Untitled Lesson

<Inuktitut>

The Writing Process: Focus on Revising
and Editing

2023/2024

<Inuktitut>

• <Inuktitut>

Nunavut Professional Standards
for Classroom Teachers

•1.2—Understand how students
learn, including learning in a
second language.
•1.4—Differentiate teaching to
meet the specific learning needs of
students across the full range of
abilities and needs.
•2.1—Content and teaching
strategies of the teaching area.
•3.4—Strategies for teaching
students who are learning in their
second language.
•4.2—Plan, structure, and sequence
learning programs.
•4.3—Use teaching strategies.
•7.2—Engage in professional
learning to improve practice.

<Inuktitut>

• <Inuktitut>

Nunavut Professional Standards
for Learning Coaches

•1.2—Understand how students
learn, including learning in a
second language.
•1.4—Differentiate teaching to
meet the specific learning needs of
students across the full range of
abilities and needs.
•2.1—Content and teaching
strategies of the teaching area.
•3.4—Strategies for teaching
students who are learning in their
second language.
•4.2—Support teachers to plan,
structure, and sequence learning
programs.
•4.3—Support teachers to use
teaching strategies.
•12.2—Engage in professional
learning to improve practice.

<Inuktitut>

• <Inuktitut>

Nunavut Professional Standards
for Student Support Teachers

•1.2—Understand how students
learn, including learning in a
second language.
•1.4—Differentiate teaching to
meet the specific learning needs
of students across the full range
of abilities and needs.
•2.1—Content and teaching
strategies of the teaching area.
•3.4—Strategies for teaching
students who are learning in
their second language.
•4.2—Support teachers to plan,
structure, and sequence learning
programs.
•4.3—Support teachers to use
teaching strategies.
•10.2—Engage in professional
learning to improve practice.

<Inuktitut>

• <Inuktitut>

Nunavut Professional Standards
for School Leaders

•Standard 2—Leading teaching
and learning
•Standard 3—Developing self
and school staff professional
learning
•Standard 4—Leading
improvement, innovation, and
change

<Inuktitut>

• <Inuktitut>

Opening activity

Discuss the question below
with your group members.

Record key ideas from your
discussion on the sticky
notes provided.

What common mistakes do
you see in the writing your
students produce?

<Inuktitut>

• <Inuktitut>

Opening activity

Follow-up discussion:

What common mistakes in
student writing did your group
discuss?

<Inuktitut>

• <Inuktitut>

Purpose

Today, we will focus on two steps
in the writing process: revising and
editing.

We will:
•Review the steps of the writing
process and why the writing
process is important
•Explore the difference between
revising and editing
•Learn different ways you can
teach revising and editing
•Work with colleagues to create
revising and editing checklists

ᐱᓕᕆᐊᖑᓂᐊᖅᑐᑦ

• <Inuktitut>

Overview

Section 1: Educator self-assessment

Section 2: Overview of the
writing process

Section 3: Introduction to
revising and editing

Section 4: Revising

Section 5: Editing

Section 6: Revising and editing
outside of Language
Arts

Section 7: Creating revising and
editing checklists

Section 8: Wrap-up

<INUKTITUT>

SECTION 1: EDUCATOR SELF-ASSESSMENT

ᑎᓂᐅᖅᑲᕐᓗᒋᑦ ᐃᓕᓴᐃᔨᓕᒫᓄᑦ:
ᐃᒻᒥᓂᒃ ᓇᐅᑦᑎᖅᓱᕈᑎ

<Screenshot of final
handout TK>

Provide to each participant:
Self-Assessment form

ᐃᒻᒥᓂᒃ ᓇᐅᑦᑎᖅᓱᕐᓂᖅ

•ᐃᓚᒍᑕᖓ 1 ᐃᒻᒥᓂᒃ ᓇᐅᑦᑎᖅᓱᕈᑎ
ᑕᑕᑎᕐᓗᒍ.

•ᑖᒃᑯᐊ ᐃᓚᒍᑕᖓ 2 ᐱᓕᕆᐊᕆᓂᐊᖅᑕᓯ
ᐅᓪᓘᑉ ᓄᙳᐊᓂ.

Self-assessment

•Complete Part 1 of the self-
assessment handout.

•You will complete Part 2 at the
end of the day.

SECTION 2: OVERVIEW OF THE WRITING PROCESS

<IK>

<Inuktitut>

• <Inuktitut>

What do you need to teach
about writing?

