For many of us, squeezing one more thing into our Reading Language Arts block seems next to impossible! Unlike other subjects, there are multiple areas of focus for RLA even though they typically have the same amount of time allotted. Reading seems to take precedence, while Phonics, Writing, Editing & Revising, Handwriting, and Spelling find themselves fighting for time. 

Thankfully, we have a few tips that will make a drastic difference when it comes to teaching Editing & Revising!

1. Explicitly teach 2-3 targeted lessons per week. That’s right! No need to teach a lesson every single day, as the other days are for the application of those skills. If only practicing on “worksheets”, yet never applying the learned rule or skill to produce writing, there’s a strong chance that students won’t completely understand how, when, and why to use it. (insert graphic of calendar week with 2 days marked E&R)
2. Be sure the lessons are targeted and define the skill/rule, provide students with examples in context, allow students to apply the skill with isolated examples, and extend the use of the skill with a short genre application. 20-30 minutes is enough time for most E&R lessons!
3. Hold students accountable in ALL content areas once skills have been taught. This is a time saver, for sure! Was this week’s focus on vivid verbs? Then, if you are teaching Narrative main event, consider other options for how your character moves.
4. Hold students accountable in ALL content areas once skills have been taught. This is a time saver, for sure! Was this week’s focus on vivid verbs? Then, if you are teaching Narrative main event, consider other options for how your character moves.

Example:

Before- The speedy stallion ran around the arena with the focused rider sitting on his back.

After- The speedy stallion galloped around the arena with the focused rider perched on his back.

In Science, instruct students to check for revision of the verbs used in their observations. 

Example:

Before- Force affects both speed and distance. Gently tapping the golf ball with a club results in slow movement. The ball goes a short distance. Hitting the golf ball harder with a club results in a quicker movement where the ball goes a longer distance.

After- Force impacts both speed and distance. Gently tapping the golf ball with a club causes slow movement. The ball travels a short distance. Whacking the golf ball harder with a club produces a quicker movement where the ball is propelled a longer distance.

As the year continues and more skills are learned, consider creating a running checklist so students can spot check their written work for all revision opportunities across their instructional day. 

(link to E&R Hub resources and training description)