everyday%20 editing[1]
Post on 01-Jul-2015
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Everyday EditingFinding Power in Process
Authored by
Jeff Anderson
What do we want them to do when they write?
Turn and talk
We want them to have…
AttitudeKnowledgeSkills
Communication has gotten shorter…
Think about all the technology that our students use to write with each other everyday.
If they have learned that process they can learn ours…STANDARD ENGLISH!
What about cursive?
Is it the technology of yesterday?
We want them to have…
Confidence that leads to competence
Vicki Spandell
“In the zest to make everything right some teachers offer so many suggestions that all but the most energetic writers die.”
Do not use quotations marks for emphasis!
Please do not tie
“Danger”
Dogs to chairs!
“THANK YOU”
Daily Oral Language DOL
We really don’t want to start everyday with an incorrect sentence on the board.
What is a problem with this?
Turn and talk
Some ideasThey don’t know it is wrongThey assume everything is wrongThey are just guessingEditing becomes changing not shading
meaningThe real test has only one errorWe don’t start out giving wrong
examples in math
Research
Writing next:
Effective Strategies to Improve Writing of Adolescents in Middle School and High School by Steve Graham and Dolores Perin
This book is online and FREE
Why is it wrong to use DOL?
Teaching parts of speech in isolation has negative effects
What works!
The study of models In giving activities
Use alternative approachesto formal grammar instruction that focuses on function.
Research
by Nicholas Carr
Is Google Making Us Stupid?
Reticular activating system
RAS helps us notice things we see often
You buy a red mustang…now you notice them all the time
How do we use RAS to improve recall?Give an “Invitation to Notice”Put up a really good sentenceAsk… What do you notice?
Record their findings. They can’t be wrong….that is the cool part
of this activity. You are burning correct information into
their memory.
Example:
“The deputy told me to empty my pockets: two quarters, a penny, a stick of bubble gum, and a roll of grip tape for my skateboard.”
From…Carl Hiaason, Flush
What do you see?“The deputy told me to empty my pockets: two
quarters, a penny, a stick of bubble gum, and a roll of grip tape for my skateboard.”
Commas in a series Colon marks A capital letter at the beginning of a sentence A period at the end of sentence Listing
Now what?
“The deputy told me to empty my pockets: two quarters, a penny, a stick of bubble gum, and a roll of grip tape for my skateboard.”
Continue by asking: What else? What that ___is doing when I read it aloud or read
it with my eyes?
What does that mark tell you to do?“The deputy told me to empty my pockets: two
quarters, a penny, a stick of bubble gum, and a roll of grip tape for my skateboard.”
Causes a pause Punctuation is a road sign Separates ideas Good writers use a list to show not tell about
a character Slows us down for dramatic effect
Scaffolding the next step Then write your own example of a really
good sentence following the same pattern
“The TSA agent emptied my backpack: an I Pod speaker, cords, pens and twelve children’s books for my presentation.”
Ask…them to compare the sentences Think…What did this force you to do?
Finally Now the student writes and shares a
sentence written using the same pattern. Ask the student what they see? What does the mark tells them to do and
how does it effects their sentence.
What about the test? Now bridge to the test. Type out four sentences using the same
pattern and make one mistake in each sentence.
Talk with the students about each sentence. It is not uncommon for the student to tell you
that there is no mistake because they are so similar.
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