Grade and subject-appropriate
writing skills

•Spelling, punctuation,
grammar, and vocabulary
•Text forms and features
•Literary techniques and
devices

<Inuktitut>

• <Inuktitut>

What do you need to teach
about writing?

Writing is done for different
purposes.

Purposes for writing can
include:
• To narrate
• To describe
• To entertain
• To inform
• To inquire
• To persuade
• To analyze

<Inuktitut>

• <Inuktitut>

What do you need to teach
about writing?

Different text forms are used
for different purposes.

Some examples of text forms
include:
• Stories
• Journal entries
• Poems
• Reports
• Instructions
• Surveys

<Inuktitut>

• <Inuktitut>

What do you need to teach
about writing?

The writing process

This refers to the steps a
writer follows, from
beginning to end, when
producing a piece of writing.

<Inuktitut>

There are five main steps in
the writing process.

Can you name them
all?

The writing process

<Inuktitut>

• <Inuktitut>

What are the steps of the
writing process?

The five steps of the writing
process are:

•

Planning

•

Drafting

•

Revising

•

Editing

•

Publishing

<Inuktitut>

What are the steps of the
writing process?

Planning
ᐸᕐᓇᖕᓂᖅ

<Inuktitut>
What are the steps of the
writing process?

Drafting

ᑎᑎᕋᕆᐊᖖᒐᕐᓂᖅ

<Inuktitut>

What are the steps of the
writing process?

Revising

ᑎᑎᕋᓕᖅᑭᖕᓂᖅ

<Inuktitut>

What are the steps of the
writing process?

Editing

ᐋᖅᑭᓱᐃᓂᖅ

<Inuktitut>
What are the steps of the
writing process?

Publishing

ᓴᖅᑮᓂᖅ

<Inuktitut>

• <Inuktitut>

Important notes about the
writing process

•Steps aren’t always
followed in order.

•The writing process can be
recursive.

•The writing process is
important for everybody,
regardless of grade or
subject area.

<Inuktitut>

• <Inuktitut>

Why is the writing process
important?

• Can reduce anxiety and
stress

• Increases the quality of
writing

• Promotes critical thinking

• Supports students’ ability
to tailor their writing for
specific audiences

<Inuktitut>

• <Inuktitut>

How is the writing process
taught?

The skills and strategies
involved in using the writing
process are taught the same
way you teach other literacy
skills…

Using the balanced literacy
approach to instruction!

<Inuktitut>

• <Inuktitut>
How is the writing process
taught?

•
In modelled writing
lessons

•
In shared writing
lessons

•
In guided writing
lessons

•
In independent
writing tasks

ᐃᓕᓐᓂᐊᖅᑎ
ᖃᐅᔨᔭᕆᐅᖅᑐᖅ

Student does not
know the skill

ᐃᓕᓐᓂᐊᖅᑎ
ᖃᐅᔨᒪᓕᖅᑐᖅ

Student knows the
skill

ᐃᓕᓐᓂᐊᖅᑕᐅᓂᐊᖅ
ᑐᓂᒃ
ᓇᓗᓇᐃᖅᓯᕙᓪᓕᐊᓂ
ᖅ
Demonstration

ᐱᓕᕆᖃᑎᒌᖕᓂᒃᑯᑦ
ᐃᓕᓐᓂᐊᕐᓂᖅ

Shared
practice

ᐃᑲᔪᖅᑎᖃᕐᓗᓂ
ᐱᓕᒻᒪᒃᓴᕐᓂᖅ

Guided
practice

ᐃᒻᒥᓂᒃ
ᐱᓕᒻᒪᒃᓴᕐᓂᖅ

Independent
practice

ᑐᐊᕕᐊᖑᙱᑦᑐᒥᒃ ᐃᓕᑉᐸᓪᓕᐊᓂᖅ
The gradual release of responsibility

SECTION 3: INTRODUCTION TO REVISING AND EDITING

<IK>

<image TK>

The five steps of the writing
process are:

• Planning
• Drafting
• Revising
• Editing
• Publishing

Review: The writing process

<Inuktitut>

<Inuktitut>

In partners or small groups,
discuss the following:

What is the difference
between revising and editing?

<Inuktitut>

<Inuktitut>

Discussion

Revising

• Reading over writing
and making changes
such as adding,
removing, or changing
words or sentences.

• The changes are made
to improve meaning.

