Editing
• For all participants to
1)Understand the NC expectations around
editing
2) Have ideas for delivering an edit lesson
Why do we teach
children edit?
Understanding the editing process
The writing process
What does an author think?
• https://www.youtube.
com/watch?v=4iGfYt8
fR4U
Editing :-National Curriculum Expectations (Yr 2)
Pupils should be taught to make simple additions,
revisions and corrections to their own writing by:
• evaluating their writing with the teacher and
other pupils
• re-reading to check that their writing makes
sense and that verbs to indicate time are used
correctly and consistently, including verbs in
the continuous form
• proof-reading to check for errors in spelling,
grammar and punctuation [for example, ends
of sentences punctuated correctly]
Editing :-National Curriculum Expectations (Yr 3-6)
Pupils should be taught to
1) evaluate and edit by:
• assessing the effectiveness of their own and others’ writing
• proposing changes to vocabulary, grammar and punctuation
-to improve consistency, including the accurate use of pronouns in
sentences
(yr 3/4)
to enhance effects and clarify meaning ensuring the consistent and
correct use of tense throughout a piece of writing (yr 5/6
ensuring correct subject and verb agreement when using singular and
plural, distinguishing between the language of
speech and writing
and choosing the appropriate register (yr 5/6)
2) proof-read for spelling and punctuation errors
Editing Lessons
Proofreading
(Correcting
Mistakes)
Improving
(Making the
work better).
What schools do:- proof-read for
spelling
Remember
You are trying to make the learners become independent
As children write, they underline any spelling
they are unsure of. They use editing time to
check those spelling
Peer checking (Mixed ability)
Moving towards independence
Check your spelling
The teacher highlights lines
where there is a mistake
The teacher highlights how
many mistakes in a
paragraph
The teacher asks the
children to check for
spelling in their whole
piece
The importance of checking slowly!
What schools do:- proof-read for
punctuation
Remember
You are trying to make the learners become independent
1) Use a similar strategy to spelling:(Move from line, to paragraph, to whole
text)
Use a punctuation tick list (with or
without peer support)
Example
Proofreading for grammar errors
The best thing is to get the children to read it
out loud to either themselves or their peers
When you read out loud, you slow your normal
reading speed. This can help you find errors that
you might miss when reading silently.
Reflect and look at your books
• Is my marking developing children’s skills in
proofreading and making them more
independent?
Improving children’s work
Remember
1) You are trying to make the learners become independent
2) You are trying to get the learners to assess the
own and others’
effectiveness of their
writing and suggesting improvements
Starter:-Can you improve this
sentence by…….
Making the
nouns into
expanded noun
phrases (one
with a post
modifier)
Adding 2
adverbs/adverbials
The children played on the beach.
Adding a
subordinate
clause either at
the start or end
Adding a relative
clause
Now choose 2 or
3 of these tools to
make a super
sentence
What schools do to assess the effectiveness of their own and others’ writing
and suggesting improvements (Peer Editing)
Good Practice:-proposing changes to grammar and vocabulary to
improve consistency.
• We would never suggest children rewrite
the whole text.
• Always identify “what the children should
edit for” (ideally around the success
criteria).
Some schools suggest children
focus on one paragraph
• Some schools use footnotes.
• Many schools use a different colour pen
(Purple Polishing Pen)
• But most of all
MODEL how to edit.
Thinking how the edit lesson
works.
In the lesson, all pupils will need to
1) Proof read for errors (spelling, punctuation,
grammar)
2) Edit for improvement
Reflect:
Are children given the possibility to proofread
and edit for improvement?
Group the children together as to their areas for improvement.
Group 1
Expanded
Noun
Phrases
Group 2 :Full Stops
and Capital
Letters
Group 3:Subordination
Group 4
Adding
adverbs
Areas of
improve
ment
Whole class activity followed by editing carousel:Editing Carousel
1) Teacher works with group 1 (mini teach modelling how to edit for expanded noun
phrases. Group 2:- Proofread for spelling Group 3 Peer Punctuation Group 4 :Reading aloud for grammar
2) Group 1 work independently applying what they have learnt. Teacher works with
group 2; Group 3 Proofread for spelling; Group 4:-Peer Punctuation
3) Group 1:-Proofread for Spelling; Group 2:-Independent applying what they have
learnt etc etc
So what happens if they have achieved all the success criteria?
Moving towards independent improvement for more able
learners