After the self-edit is complete, discuss the process with the students. That student works through the items in the self-edit column as the other students observe. Next, choose another student to serve as the peer editor for the piece that was just self-edited.
It is helpful to select a student who has a good understanding of the criteria on the rubric, such as proper grammar and punctuation.
Prior to having students use this tool independently, it is important to model its use. Then have a volunteer fill out the peer-edit column so that all students can hear and view the process.
Afterward, include the entire class in a discussion about the process itself and ways in which the editing session will help the author and peer editor improve on their writing.
Then, as you observe students during the editing process, you can rate their level of effectiveness as an editor by using simple marks, such as: Please note that the revising stage precedes editing. While the students are working in groups, move from group to group to check their understanding of the editing process and use of the checklist.
Have the two students sit in the middle of the class so that all students can see and hear them as they work through the peer-editing phase. The interaction between peers will help make the editing process more explicit.
Have students work in groups of two or three to edit one piece of writing. Finally, discuss what went well and what could be improved in the editing steps that were modeled. Student should have already worked through content revisions before reaching the editing step. This tool serves multiple purposes, including: To do this, first choose one student to model the self-editing phase.
To do this, display sample text on an overhead projector, document camera, or SMART Board so that all students can view it. It is helpful to put the editing checklist on an overhead projector or document camera so all students can see the process.
When they are ready for the editing stage of the writing process, students should edit their writing and then meet with a partner to engage in peer editing. Before you begin, be sure to model and discuss each step of the writing process prewriting, drafting, revising, editing, and publishingpreferably using a whole-class story or class newsletter article.Key Stage 2 Secondary SEND ESL/TEFL Resources EAL IEYC & IPC Senior Leadership Team (SLT) Report Texts Checklist (14 member reviews) Free.
Save for Later. Save Resource. Newspaper Writing Tips PowerPoint. Books Page Borders. Features of a Non Chronological Report Text Checklist.4/4(14). A newspaper report is a formal piece of writing and most reports use a stock bank of phrases, so in many ways it is easy to get it right if you can remember the kinds of words they use when writing.
Begin with thinking up a headline, this will give your report a focus and it will help you to get started. Writing a News Report Created by: Dale Simnett and Darren Reed • You must relate your newspaper report to both the headline and the picture readers of a newspaper Length: The lined space provided for your written work indicates the approximate length of the writing expected.
Day 2: Writing a News Report Important Discovery Made By. This helpful tool will give your students the opportunity to edit their own writing and then observe as their peers edit the same work. Editing Checklist for Self- and Peer Editing - ReadWriteThink x.
of a newspaper report checklist - non-fiction This handy checklist will help ks2 children to identify features of a newspaper report as well as guiding them when writing their own report.
Spag tests online - practice grammar &. Generic checklist for self or peer assessment of newspaper article.
Space at bottom to put in next steps/improvement/5(14).Download