ᑎᑎᕋᕆᐊᖖᒐᕐᓂᖅ

<Inuktitut>

What does revising look like?

Middle school writers

• Adding, deleting, or
rearranging words,
sentences, or paragraphs
• Adding dialogue and
details to describe the
setting and characters
•Including headings and
subheadings

<Inuktitut>

<Inuktitut>

What does revising look like?

High school writers
● Adding, deleting,
rearranging, or changing
words, sentences, and/or
paragraphs
● Inserting facts, statistics,
examples, and quotes
● Including literary devices
and changing techniques
to ‘show not tell’

<Inuktitut>

<Inuktitut>

How do I teach about
revising?

• In modelled writing
lessons

• In shared writing lessons

• In guided writing lessons

• In independent writing

<Inuktitut>

<Inuktitut>

How do I teach about
revising?

• Provide specific,
meaningful goals when
revising.
o Focus on genre
o Focus on overall clarity and
detail

• Provide guided practice
with feedback.
o Peer editing
o Teacher–student conference

<Inuktitut>

<Inuktitut>

Important note about revising

• Mistakes or problems with
content are often easier to
hear than see.

• It is important that students
learn that writing can
change.

• Model and discuss revising
with students often.

<Inuktitut>

<Inuktitut>

With your subject area or grade
level team:

Co-create a simple
definition for revising as it
relates to your grade level
or subject area.

<Inuktitut>

<Inuktitut>

Discussion

Editing

• Reading over writing
and correcting any
errors with spelling,
punctuation, and
grammar.

ᐋᖅᑭᒃᓱᐃᓂᖅ

<Inuktitut>

What does editing look like?

• Reading over writing,
slowly and carefully, word
by word

• Consulting reference tools
to check proper spelling

• Making corrections as
necessary

<Inuktitut>

<Inuktitut>

How do I teach about editing?

• In modelled writing lessons

• In shared writing lessons

• In guided writing lessons

• In independent writing

<Inuktitut>

<Inuktitut>

How do I teach about editing?

• Anchor charts are
important resources
students can use when
editing.

• Make them appealing for
older students.

<Inuktitut>

<Inuktitut>

How do I teach about editing?

Language Arts educators
• Create anchor charts during
modelled writing or shared
writing lessons that focus
on editing skills.

Subject area educators
● Create editing anchor
charts based on
expectations of writing in
the subject area.

<Inuktitut>

<Inuktitut>

With your subject area or grade
level team:

Co-create a simple
definition for editing, as it
relates to your grade level
or subject area team.

<Inuktitut>

<Inuktitut>

Discussion

Do you always need to
revise AND edit?

• Revising and editing are
two distinct steps, and
both are part of the
writing process.

<Inuktitut>

<Inuktitut>

ᑎᑎᕋᓕᖅᑭᖕᓂᖅR
evising
ᐋᖅᑭᓱᐃᓂᖅE
diting

•Part of the
writing
process

•Involves
reading over
written work

Purpose: to
improve
meaning or
content.

Purpose: to fix
errors in
spelling,
punctuation,
and grammar.

<IK>
<IK>

<IK>

In partners or small groups,
discuss the following:

Are the examples on the
next slide demonstrating
revising or editing? Explain
your thinking.

<Inuktitut>

<Inuktitut>

Or

1. A student reads their writing
to check for spelling mistakes.

2. A student reads their writing
out loud to see if it makes sense.

3. A student switches the order
of sentences in a paragraph.

4. A student corrects an error in
punctuation.

5. A student looks up the
meaning of a word in a
dictionary.

<Inuktitut>

<Inuktitut>

Revising or editing?

In partners or small groups:

Brainstorm as many
additional examples of
revising and editing as you
can.

<Inuktitut>

<Inuktitut>

<Inuktitut>

• <Inuktitut>
Why are revising and editing
important?

• Writers can focus their
attention on getting their
ideas in writing first.

• It helps them prepare a piece
of writing for publishing.

SECTION 4: REVISING

<IK>

<Inuktitut>

• <Inuktitut>

What is the purpose of revising?

The purpose of revising is to
improve the content or
meaning of what has been
written.

<Inuktitut>

• <Inuktitut>

Discussion

With your table group,
discuss the following
scenario:

A student is given 20
minutes to work on a
written task. After five
minutes, the student says,
“I’m done!” What do you
do?

