Revising,+Editing,+&+Conferencing

**Editing**
• Ask students permission to address editing in their pieces • Post-its or sentence strips (students write changes on post-its and place directly on writing) • [|Lessons for teaching conventions] (EMH) • [|NCTE Self- and peer-editing checklist](EM) • [|Peer editing strategy lessons] (EM) • [|Post-it notes for editing] (EM) • [|Teacher tube clips for reinforcing punctuation] --be sure to preview (EM)

**Managing Conferences**
• Manage conferencing by taping index cards on a clipboard so they flip up • Post-its in lesson plan books to manage conferencing • Students come to conferences with an identified (self-chosen) focus • "Three before me" • Whiteboards- students sign up to avoid interruptions during conferencing • Involve community members with revision (perhaps a carefully selected individual, carefully worded invitation) -- retired teachers -- college students -- parents "with editing skills"

Questions
• What is the student doing as a learner? • What is the student doing as a writer? • What evidence do I see to substantiate my response? • How do we resolve scoring and grading? (Kristen's presentation) -- "The nature of learning is to compare yourself to yourself." - -"The nature of grading is to compare one student to another."

**Responding to Writing**
• [|Address, Bless, Press] • Bull's Eye -- all observations need to be backed up with evidence -- start at the outside and move in toward the details, one thing at a time • [|Dialectical notebook] (choose two or three sentences from the text and respond) • Double entry response [|Sample] (like dialectical above) • [|Focused reading strategies] -- checkmark by the lines "you get" along with notes or paraphrase -- ! next to big idea or "aha" lines -- ? next to lines that raise a question for you • [|Golden Lines] • Pointing ([|Peter Elbow] ) and Questioning (MH) -- Ann led us through this work -- She said "Say back a line that affects you." • [|Star and a Wish] (EM) • [|Post-its for response]

**Revision**
• Cracking it Open (geode, apple, Transformer, square vs. cube) • [|Google Docs] to track revisions (MH) • [|Lessons poetry can teach prose] - Georgia Heard • Post-its or sentence strips for revision • Read aloud for ears to hear • Revise a line at a time - [|Revising sentences] organizer that Jenn E. shared (EM)

**Sharing**
• Let students know beforehand when they will be sharing their work • Model • Share our work with our students • See also: //Collaboration// in Motivation

**Student-Teacher Writing Conferences**
• Always find something to praise first • Be explicit about the purpose of a piece • Give choices for revision in conferencing • It's okay to be directive (specific) in conferences! • Link conferencing to mini lessons • Use post-its to comment on students' work (respect students' work by not writing on it) • Work on revising one thing at a time!

**Writing Groups/ Writing Circles**
• A copy of work for each writer in the writing group to mark or highlight • Sentence starters for peer conferencing/writing groups • "Knee to knee and eye to eye" • See also: //Responding to Writing// (above)