story and display it on a flip chart
- Write 1 or 2 sentences on each piece of chart paper
- You may wish to include an illustration on each piece of chart paper
- Write the last sentence of the story with spelling mistakes and errors
-
Prepare the Easy-to-Read chart
- Write the heading “Features of Easy-to-Read Writing”
Implementation:
- Read aloud the story and have the students follow along
-
Stop when you get to the last sentence
- Tell the students that you have to stop reading because you do not understand what the writing is saying
-
Ask student to share ideas about what they think is wrong with the writing
- Ask students “Why is it so difficult for us to read it?”
- Have students share their ideas orally
- Refer to the Features of Easy-to-Read Writing chart
-
Have students brainstorm ways to make it easier to read writing
- Record their ideas on the chart
- Anchor the chart in the classroom and have students refer to it during writing tasks
Adaptations For
English Language Learners/ESL:
- As you examine the story underline the misspelled words with a different color
- Use pictures or symbols for each feature on the Easy-to-Read chart
LD/Reading & Writing Difficulties:
- Provide students with individual copies of the Easy-to-Read chart while they write
- Re-read the incorrect sentence and make corrections directly on the chart so that students are explicitly shown the mistakes and how to correct them
Cultural Appropriateness & Diversity:
- Select a story that contains a familiar and inclusive topic
Differentiated Instruction:
- Encourage all students to participate by having students turn to their nearest neighbors to discuss ways to make the writing easier to read
Related References
Evidence: Jasmine, J. & Weiner, W. (2007). The effects of writing workshop on abilities of first grade students to become confident and independent writers. Early Childhood Education Journal, 35(2), 131-139.
Activity Objective
The goal of Easy-to-Read Writing: Developing Editing Skills is to aid students in understanding the interacting stages of the writing process by teaching them how to edit their writing to make it easier to read.
What You Need
Prep Time:
20 minutes - Prepare story on chart paper
- Prepare Easy-to-Read chart
Task Time:
30 minutes - Teacher reads aloud story
- Students discuss problems with story
- Students brainstorm features of easy-to-read writing
Materials Required:
Teacher:
- Chart paper
- Markers
What You Do
Teacher Role:
Direct instruction:
- while reading story
Supporter:
- while students discuss problems with story and brainstorm features of easy-to-read writing
Student Grouping:
Whole class:
- during read aloud, student discussion of story and brainstorming session
Assessment Ideas:
- Keep a chart next to you during the whole class discussion and take anecdotal notes as students respond
- Have students use the Easy-to-Read chart when working on their next piece of writing and assess their ability to correctly use writing conventions
a. Use a checklist to record ways that each student is using the Easy-to-Read chart
Quick Tips
Activity Extensions:
- Provide students with a variety of sentences that contain mistakes and have them use the Easy-to-Read chart to help them make corrections
- Have students select a first draft of writing from their writing folders and use the Easy-to-Read chart to review and edit their work
- In pairs, give students a short story that contains mistakes and grammatical errors and have them work together to edit the story
- Create an Editing Center that contains a copy of the Easy-to-Read chart along with dictionaries, thesauruses and writing materials
Additional Comments:
- When you get to the last page of the story flip back to the previous page and model the strategy rereading. When you reread the last 2 pages you are verifying that the words do not make sense and that editing needs to occur.
- Emphasize the differences between editing and revising where editing is making changes to spelling, grammar and basic sentence structure. Revising writing occurs when details are added, words are changed or sentences are moved.
- Repeat this activity 2-3 more times so that students become more familiar with the process of editing. Always refer to the Easy-to-Read anchor chart. The more often you refer to anchor charts that are posted on the walls the more likely that the students will use them as a guide during independent tasks.
Other Adaptations/Modifications:
- Use proximity seating for students who may require cues to refocus
Other Recipes by this Teacher
The Hungry Hungry Rhyming Monster: Foundations for Phonemic Awareness
PreK - K
Silly Names Song: Building Phonemic Awareness
PreK - 1st
When I'm Done I've Just Begun: Encouraging Self-Reliance During Writing Time
1st - 4th
Tricky Words Strategies: Promoting the Flexible Use of Word-Solving Strategies
1st - 4th
What Writers Do: A 5-Step Writing Process
K - 3rd