<Inuktitut>

• <Inuktitut>

Revising

When students are revising,
they can remember these four
key words:

•

Add

•

Remove

•

Move

•

Substitute

<Inuktitut>

• <Inuktitut>

Discussion

With your table group,
discuss the following:

Should reluctant writers who
find writing challenging learn
about revising?

<Inuktitut>

• <Inuktitut>

Discussion: Follow up

Should reluctant writers who
find writing challenging learn
about revising?

<Inuktitut>

• <Inuktitut>

The importance of revision

Students need to learn the
following:

•
Continually thinking about their
writing is a normal part of the
writing process.
•
Writing is created for an
audience.
•
Word choice and sentence
structure matter.

<Inuktitut>

• <Inuktitut>
Revising for reluctant writers

•
Can include as many or as few
elements as writers can handle

•
Should be given a few revising
tasks to practise in all pieces of
writing

* Advanced writers can be
encouraged to practise more
challenging revising tasks

<Inuktitut>

• <Inuktitut>

What are some ways to support
students during revising?
•

Encourage students to read
their written work out loud

•

Ask students questions about
their writing

•

Provide grade-or-subject-
appropriate reference tools in
the classroom

<Inuktitut>

• <Inuktitut>

What are grade- or subject-
appropriate reference tools?

•

Mentor texts
•

Anchor charts
•

Word wall
•

Checklists
o

Self or peer review
o

Co-created with students
o

Teacher-directed

<Inuktitut>

• <Inuktitut>

In partners or a small group,
make a list of as many different
questions or prompts you could
use to help a student revise
their writing.

Below are some examples:
• What word can you add to
this sentence to make it
clearer or more interesting?
• Are there any words or
sentences that don’t belong
in your writing?

Discussion

<Inuktitut>

• <Inuktitut>

What are questions that can
guide the revision process?

•

Is there anything you can
add to your writing ?

•

Is there anything you can
remove from your writing?

•

Is there anything you can
move in your writing?

•

Is there anything you can
substitute in your writing?

<Inuktitut>

• <Inuktitut>

What are questions that can
guide the revision process?

•

Will the writing make sense
to the audience?

•

Can I use a different word to
be clearer?

•

Is the writing
communicating what I want
it to?

<Inuktitut>

• <Screenshot TK>

Revising checklists

SECTION 5: EDITING

<IK>

<Inuktitut>

• <Inuktitut>

Review: What is the purpose of
editing?

Editing is one of the steps in the
writing process.

The purpose of editing is to
correct errors in spelling,
punctuation, and grammar.

<Inuktitut>

• <Inuktitut>
In partners or a small group,
discuss the following:

Is editing an important skill
to teach middle school and
high school students?
Explain your thinking.

Discussion

<Inuktitut>

• <Inuktitut>

Discussion: Follow up

Is editing an important skill to
teach middle school and high
school students?
Explain your thinking.

<Inuktitut>

• <Inuktitut>

The importance of editing

•

It improves the overall
quality of student writing.

•

It is necessary if the writing
will be published.

•

It helps writers recognize
their areas of strength and
growth.

<Inuktitut>

• <Inuktitut>

Important note

•

Reluctant writers may find
writing challenging.

•

Find a balance between
celebrating a completed first
draft with teaching about how
to make grade- or subject-
appropriate edits
•

There is no “perfect” writing!

<Inuktitut>

• <Inuktitut>

How can you teach students
about editing?

•

Teach editing skills in
context.

•

Provide clear and
appropriate criteria.

•

Regularly model editing
skills and strategies.

•

Use reference tools.

What reference tools
can be used to support
students as they edit?

● Personal dictionaries
● Dictionaries
● Textbook glossaries
● Word walls
● Anchor charts
● Editing checklists

<Inuktitut>

<Inuktitut>

<Inuktitut>

• <Inuktitut>
• Editing checklists should
be grade-or subject-area
appropriate.
• When possible, editing
checklists should be co-
created with students.

Editing checklists

<Inuktitut>

• <Screenshot TK>

Editing checklists

Co-creating editing checklists

• Shared writing and guided
writing are a good time to
co-create editing
checklists.

• Before co-creating editing
checklists, ensure students
understand the
importance of editing.

<Inuktitut>

<Inuktitut>

<Inuktitut>

• <Inuktitut>

What is peer editing?

•

Students work together to
edit each other's work.

