LITERATURE
Mentor Texts: Models and Teaching
Mentor Texts: Revision and Editing
ACTIVITIES
Scattergrams (a pre-writing activity)
Your students have a topic, but now what? Where do they begin? Writing an entire essay can be a formidable task for some young authors. In this activity, students will create a scattergram to break their essays into manageable chunks. The final product also lends itself to further instruction about transitions--where and how they fit into the essay.
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Procedure
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Variations:
Use the following activity after brainstorming or researching a topic for any type of essay. Prior to this activity, students should write each piece of information they plan to include in their essay on an index card.
Materials
Reference
Mackenzie, J. (2007). Essay writing: Teaching the basics from the ground up. Portland, ME: Stenhouse. pp. 32-43.
Use the following activity after brainstorming or researching a topic for any type of essay. Prior to this activity, students should write each piece of information they plan to include in their essay on an index card.
Materials
- index cards with one piece of research/information written on each
- letter-size envelopes (3-5/student)
- file folders (1/student)
- Model: Sort a stack of research cards by theme using a think aloud and/or student input. Once sorted, assign a title to each category. Write each title on the back of an envelope. Determine in which order the categories should be written. Glue the front of the envelopes onto the file folder accordingly.
- Students will categorize their own research cards. On each envelope, they will write a number indicating the order in which the ideas will be written about in their essay.
- Students will confer with a partner, explaining their thinking and asking for feedback.
- Students will glue their envelopes onto a file folder.
Reference
Mackenzie, J. (2007). Essay writing: Teaching the basics from the ground up. Portland, ME: Stenhouse. pp. 32-43.
I Just Need a Little Help from My Friends (revision/editing activities)
Daily Editors
If you use a Writer's Workshop model, everybody may be working on a different stage of the writing process. You may be busy helping a student organize their essay or teaching a minilesson about adding details. Assigning student editors can free up your time, give students a wider audience for their writing, and provide students with a sense of agency. Each student editor will wear a different cap (spelling, punctuation, capitals, or whatever else you are working on). Anyone in the editing stage will know exactly who can help them.
Reference
Debbie. (2011, July 30). Linky party writing tips. Retrieved from http://debbiesdabblings.blogspot.com/2011/07/linky-party-writing-tips.html
If you use a Writer's Workshop model, everybody may be working on a different stage of the writing process. You may be busy helping a student organize their essay or teaching a minilesson about adding details. Assigning student editors can free up your time, give students a wider audience for their writing, and provide students with a sense of agency. Each student editor will wear a different cap (spelling, punctuation, capitals, or whatever else you are working on). Anyone in the editing stage will know exactly who can help them.
Reference
Debbie. (2011, July 30). Linky party writing tips. Retrieved from http://debbiesdabblings.blogspot.com/2011/07/linky-party-writing-tips.html
Musical Papers
Procedure
Reference: Blow, M. (2010, September 28). Musical papers: Engaging students in revising and editing. Retrieved from http://www.scholastic.com/teachers/classroom_solutions/2010/09/writers-workshop-engaging-students-in-revising-and-editing |
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Color Method
Use this revision strategy with students who could use help organizing their writing or adding details. Color-coding the various
Procedure
1. Give each student 3 or 4 different colored highlighters.
2. Assign each color to a different part of the essay.
Example:
yellow = topic and concluding sentences
pink = main points
green = evidence and examples
blue = thesis statement
3. Each student will highlight their essay using the color code.
4. After completing the highlighting, students should notice if anything needs to be added, deleted, or made more clear.
Reference
Mackenzie, J. (2007). Essay writing: Teaching the basics from the ground up. Portland, ME: Stenhouse.
Use this revision strategy with students who could use help organizing their writing or adding details. Color-coding the various
Procedure
1. Give each student 3 or 4 different colored highlighters.
2. Assign each color to a different part of the essay.
Example:
yellow = topic and concluding sentences
pink = main points
green = evidence and examples
blue = thesis statement
3. Each student will highlight their essay using the color code.
4. After completing the highlighting, students should notice if anything needs to be added, deleted, or made more clear.
Reference
Mackenzie, J. (2007). Essay writing: Teaching the basics from the ground up. Portland, ME: Stenhouse.
Common Core Standards
Writing Standards K-5
Production and Distribution of Writing
Production and Distribution of Writing
Kindergarten
5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. Grade 3 4. With guidance and support form adults, produce writing in which the development and organization are appropriate to task and purpose. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. |
Grade 1
5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Grade 4 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. |
Grade 2
5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Grade 5 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 5. With guidance and support from peers and adults, develop and strength writing as needed by planning, revising, editing, rewriting, or trying a new approach. |
Research to Build and Present Knowledge
Grade 3
8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. |
Grade 4
8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. |
Grade 5
8. Recall relevant information from experiences or gather relevant information form print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. |