Arkansas State Personnel Development Grant

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K-5 WRITING #5 

Write Aloud: Editing For Spelling

 

 

Writing

 

Common Core State Standards

• L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
• L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
• W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
• L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
d. Generalize learned spelling patterns when writing words.
e. Consult reference materials, including beginning dictionaries, as needed to check and correct spelling.
• W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
• L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words.
f. Use spelling patterns and generalizations in writing words.
g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
• W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
• L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
d. Spell grade-appropriate words correctly, consulting references as needed.
• W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
• L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
d. Spell grade-appropriate words correctly, consulting references as needed.

 

Rationale

Students must learn how to edit their writing, independently. Editing is one of the stages of the writing process that students must internalize to become skilled writers. Editing makes sense to students when they learn to use these skills on writing pieces they want to have read by others.

 

Materials

  • Revised rough draft of a story on chart paper or on transparency

  • Colored marker (other than the color of ink in the rough draft) or an overhead pen

 

Direct Explanation

“We have learned how to write a rough draft and get our ideas down on paper as quickly as possible. We have also learned how to re-read that story and revise it to make it sound more interesting and to help the reader visualize it better. Today we are going to start thinking about how to take that revised piece of writing and fix the little things that need to be right for our readers to be able to read it easily. This is called editing. I will show you how to check for one of those things today. I am going to check to see if I need to fix any spelling.”

 

Model

Let’s look at our revised story and think about checking the words for correct spelling.” Show the chart story or transparency. “You can see the places that I wrote what I wanted to add or change in the spaces between the lines. Now I want to check for the spelling that needs to be fixed. I am going to take this marker and circle any words that don’t look right. They will be words that I can fix by checking them on the word wall, in a book, asking a friend, checking in a dictionary, or spelling them a few times until they look right. Let me show you what I mean.”

 

1. Take a red or green pen and circle words that “don’t look right” as you re-read the story slowly. If you know that children might know how to correctly spell one of the words, simply write it correctly in the spaces between the lines, near the original word. Leave some words to look up later. Model how you can look for words on the word wall or by writing them a few times until they look right. Then write them in the spaces between the lines.

2. Generate a list of ways you can get the correct spellings. Add to this list the next time you do a Write Aloud editing.

 

Guided Practice

Students will take the story that they are working on and check for spelling. They will use a different colored pen or crayon to circle words that don’t look right. They then can practice looking for the correctly spelled word on the word wall, or by asking a friend, checking in a picture dictionary, or by writing them a few times until they look right.

 

Independent Practice

Students will continue to check for spelling errors in their revised pieces of writing by circling words that “don’t look right” and attempting to find the correct spellings and writing those correctly in the spaces between the lines.

 

Assessment

Look for evidence of editing for spelling in the writer’s notebook of each student. Check for finding the words and circling and also for correcting the spelling.

 

Tier II Additions

  • Look over students writing, after the student has independently written their message, to identify misspelled words.

  • Allow student to use a dictionary and/or computer spell check program to correct spelling errors.

 

 

Assessment

Look for evidence of editing for spelling in the writer’s notebook of each student. Check for finding the words and circling and also for correcting the spelling.

 

Tier III Accommodations/Modifications

  • Have student peer work with student to locate misspelled words in their writing.

  • Allow student to use computer spell check and/or another person to correct spelling errors.

 

Assessment

Look for evidence of editing for spelling in the writer’s notebook of each student. Check for finding the words and circling and also for correcting the spelling.

 

Tiers IV and V Modifications

  • Use any previously mentioned additions or modifications.

  • Have paraprofessional work with student to locate and correct any misspelled words.

 

Assessment

Look for evidence of editing for spelling in the writer’s notebook of each student. Check for finding the words and circling and also for correcting the spelling.

 

Resources

Apprenticeship In Literacy, Dorn and French

 

Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or sold for commercial use or profit. ADE employees are not authorized to waive these restrictions.

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