Easy, Breezy Revision Technique

 

Early on, give your students  some direction with the revision of their selections.  Have them stop occasionally and analyze their drafts for possible revisions by creating a quick chart with 4 columns. Have them number their sentences and write each numeral in the first column.  Then, alongside each appropriate numeral, record the number of words in each of the sentences in the second column.  In the third column, list the first two words of each sentence.  In the fourth column, record the type of end punctuation mark.  Reflecting on the second column will help the writers decide if they are varying their sentence lengths. We need long, medium, and short sentences to create better fluency and interest. The third column will reveal if there are too many similar sentence starters (breaking the "I am..." "I was..." syndrome).  The fourth column will help the writer determine if different sentence types are used in the piece.  After a quick glance, your students will know how to get started with revisions by getting focused on what might need immediate attention.  

Quick and Easy Revision Technique

 

Early on, give your students  some direction with the revision of their selections.  Have them stop occasionally and analyze their drafts for possible revisions by creating a quick chart with 4 columns. Have them number their sentences and write each numeral in the first column.  Then, alongside each appropriate numeral, record the number of words in each of the sentences in the second column.  In the third column, list the first two words of each sentence.  In the fourth column, record the type of end punctuation mark.  Reflecting on the second column will help the writers decide if they are varying their sentence lengths. We need long, medium, and short sentences to create better fluency and interest.  The third column will reveal if there are too many similar sentence starters (breaking the "I am..." "I was..." syndrome).  The fourth column will help the writer determine if different sentence types are used in the piece.  After a quick glance, your students will know how to get started with revision of their writing and what might need immediate attention.  

Easy Revision Technique

 

Early on, give your students  some direction with the revision of their selections.  Have them stop occasionally and analyze their drafts for possible revisions by creating a quick chart with 4 columns. Have them number their sentences and write each numeral in the first column.  Then, alongside each appropriate numeral, record the number of words in each of the sentences in the second column.  In the third column, list the first two words of each sentence.  In the fourth column, record the type of end punctuation mark.  Reflecting on the second column will help the writers decide if they are varying their sentence lengths. We need long, medium, and short sentences to create better fluency and interest. The third column will reveal if there are too many similar sentence starters (breaking the "I am..." "I was..." syndrome).  The fourth column will help the writer determine if different sentence types are used in the piece.  After a quick glance, your students will know how to get started with revision of their writing and what might need immediate attention.  

Revising for Fluency

Early on, give your students  some direction with the revision of their selections.  Have them stop occasionally and analyze their drafts for possible revisions by creating a quick chart with 4 columns. Have them number their sentences and write each numeral in the first column.  Then, alongside each appropriate numeral, record the number of words in each of the sentences in the second column.  In the third column, list the first two words of each sentence.  In the fourth column, record the type of end punctuation mark.  Reflecting on the second column will help the writers decide if they are varying their sentence lengths. We need long, medium, and short sentences to create better fluency and interest.  The third column will reveal if there are too many similar sentence starters (breaking the "I am..." "I was..." syndrome).  The fourth column will help the writer determine if different sentence types are used in the piece.  After a quick glance, your students will know how to get started with revision of their writing and what might need immediate attention.  

 

Writing on the Desk!

When working with a child, a small group, or even a whole class (...only if you're really brave!), consider covering the desktop with plastic wrap (saran wrap---something that clings well) and having the student(s) work with dry erase markers.  They could be writing brief responses, working math problems, spelling words or writing definitions, etc.  It's novel and gets their attention and allows you to monitor easily to get formative information.  Saw this idea in the Scholastic Instructor mag. and thought it was a good one!) 

Back to School - Tool Kits

One of my favorite ways of getting kids (of all ages) engaged in text is to give them toolkits at the beginning of the school year.  What a difference they can make! The kit is merely a plastic zip-top bag with 1 or 2 tools to get started, such as: a couple of Wikki Stix, a word frame (see picture posted), a crayon, a few Post-It notes, a few VIP strips, a couple of paper clips, a bookmark, a glitter stick, etc.  These tools are used at the teacher's direction when reading to accomplish tasks such as: marking vocabulary words for discussion, finding text clues (character traits, sequence, major battles, etc.), designating story elements, and so many other things.  Add tools gradually so that students aren't distracted by them.  Be sure to model their use and be clear about what you can't do with them as well.  This really helps to address different learning styles, particularly of students who are more tactile and kinesthetic in their learning.  Give it a try!    

Back to School - Fortune Tellers

It's that time again!  I'm going to start posting some back to school ideas to get us focused on fun, engaging activities for the coming year.  Let's start with preparing some fortune tellers----or what we used to call "cootie catchers" when I was young.  Use this link to my web site where you can download the pattern:

http://cherylsigmon.com/pdf/fortune_teller.pdf

 It already has the numbers and words written on it.  Just make a copy for each student. They probably already know how to fold them to fit on their hands.   Use them in a number of ways:

1) Use them when you conference with students about fiction that they've read.  Hold the folded fortune teller in your hand and have them pick a number. This will get the conversation directed towards one of the story elements, and they can elaborate about that element.

2) Before reading, have students turn to a partner and use them to make predictions about the different story elements they choose.  Let them share why they make that prediction based on title, pictures, etc.

3) The fortune tellers can be used by partners or in small groups to absorb some extra time when that group has finished reading until the whole class can gather to discuss.  

4) Use it with the class to review and summarize a piece that's been read.  Just wander around the class, randomly choosing students to pick a number and share what they've learned about that story element.  

Remember that the basic pattern can be used and changed in endless ways----vocabulary words and definitions, text structures, math problems, etc.  Use your imagination!