Peer Editing Worksheet For Compare And Contrast Essay Graphic Organizer

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  1. Classroom Resources | Grades   3 – 5  |  Printout  |  Writing Starter
    Acrostic Poem
    Acrostic poems are fun to write. Your students will find constructing them easy, too, thanks to this helpful tool, which has endless possibilities for curriculum integration.
  2. Classroom Resources | Grades   K – 1  |  Printout  |  Graphic Organizer
    Alphabet Chart
    This alphabet chart has many possibilities for helping your students learn and review their letters, sounds, phonemes, and word formations.
  3. Classroom Resources | Grades   3 – 12  |  Printout  |  Assessment Tool
    Anticipation Guide
    Help establish a purpose for reading—and generate post-reading reflection and discussion—with this guide.
  4. Classroom Resources | Grades   K – 12  |  Printout  |  Writing Starter
    Book Review Template
    Students can use this template as a means of communicating about a book that they have read.
  5. Classroom Resources | Grades   K – 6  |  Printout  |  Graphic Organizer
    Character Map
    Who are the characters in this story? Students will examine what a character looks like, what a character does, and how other characters react to him or her.
  6. Classroom Resources | Grades   5 – 12  |  Printout  |  Informational Sheet
    Common Content Area Roots and Affixes
    This printout offers 50 or so common roots, prefixes, and affixes that give students access to hundreds of key concepts across the content areas.
  7. Classroom Resources | Grades   3 – 12  |  Printout  |  Graphic Organizer
    Compare and Contrast Chart
    This organizer can be used to help students explain similarities and differences between two things or ideas. After this organizer has been completed, it could easily be developed into a classroom discussion or writing topic on the information gathered.
  8. Classroom Resources | Grades   3 – 12  |  Printout  |  Assessment Tool
    Compare and Contrast Rubric
    Students and teachers can use this rubric when doing writing that compares and contrasts two things, as well as when assessing the writing.
  9. Classroom Resources | Grades   3 – 8  |  Printout  |  Graphic Organizer
    Concept Map
    This concept map can be used in a variety of ways to show relationships between words and phrases. Students can add arrows as needed and group certain ideas together.
  10. Classroom Resources | Grades   3 – 12  |  Printout  |  Graphic Organizer
    Conflict Map
    Ask students to remember a story with no problem or conflict. That would be difficult to do! With this printout, students learn to examine the critical plot element of conflict.

 

Before you begin, be sure to model and discuss each step of the writing process (prewriting, drafting, revising, editing, and publishing), preferably using a whole-class story or class newsletter article. Please note that the revising stage precedes editing. Student should have already worked through content revisions before reaching the editing step.

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. Prior to having students use this tool independently, it is important to model its use. To do this, display sample text on an overhead projector, document camera, or SMART Board so that all students can view it. Model the use of the self-edit column with the displayed text, with you assuming the role of author. Then have a volunteer fill out the peer-edit column so that all students can hear and view the process. Finally, discuss what went well and what could be improved in the editing steps that were modeled.

This tool serves multiple purposes, including:

  • The self-edit step
  • encourages students to evaluate specific features of their writing, increasing self-awareness of writing conventions
  • keeps the pen in the writer’s hand for the initial editing phase
  • The peer-edit step
  • helps build a learning community in which peers work collaboratively
  • heightens the awareness of various print and grammatical conventions for the peer editor and the author
  • Use a fish-bowl technique to allow the class to view a self- and peer-edit session of two of their classmates. To do this, first choose one student to model the self-editing phase. It is helpful to select a student who has a good understanding of the criteria on the rubric, such as proper grammar and punctuation. That student works through the items in the self-edit column as the other students observe. It is helpful to put the editing checklist on an overhead projector or document camera so all students can see the process. After the self-edit is complete, discuss the process with the students. Next, choose another student to serve as the peer editor for the piece that was just self-edited.  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. 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.
  • Have students work in groups of two or three to edit one piece of writing. The interaction between peers will help make the editing process more explicit. 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. Try to notice groups that lack comments in the “Comments and Suggestions” columns and encourage them to use this section to provide feedback to the writer, particularly for criteria that lack a check mark. To guide them, you could ask, “What do you think you could write in the ‘Comments’ section to help the writer fix this error?” Be sure to tell students that if they are unable to mark a check in the “After completing each step, place a check here” column, they must indicate the reason why they cannot check it in the “Comments and Suggestions” column.
  • Regularly review the editing process by using samples of students’ work or your own writing samples. Assess students’ progress of the editing process by creating a simple checklist. List all students’ names down the first column and a row for dates on which the editing checklist was used across the top. 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:

    NO = Not Observed (use this for students you did not get to observe on that date)
    +  = exceeds expectations
    √  = meets expectations
    -   = below expectations

    Student NamesDate 1Date 2Date 3Date 4
    Student A
    Student B

    If you notice a student who receives a “below expectations” two times in a row, you can have him or her work with a peer who typically scores “above expectations” to model the process for him.

  • If your school uses a team approach for grouping students (a group of students who all share the same content area teachers), consider encouraging other team teachers to use this checklist in their respective content areas. Consistency in the editing process will help students understand that the editing process can apply to all written pieces, regardless of the content area.

Grades   5 – 8  |  Lesson Plan  |  Standard Lesson

Digitally Telling the Story of Greek Figures

In this lesson students research Greek gods, heroes, and creatures and then share their findings through digital storytelling.

 

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