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Erasing THE END

Erasing THE END. Helping Students Embrace RE-vision. But first, let’s play!. Please do not do this…. Make something…. Revision is like playing with play-doh…. How many of you were content to make just one thing and then stopped?

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Erasing THE END

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  1. Erasing THE END Helping Students Embrace RE-vision

  2. But first, let’s play! Please do not do this…. Make something…

  3. Revision is like playing with play-doh… How many of you were content to make just one thing and then stopped? How many made something, and then something else, and then something else, and then something else?

  4. Quick Draw & Write! 1) From a teacher’s point of view, draw your expression when you plan to teach … “Revision” Then, write a sentence or two explaining why you have that expression on your face. FLIP IT OVER! 2) From a teacher’s point of view, draw your typical student’s expression when they hear the word … “Revision” Finally, write a sentence or two explaining why they have this expression.

  5. Help from our friends… Dictionary & Thesaurus! http://www.merriam-webster.com/ (REVISE) Re-vision – what is it really?

  6. My Beliefs/Contentions • In spite of some feelings associated with revision, it is a very natural, ongoing, decision-making process • Teaching students to use an inquiry approach to writing helps foster ownership and strengthens self-esteem • Revision encourages children to use higher order thinking skills “I am rewriting it while I’m writing it. It’s changing itself.” ~ Max Apple

  7. A few confessions … and revisions! • Former Mentality: ‘Revision is the step they take in the writing process before they edit, but after the first draft. They need to practice revising every piece of writing. If they add something or take something out, it’s revising it, right?’ Results: Kids were adding a sentence or taking out two words… • Bright Shiny New Mentality! ‘Revision starts before thoughts hit the paper. We’re shaping our writing all the time! Revising can start anywhere or everywhere. Not all pieces will go through the whole writing process. I need to teach them strategies they can use to take a secondlook. Re – vision.’

  8. Revising can bring up feelings… “She just wants to ‘fix’ me.” “ I’m just doing this because I have to.” “Did I change it enough?” “What if you don’t like it?” “I like it the way it is. Leave it alone.” “I said, ‘THE END’.” “I guess I can change it.” “This is supposed to be good for me, right?”

  9. Picture of closed door Writers do this all the time! When you’re thinking and you change your mind you’re revising! The choice of ‘where’ to revise is yours. “When you think you’re done, you’ve just begun.” – Lucy Calkins “Revising isn’t ‘fixing’ your writing. It’s making good writing even better.” - Cunningham/Allington Opening the Door…

  10. Are we willing to step into the fog?

  11. Adding Snapshots or Thoughtshots Snapshot – The Magic Camera! You can get up close to see, smell, and hear parts of the story. You can zoom in on close physical detail. 6th grade student example… Thoughtshot – A person’s (character’s) thoughts and feelings. Thoughtshots frame the story, giving the reader context. (Usually found in the first sentences of paragraphs) Ex. Great Gilly Hopkins

  12. Ready, Set, Sort! With your group, decide how you will sort the cards into thoughtshots and snapshots. You have: a pair of scissors Who will do each part? a sheet of “cards” Will you do some parts together? a T chart How will you include everyone? glue team members  All Members: Be ready to tell me why and how you sorted each card.

  13. Listening for ‘thoughts’ and ‘snaps’ Pink = thoughtshots Green = snapshots

  14. On PINK * Write a thoughtshot for this kid! On GREEN *Create a shapshot describing what’s on the floor. Now YOU get to try it!

  15. Your writing might have a great place to insert dialogue! Look for places you want to ‘spice up’. BAM! You can… add words add a snapshot to zoom in add a thoughtshot to reveal feelings and secret thoughts A Secret REAL Life Drama! Actors: Person A Person B Voice for person A Thoughts for person A Voice for person B Thoughts for person B Snapshot Painter!  Director Making a scene…

  16. Using Your Writing Revise/revision your writing by adding: at least one snapshot (physical picture that can include sights, smells, sounds) at least one thoughtshot (thoughts of feels of a character) dialogue is optional  **** please build a tower of cubes by adding one to your pile each time you add a snap or thought shot.****

  17. Get out your eraser! It’s time to ask a few questions. A question is _____________ A statement is _____________ An Inquiry Approach – asking question

  18. SPOT PLAYED. DICK PLAYED WITH SPOT."LOOK AT ME," SAID JANE. "I WANT TOPLAY" DICK SAID, "GOOD, YOU MAY PLAY,JANE. YOU MAY PLAY WITH ME." "LOOKHERE. LOOK AT ME," SAID JANE. DICKLOOKED AT JANE. DICK PLAYED WITHJANE. JANE PLAYED WITH DICK. A Group Effort – revising a classic!

  19. Using questions to write a lead… 1) 2) 3) 4) 5)

  20. Ask FIVE good questions about the whole piece of writing or a section. Computers  Use a (1) to show where you’d ask a question. Record your questions at the bottom of the writing. Paper Draw a ^ or (1) to show where you’d ask a question. Record your questions at the bottom too. Erasing THE END with a friend! 

  21. Revising your writing… Make a choice! a) revise your writing by answering peer questions b) add your own questions & answer them c) continue to use thoughtshots and shapshots d) revise your writing in a different way

  22. Questions?

  23. References Arlington, R. L. & Cunningham, P.M. 2007. Classrooms That Work: They Can All Read and Write. Boston: Pearson. Christenson, Teresa. 2002. Supporting Struggling Writers in the Elementary Classroom. Newark International Reading Association. Fletcher, Ralph. 1993. What a Writer Needs. Portsmouth: Heinemann Lane, Barry. 1993. After The End Teaching and Learning Creative Revision. Portsmouth: Heinemann Kittle, Peter. 2003. Reading Practices as Revision Strategies: The Gossipy Reading Model. The Quarterly, 25 (3), 32 – 37. Williams, Carla. 2005. Reading Deeper: The Legacy of Dick and Jane in the Work of Clarissa Sligh.Image, 38 (2), 3 – 4. Websites http://www.merriam-webster.com/

  24. Bibliography To Be Continued… Photos: http://www.gale.cengage.com/images/reference/bandd/2006_10_bandd_Thesaurus.jpg http://rds.yahoo.com/_ylt=A9G_bF_FDlJKeFUBByOjzbkF/SIG=12koudo0l/EXP=1246978117/**http%3A//www.slashgear.com/gallery/data_files/2/8/1/dictionary.jpg http://rds.yahoo.com/_ylt=A9G_bDoKEVJKMn8BDzajzbkF/SIG=1206rm3in/EXP=1246978698/**http%3A//www.exubero.com/ant/pix/questions.jpg http://thm-a01.yimg.com/image/aba520abb910ea7e http://www.flickr.com/photos/colleenv218/3367146060/ http://rds.yahoo.com/_ylt=A0WTefM7hVFK8x8A876jzbkF/SIG=12oa4pf11/EXP=1246942907/**http%3A//www.fundamentalsfourkids.com/images_home/gwh_playdough_sm.jpg http://farm3.static.flickr.com/2089/2041195788_57c2729ac7.jpg?v=0 http://farm4.static.flickr.com/3544/3521161329_9dd097a6f0.jpg?v=1242043981http://www.sci.sdsu.edu/chaamp/images/sadchild2.jpg http://kidzone.blogosfere.it/images/home_sad-child.jpg http://thm-a03.yimg.com/image/8b852df597da8cd8

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