As a follow up from our Term 1 RISE sessions, Ruth and I recorded ourselves again. I filmed another writing lesson, this time one that focused on our third stage of the writing cycle - editing. My students had lots of prior experience to draw upon for this lesson as we have had lots of practice editing our writing this term. We were editing a text that had been jointly constructed the previous day. The lesson was focused on checking against our success criteria in order to edit our work. We utilised our WAGOLL and our Year One editing guide in order to effectively edit our persuasive text.
Ruth was extremely helpful in answering my question of how to differentiate this editing process so that all students are adequately challenged. There is such a huge range of writing ability in Year One, and the editing guide is focused more on those struggling writers. As a result, there is a small number of students who are feeling disengaged because they already know how to use capital letters and full stops.
Ruth introduced me to the COPS and ARMS strategy for editing. The ARMS (Adding, Removing, Moving and Substituting) is what I will be implementing for those more sophisticated writers. As Ruth explained in her evaluations - "Moving forward, you can challenge those students who can identify their mistakes, or make very little mistakes, by asking them to add more difficult words to their text, or add more details. As you go up the grades, editing is not only about identifying mistakes (punctuation and spelling), it is about adding meaning and improving vocabulary."
Based on our RISE discussion, my goal for next time is: To develop a more “challenging” set of success criteria for the more competent writers in the class, that focuses on adding meaning and substituting vocabulary.