•

Students can use:
– Checklists
– Written feedback
– Verbal feedback
– A combination of all
three

<Inuktitut>

• <Inuktitut>

Tips for successful peer editing

•

Intentionally pair
students.
•

Set clear guidelines and
expectations.
•

Model appropriate peer
editing.
•

Practise constructive
feedback with students.

Continental Press. (2018). Getting the most out of peer editing. https://www.continentalpress.com/blog/peer-editing-conferences/

<Inuktitut>

• <Inuktitut>

Constructive feedback

•

Create a culture of feedback
•

Focus on reflection, not
correction
•

Give students sentence
starters
–“I’m wondering…”
–“I’m confused by…”
–“I like, I wish, I wonder”

edutopia. (2021). Teaching Kids to Give and Receive Quality Peer Feedback. https://www.edutopia.org/article/teaching-kids-give-and-receive-quality-peer-feedback/

<Inuktitut>

• <Inuktitut>

Constructive feedback

•

Use a framework (ex.
SPARK) for meaningful
feedback
–Specific
–Prescriptive
–Actionable
–Referenced
–Kind

edutopia. (2019). Teaching Students to Give Peer Feedback. https://www.edutopia.org/article/teaching-students-give-peer-feedback

<Inuktitut>

• <Inuktitut>

What are some ways to support
students when they edit their
work?

•

Encourage students to
read their writing slowly.
•

Ask students questions
about their writing.
•

Ensure that students have
access to grade-or
subject-appropriate
reference tools.

How does editing differ
from proofreading?

• First drafts (editing)
○ Drafting stage

• Final drafts
(proofreading)
○ Publishing stage
○ No spelling mistakes
○ Students’ best
printing or typed on
the computer and
printed out

<Inuktitut>

<Inuktitut>

SECTION 6: REVISING AND EDITING OUTSIDE OF
LANGUAGE ARTS

<IK>

<Inuktitut>

• <Inuktitut>

There are many reasons the
writing process is important,
including:

• Reducing anxiety and stress

• Increasing the quality of
writing

• Promoting critical thinking
skills

• Supporting the ability to
tailor the writing for specific
audiences and purposes

<Inuktitut>

• <Inuktitut>

Why teach using the writing
process in all subject areas?

• Students need to
communicate in all subject
areas.

• Writing is an important
method for communication.

• Using the writing process in
all subject areas should be
taught and reinforced.

<Inuktitut>

• <Inuktitut>

Discussion

With your grade level or subject
area team, do the following:

Select a subject area other than
Language Arts.

Discuss what revising and editing
might look like in the context of
your chosen subject area.

<Inuktitut>

• <Inuktitut>

Discussion: Follow up

• Effective communication in
writing is important across
all subject areas

• In other subject areas,
revising and editing may be
similar to Language Arts,
but the purpose for writing
may be different.

<Inuktitut>

• <Inuktitut>

Discussion

With your grade level or subject
area team, discuss the following:

Do I currently teach about
revising and editing in my
classroom?

How can I incorporate
instruction about revising and
editing into my lessons?

SECTION 7: CREATING REVISING AND EDITING CHECKLISTS

<INUKTITUT>

<Inuktitut>

• <Inuktitut>

Meet with your grade level or
subject area team. With your
group, you will:

• Select a writing activity that
is appropriate for the grade
level or subject area of your
group.
• Create sample revising and
editing checklists for your
chosen writing activity.

*The checklists should include
criteria specific to the chosen
writing activity.

<Inuktitut>

• <Inuktitut>

Things to keep in mind:

•Revising improves the
content or meaning of the
writing.

•Editing fixes errors in
spelling, grammar, and
punctuation.

•Choose criteria for students
that is grade-or-subject
appropriate.

•Checklists can contain
images, text, or a
combination of the two.

SECTION 8: EDUCATOR SELF-ASSESSMENT, QUESTIONS,
AND WRAP-UP

<INUKTITUT>

<Inuktitut>

• <Inuktitut>

This morning you discussed
the following question:

What common mistakes do
you see in the writing your
students produce?

Take a few minutes to discuss
how revising and editing could
address common mistakes in
student writing.

Opening activity: Follow up

<Inuktitut>

• <Inuktitut>

Self-assessment

•Return to the Self-
Assessment form from the
beginning of the day.
Complete Part 2 of the
form.

•Complete the questions on
the Feedback form.

•Return your completed
Self-Assessment and
Feedback forms handouts
to the presenter.

<Inuktitut>

<Screenshot of
handout>

Provide to each participant:
Feedback form