Wednesday

ANN- Revision

Donald Murray- important to see all the practice and the warty work before you see the ease of the finished draft/performance Writing group experience Free write- choose three words and write more- break into writing groups Peter Elbow- pointing- repeat back lines that affect you Ask a question
 * Four copies of each piece so each person in the writing group has a copy- can highlight the golden line- and write down their question

How do we teach writing groups with little kids? What is it like to read your piece out loud? gives accountability to writing Georgia Herd __Revision Toolbox__ Geode analogy- overused words- good, nice, fun, happy (chart)- vague lines- people will walk by and not notice crack open the line- get to the colorful part inside of the line Close your eyes, visualize your line, write what you see Choosing a good line to crack open is important- sometimes it's best for the teacher to choose the vague line Modeling, modeling, modeling choosing a line to crack open rather than just replacing a word
 * modeling
 * a star and a wish
 * use a piece of your own writing- ask the students to help you revise your writing
 * Teach why a golden line is golden-

How would this look in your classroom? modeling, having an anchor chart using smart board, find a list of better words, have students reach up to choose a better word for an overused word stretching your work- use lower grade examples to show higher grade students what they can do collaboration between upper and lower grades help students incorporate cracked open line into the piece- may have made a dramatic change Is there a way to help students create a reference of lines they love from various authors? helps keep track of drafts reflect on the revisions they make do a virtual writing group Google- click on "more"- can use any e-mail to sign up- Can insert comments- students give teacher power to collaborate Can be used to help students look at first draft and last and reflect on what happened between the two
 * Google Docs:**

Mini-lesson, then revision, mini-lesson, then revision, Mini lesson, then revision

Keeping a folder on a zip drive for each student Students make revisons in colored pen Teacher goes back and types in revision Print out Students make revisions on THAT draft, then teacher prints out again

What differences do we see from the first draft to the second draft of Diana's work? goes into a lot more depth in terms of her thinking

Between second and third draft? What was life before and life after the event you wrote about? Conferencing, conferencing, conferencing Being brave enough to make specific suggestions, ask many, many questions

Having students read their own work out loud improves fluency in reading They practice reading their own work before reading aloud