Revision in the Writing Process
As on the other days begin with silent reading of quality children’s literature.
Remind children who are beginning a new book to enter the date, title and author
on their reading list page. Encourage them to look out for alternative words
for ‘went’ to add to the wall display and to be ready to give an opinion on
the author’s choice of words. Allow them to share their responses to the material
read. Add any new words to the list on display.
(A) Overused word: then.
Follow the same procedure as in the previous lesson.
(B) Revision Strategies
- Put a transparency of a piece of writing on the overhead projector.
- Begin by explaining that all writers revise their writing. The first draft
is an opportunity to capture one’s initial thoughts on paper. Good writers
then read over what they have written to see if what is written on the page
matches the intention/vision they had in their head to begin with.
- Invite children to silently read the piece.
- Invite them to comment on a line, phrase, word, and/or
description they like. Underline in red. Ask them to identify a similar word
or phrase in their own writing.
- Ask them to consider if any words should be changed
to make the piece clearer/ more powerful. Underline in blue. Show them how
to cross out the word and insert the new word.
- Ask them to consider if any parts are unclear or confusing.
Underline in green. If a whole sentence has to be reworded show children how
to mark, with a number, the spot where the sentence belongs and to then write
the new version on a spare piece of paper and number it accordingly.
- Ask them to consider if any details need to be inserted
to clarify the piece. Underline in purple. Again demonstrate how to number
the insertions and how to add these into a draft.
- Add your own opinions on the piece and justify them
with a reason.
- Ask children to follow this format when revising:
- Identify the strong colourful words/phrases/descriptions/sentences.
- Identify weak
language and to consider an alternative
- Identify any confusing parts and reword them
- Identify where more information is needed by the
reader and insert details
- Does what is written on the page match my intention/ is this my best
- Ask children to apply these strategies to their own work when they have
finished their first draft. (Children must learn to be their own critics.
They must learn to evaluate for themselves what is strong/weak about their
writing. Allow them to determine what needs to be revised and resist the urge
to have them ‘fix’ every thing. During the year they will develop their skills
in this area.).
- Have students record the revision strategies on a sheet of paper and insert
the page into the convention section of their folder.
Children begin working on their piece of writing. As they work, circulate and
respond to them. Any children who have completed a first draft apply the revising
strategies to their piece of writing. Visit with children with whom you have
not yet had a conference. Any child who has finished reading their first draft
and has attempted to follow the revision strategies should now begin a new piece
of writing. At the end of the writing session remind children to draw a line
under the last line of writing.
Follow the same procedures as yesterday, so a routine is established. Invite
different children to share.
Finish up the writing session in the same manner as previous days.
- Plan further mini-lessons on revision. Children will need plenty of demonstrations
and support with this skill.
- Add the charts: overused word then and revision strategies
to the writing notice board.
- Add the mini-lesson to your folder for future reference.
- How well did the children handle the demands of the mini-lesson on revision
of a piece of writing?
- As you read the children’s work take note of the following and record details
on your anecdotal records’ page: Were children able to identify the strong
elements of their writing? Which children attempted to revise their writing?
At what level was the revision attempted?: at the word, phrase or sentence
- Which children are eager/reluctant to share? Why might this be? How can
I encourage the reluctant children?
That the child will be enabled to:
- Observe the teacher modelling revision of a piece of writing and discuss
& confidence: using language
- Revise a piece of their writing by reading it over and applying the
strategies taught in the mini-lesson
cognitive abilities through language
- Expand and clarify a piece of writing
and imaginative development through language
- Continue to develop their imaginations through a response to personal
reading material and through expressing their ideas on paper.