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1 Title of Intervention: Peer Editing Purpose: Peer editing helps students develop and maintain skills in evaluating written work through the process of editing, l.e., complimenting, suggesting changes, and correcting errors In the work of others. Age/Grade Level: Approximate age range 9-18 or 4th -iz" grade Format: Check all that apply D Individual [gjdyads [glsmall Group r:gjwhole Class Materials Needed: For the initial lesson - overhead transparencies of a sample narrative paragraph and copies of the sample for each student. Copy of Peer Editing Checklist for each student. Additional sample narrative stories to practice with. Once the lesson has been taught, materials needed are: writing utensil, notebook paper / Peer Editing Checklist and students' work to be edited. Frequency / Duration: Use whenever a written assignment is given which requires the student to turn in a finalized copy of their work. Time will vary based upon student leve of writing ability and time set aside by the teacher for editing. Intervention Script: Initial Lesson: (Class wide practice session) A. Give students a sample narrative paragraph. Introduce peer editing procedure, including discussion on the importance of revision. B. Use a transparency of a sample narrative paragraph to demonstrate revision process. C. Give students copies of peer editing checklist; review each of the steps. D. Demonstrate the peer editing procedure using a volunteer student pair; have class practice in dyads with sample paragraph. E. Conduct a practice session with small groups. Each student completes the following steps: 1. Listen carefully and follow along as the author reads their story. 2. Tell the author what you like about the story. Next have students pair off with peers to exchange papers, and complete the next 3 steps independently. (Note: this can be done. several times.) 3. Re-read partner's story to you. 4. Ask yourself the four revision questions: a. parts - does it have a good beginning, middle and ending? b. order - does it follow a logical sequence? c. details - where can more details be added? d. clarity - is there any part that is hard to understand? 5. Fill out peer editing checklist or have students creates their own by folding a piece of paper into three columns labeled: Strengths, Suggestions, and Questions.

2 After pairing off several times, each student will have several sheets with comments from their peer editors. Students then return to their peer editors and complete the following steps: 6. Discuss the suggestions with peer editor. 7. Work independently to revise written work. 8. Meet again with peer editor to discuss revisions and check papers for mechanical errors. 9. Work independently to make final revision to papers taking into account peers' compliments, suggestions and questions. Data Collection: Teachers should collect all drafts of student work and look at number of revisions and additions made from the first draft to the final copy in order to monitor progress. References: Karegianes, M.L., Pascarella, E. &Pflaum, S. W. (1980). The effects of peer editing on the writing proficiency of low achieving tenth grade students. Journal of Educational Research, 73(4), Compiled by: Shayla Brown Attached Documents: Peer Editing Checklist.

3 Name: Class: Date: _ Peer Editing Checklist Presenter Topic, _ Reviewer _ 1. Writing holds the readers' interest. 2. Writing is well organized, with introduction, body and conclusion. 3. Grammar and spelling are correct. 4. Sentences and paragraphs are punctuated properly. 5. Sentences are clear and concise. 6. Handwriting or typing is neat. 7. Piece of writing has a title, author line and bibliography (if required). 8. Piece of writing is the required length. 9. Best parts of this piece of writing: Needs Work Good Outstanding 10. Areas needing more work: Holt, Rinehart and Winston.

4 Peer Editing Progress Monitoring The next pages are a simple way to record and graph your written expression progress monitoring data. Here are the steps. 1. Collect 3 samples of the student's written expression and score them using the following, "Teacher Editing Checklist." Total the points earned in the table for each writing sample. Circle these 3 numbers in the gray "baseline" section (one per column) of the "Progress Monitoring: Frequency" chart. 2. Begin intervention. 3. One time weekly (or biweekly) score the student's writing using the "Teacher Editing Checklist" and total the points earned in the table. Circle the total points earned in the white "intervention" section of the "Progress Monitoring: Frequency" chart. Tips: Date each data point in the first row of the chart. Only one chart per 6-8 week intervention cycle will be used, while multiple teacher editing checklists will be needed.

5 Teacher Editing Checklist 1. Writing holds the readers' interest 2. Writing is well organized, with introduction, body and conclusion. 3. Grammar and spelling are correct. 4. Sentences and paragraphs are punctuated properly. s. Sentences are clear and concise. 6. Handwriting or typing is neat. 7. Piece of writing has a title, author line and bibliography (if required). 8. Piece of writing is the required length. Total Points Earned Needs Work Good (0 points) (2 points) ;-. ~.' - ]i ~..: 'j r ~ I: ~ '. Ii. I :. ' I... _<...,_._. -,... ~, IL...,... _',:.J...?, < Outstanding (4 points) Circle the total points earned on the frequency chart that is attached on a weekly or biweekly basis. This will be a consistent way of monitoring this student's progress towards gaining writing skills.

6 Progress Monitoring: Frequency Student Name: Data Collected by: _ Area Targeted: Grade Level: School Year: _ Goa]: ] IT ~ U Z ~ ;::> OJ II 11 ~ :J Intervention

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