Applying Proofreading and Editing Skills

Teach Starter Publishing
60 mins | Suitable for stages: 2 - 4

A 60 minute lesson in which students will learn and apply proofreading and editing skills.

Tuning In

  • Choose a slide from the Editing Passages PowerPoint - Year 3 or the Editing Passages PowerPoint - Year 4 to display on the board. Ask the students to rewrite the chosen passage correctly in their workbooks.
  • Display and discuss the answer slide for the selected passage. Ask the students:
    • What strategies did you use when trying to find the incorrect spellings and missing punctuation?
    • What else might you need to look for when proofreading and editing your own writing?
    • Why is proofreading and editing your own writing so important?

Teacher Instruction

  • Explain to the students that they are going to proofread and edit the informative text that they wrote in the previous lesson.
  • Discuss some editing strategies with the students (these could be recorded into workbooks for future reference). These might include:
    • using a checklist for text structure and language features
    • reading the text aloud to see if it sounds correct when spoken
    • using common symbols when proofreading to make editing easier e.g. underlining all incorrect spellings
    • using a bright pen or pencil when proofreading to ensure editing symbols stand out
    • addressing one aspect of writing at a time, rather than concurrently e.g. looking for punctuation errors, then spelling errors, then grammatical errors.

Guided/Independent Learning

  • In their writing pairs, allow the students time to thoroughly proofread and edit their informative texts. Monitor and support the students as required.

Wrapping Up

  • Allow each pair to swap their informative texts with another pair. After reading the text, each pair is to provide feedback using the 'Three Stars and A Wish' technique (three positives and one suggestion for improvement). Teachers may wish to collect the students' informative texts in order to informally monitor student progress.

Differentiation

Extending Students

  • Allow fast finishers to write an editing passage for the class containing a certain number of spelling and punctuation errors.

Supporting Students

  • Allow students who find reading and writing challenging to work with a partner during the editing activity.

Suggested Assessment Strategies

  • used strategic whole class or individual questioning
  • observed student participation during learning activities
  • recorded student progress on a checklist
  • annotated student work samples
  • collected and reviewed student work samples
  • facilitated whole class or peer feedback sessions
  • encouraged student self-reflection
  • administered formal assessment tasks.

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Curriculum

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