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Peer Editing & Conferencing in Third Grade 

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Peer Editing & Conferencing in Third Grade 

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Peer editing is an underused strategy but it is one that "allows writers to gain insight into how their words are understood by others" (Fisher, Frey, & Akhaan, 2020) in a low-anxiety environment. Consider the following video and critique this strategy as far as its effectiveness in the class that is showcased in the video as well as how it may or may not work with your current students.

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Michelle Lawrence helps her students turn their brainstorm into a paragraph.

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Writing a paragraph with high school ELLs

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Personal Anecdotes & Middle School Writing

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Personal Anecdotes & Middle School Writing

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View the following video and reflect on the these questions:
Why is it a powerful strategy to have a peer read narrative writing aloud to the writer?
How does this approach help students understand the revision process?
How does the discussion at the end of the lesson enhance student writing skills?

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ELA.W.8.5

Common core State Standards

ELA: English Language Arts

W: Writing Standards 6-12

8: 8th Grade

5:
With some guidance and support from peers and
adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying
a new approach, focusing on how well purpose
and audience have been addressed. (Editing for
conventions should demonstrate command of
Language standards 1-\x80\x933 up to and including grade
8 on page 52.)

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. Why is it a powerful strategy to have a peer read narrative writing aloud to the writer?

2. How does this approach help students understand the revision process?

3. How does the discussion at the end of the lesson enhance student writing skills?

School Details

Marshall Middle School
9700 Avenue Of Nations
San Diego CA 92131

Data Provided By:

Teachers

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Using Personal Anecdotes to Improve Writing Skills

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Eighth grade ELA teacher Jean Chalupsky shares her lesson on personal anecdotes. She focuses on helping students improve their writing skills but also on having them think about what their writing says about them as individuals. After students complete their first draft, they pair up and listen to their own writing read aloud.

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Consider the following
What are the 5 steps in the writing process and who should be responsible for teaching students this process?
What strategies might be used to support ELLs/MLLs with the writing process at each step?

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View the following video and consider these questions:

1. How does Ms. Brewer tailor this lesson to the needs of English Language Learners?

2. What kinds of questions does Ms. Brewer ask to guide her students' discussions?

3. How does this activity prepare students for writing?

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ELA.SL.5.1

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening

5: 5th Grade

1: Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled)
with diverse partners on grade 5 topics and
texts, building on others'\x80\x99 ideas and expressing
their own clearly.

a. Come to discussions prepared, having read
or studied required material; explicitly draw
on that preparation and other information
known about the topic to explore ideas under
discussion.

b. Follow agreed-upon rules for discussions and
carry out assigned roles.

c. Pose and respond to specific questions by
making comments that contribute to the
discussion and elaborate on the remarks of
others.

d. Review the key ideas expressed and draw
conclusions in light of information and
knowledge gained from the discussions.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.RI.5.1

Common core State Standards

ELA: English Language Arts

RI: Reading Standards for Informational Text K-\x80\x935

5: 5th Grade

1:
Quote accurately from a text when explaining
what the text says explicitly and when drawing
inferences from the text.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. How does Ms. Brewer tailor this lesson to the needs of English Language Learners?

2. What kinds of questions does Ms. Brewer ask to guide her students' discussions?

3. How does this activity prepare students for writing?

School Details

Stevenson Elementary School
14220 Ne 8th St
Bellevue WA 98007

Data Provided By:

Teachers

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Analyzing Texts: Brainstorm Before Writing

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After reading an informational text about Lewis and Clark, 5th grade teacher Stacy Brewer has students work in small groups. The groups discuss what they read, citing specific information in the text and drawing inferences when appropriate. While students talk, Stacy circulates around the room and guides their discussion by asking questions.

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View this short video and skim/scan the article posted below.
Consider the following questions:

1. How does this strategy encourage deep understanding?

2. Why is it important that students participate in low-stakes writing?

3. How can you use this strategy in your classroom or in your unit plan?

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Writing to Learn is a great teaching strategy that helps encourage deep understanding of concepts with students. Here are some thoughts on how teachers can use Writing to Learn with their own lessons.

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View the video below and consider the following questions:
What can you suppose the mini lesson for this writer's workshop entailed? How effective was the mini lesson in getting students to write?
How did students use their own ideas to craft their writing?
How effective was the time the teacher spent conferencing with students and why?

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The Academic Phrasebank is a general resource for academic writing. It aims to provide writers with examples of some of the phraseological ‘nuts and bolts’ of organized writing. Designed with English learners in mind, explore this website and identify how you might use this tool to support student success with writing, in particualr, academic texts.

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The Academic Phrasebank is a general resource for academic writers. It aims to provide you with examples of some of the phraseological 'nuts and bolts' of writing organised according to the main sections of a research paper or dissertation (see the top menu ). Other phrases are listed under the more general communicative functions of academic writing (see the menu on the left). The resource should be particularly useful for writers who need to report their research work. The phrases, and the headings under which they are listed, can be used simply to assist you in thinking about the content and organisation of your own writing, or the phrases can be incorporated into your writing where this is appropriate. In most cases, a certain amount of creativity and adaptation will be necessary when a phrase is used. The items in the Academic Phrasebank are mostly content neutral and generic in nature; in using them, therefore, you are not stealing other people's ideas and this does not constitute plagiarism. For some of the entries, specific content words have been included for illustrative purposes, and these should be substituted when the phrases are used. The resource was designed primarily for academic and scientific writers who are non-native speakers of English. However, native speaker writers may still find much of the material helpful. In fact, recent data suggest that the majority of users are native speakers of English. More about Academic Phrasebank.

Call for research participants
Are you a postgraduate student with a specific learning difficulty? We are conducting research into how Academic Phrasebank can be useful for postgraduate students who have specific learning difficulties. Would you like to assist with this project by taking part in an online interview? If so, please complete thisshort form. It will only take around one minute of your time.

This site was created by John Morley.

Academic Phrasebank is the Intellectual Property of the University of Manchester.

Copyright © 2023 The University of Manchester

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The Academic Phrasebank is a general resource for academic writers. It aims to provide you with examples of some of the phraseological 'nuts and bolts' of writing organised according to the main sections of a research paper or dissertation (see the top menu ).

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Reflect on your learning and post the following:
THREE things you learned or affirmed what you already knew
TWO questions you still have
One idea that stuck with you

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Low-Stakes Writing and Critical Thinking

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Low-Stakes Writing and Critical Thinking

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Skim/scan this article along with the video above to consider the benefits of low-stakes writing.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.