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Writers Workshop

Writers Workshop

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Published by Sarah Lombardi
Rereading and revising
Rereading and revising

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Categories:Topics, Art & Design
Published by: Sarah Lombardi on Apr 26, 2013
Copyright:Attribution Non-commercial

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04/28/2013

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Sarah LombardiLesson plan 2Writing workshopRereading and Revising
Topic:
 
Writer’s workshop:
Rereading and Revising
Grade:
Kindergarten
Standards:
 
CCSS.ELA-Literacy.L.K.2Demonstrate command of the conventions of standardEnglish capitalization, punctuation, and spelling when writing.
Objectives:
 
Students will be able to recognize mistakes in writing (capitalization, spelling,repeated words, spacing, etc.).
 
Students will be able to revise their writing by rereading, correcting mistakes andadding detail.
Connection:
 
Yesterday I was looking over your writing and I noticed that quite a few of youleft silly mistakes in your books. Since school began, we have been learningabout how writers edit or revise their work so that readers will understand it.
Today, I’m going to teach you
how to revise your work just like an author does.
You’ll
see that rereading and revising your work will make your writing easier to read and understand
”.
Teaching:
 
Writers all over the world revise their work after they write. One of the wayswriters revise their work is by rereading it. When writers reread their work, theylisten to the way their writing sounds and they look for opportunities to make
 
their work better. Some writers like to run their finger underneath the words intheir story to look at them more carefully. When a writer hears or sees a mistake,they stop and make revisions. These means, that a writer might correct a spellingmistake, cross out a repeated word or add a missing word. Revising also meansadding important details to our writing or illustrations. Sometimes, writers rereadtheir writing more than once to make sure they have made every revision.Rereading and revising our writing makes it easier for our readers to understandand enjoy our amazing books! Revising is a very important part of the writing process; it makes our writing the best that it can be.
Active Engagement:
 
This morning, I wrote a story about a new friend that I met yesterday. I have afeeling that I might have left some silly mistakes in my story.
I’m going to
reread my story one sentence at a time. I want you to listen and look for waysthat I can revise my story to make it better. If you hear or see a mistake, we aregoing to stop and fix
it”.
 
 
Story:
o
 
yesterday, I met a new friend named. I met Kate at the park while I waswalking my bog. Kate has a a small black dog with white spots. i lovedtalking to kate. We are going to the park again very soon
 
 Now that we have found all of my silly mistakes, how can we go back and fixthem?
o
 
Allow students to generate revision ideas with a turn and talk.
Link:
 
So writers, today you will reread whatever you are working on during thisworkshop. Use your eyes and ears to look for ways that you can revise your work 
”.
 
 
Mid-Workshop teaching Point:
 
“I’m so happy to see that all of you are working so hard during this writer’sworkshop. I’
ve already heard some of you rereading your work and making greatrevisions. After you reread and revise your writing you can revise your illustrations. One way to do this is by adding details to your pictures that appear inyour writing. I have an illustration that I drew to go along with the story I read toyou earlier. I drew a dog because I mentioned in my story that Kate had a dogwith her in the park. The dog I drew is just plain white with no color. I wrote in
my story that Kate’s dog was black with white spots. I think I’ll revise my
illustrations by adding those details to my drawing of 
Kate’s dog.
After-The-Workshop-Share:
 
Bring students back to the carpet to share work that demonstrates the objective of the lesson.
 
Examples:
o
 
“When I was looking over Jason’s writing I
noticed that he wrote about asunny day at the park. Jason revised his writing by adding a bright yellow
sun to his illustration”.
 
o
 
“I noticed that Jenna
was using her finger to help her reread her writing.Jenna saw that she misspelled a word. She wrote the correct spelling of 
that word above the misspelled word. This revision makes Jenna’s writingeasier to understand”.
Assessment:
 
Informal
o
 
Students should be able to recognize mistakes in the teacher’s story and
make necessary revisions.
 
Formal
o
 
Students should be able to reread their writing by following along withtheir finger.

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