interactive editing key terms

8/3/2019 Interactive Editing Key Terms

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INTERACTIVE EDITING KEY TERMS

NAME:

Match the following terms with their meanings. If you have any difficulty, return to the text.

a. Interactive Editingb. Error-free textc. Reciprocity of Reading and Writingd. Familiar Texte. Think-aloud

_____ 1. When a teacher models thinking behaviors to students by talking through a process as it is happenin

_____ 2. A piece of writing that is correct, prior to editing for changes

_____ 3. A teaching method in which students and teacher work together to edit familiar, error-free text

_____ 4. Text that has been previously read and discussed by students

_____ 5. The concept that reading and writing are supportive processes, and that each is learned more

effectively by relating to one another

f. Key content wordsg.

Paraphrasingh. Summary Statement

i. Telegramj. Predicate

_____ 6. A bringing together of the key information in a passage

_____ 7. Words that are critical to the meaning of a sentence or passage

_____ 8. A text that is rewritten concisely so that it contains only the most critical information and retains the

original sentence structures.

_____ 9. A verb phrase that expresses something about the subject of the sentence_____ 10. The process of reconstructing a sentence using key content words

k. Instructional levell. High frequency wordsm. Word Wall


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n. Content Wordso. Concepts About Print

_____ 11. These make up 67-70% of all words in writing

_____12. Students are able to work without frustration while still learning something new

_____ 13. A way to organize and display print on walls so that it can be used for information

_____ 14. Examples include text layout, graphs, charts, and highlighted words or phrases

_____ 15. These make up about 18% of the words in writing

Key Concept Review

After reading the text, fill in the blanks.

1. Interactive Editing is a method of teaching effective writing in which students and teacher worktogether to edit __________ text that has been previously __________ and not text that might have _________

such as their own writing.

2. Interactive Editing is a __________ that supports __________ through __________.

3. When developing a list of __________, students first identify the words in the passage that are not__________ to the __________ of the sentence or passage that can be __________.

4. When developing a list of key content words, it is important to __________ the __________ that some wordare __________ and others are not.

5. The value of developing a list of key content words is the __________ about which words are critical toretain the message of the __________.

6. When __________, the teacher models how to go through the text and look at the __________ or units of__________ or meaning.

7. In paraphrasing, the goal is to __________ new sentences using key content words.


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8. Students can select one or two important __________ from each __________ and write a __________ for theentire reading.

9. A summary statement can be __________ as a __________ by restating it or by __________ the subject and thepredicate.

10.When students rewrite a text using he form of a telegram, the objective of the activity is to __________the text using only the __________ information.

11.The restriction when using the telegram form of Interactive Editing is that words left intact in theoriginal message must consist of __________.

12.Interactive Editing is appropriate for all types of __________, but particularly supports learning in__________ materials.

13.Interactive Editing can help students understand various writing purposes and __________ by theprocess to __________ the __________ of the original text.

14.It is sometimes an easier starting point to have students locate words that are not __________ to thecontent or __________ of the text. This is true when students are having difficulty with __________ aselection or have little __________ about a topic.

15.When using the telegram form of Interactive Editing, students have the __________ to change _____________________, and even to __________ a word as long as the meaning of the original message is __________.

16.When choosing texts for Interactive Editing, use selections from both __________ and __________ texts.

17.The selected text should be relatively __________ (up to __________ words) and at the __________ level.

18. It is very important to select text that the students will find __________ so that their interest will be__________ throughout the editing process.


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19.During the editing process, student questions and comments should be __________ as this will result inbasic __________ of the text.

20.It is important not to __________ that students will make the __________ between the writing __________ thare taught in Interactive Editing and the writing of __________ and reports.

21.The goal of the teacher is to teach for __________ and __________ of strategies to other tasks.

22.After editing, the work should be __________ by the teacher and the students. The discussion shouldfocus on what work was __________ and the __________ of that work on the original __________.

23.Students with similar __________ can be grouped together to provide _________ __________ before the wholclass moves forward in a whole group activity.

24.Working with individual students can be an effective way to provide __________.

25.Application of learning in __________ is the goal but this step can be supported through the interactionwith others in a __________ setting.

Key Concepts Of Interactive Editing

1. Which of the following is NOT one of the materials needed during an Interactive Editing lesson?a. A hard copy of the textb. A copy of the text on overhead transparency or on chart paperc. An error-free copy of the text to be editedd. A rough-draft of a students work that will be edited and corrected together as a group

2. It is important to discuss the reasoning behind the decision-making in which form of InteractiveEditing:

a. Telegramb. Paraphrasingc. Developing a list of key content wordsd. All of the above


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3. A form of Interactive Editing in which the students use key content words to reconstruct sentencesabout the content of the piece is known as:

a. Paraphrasingb. Developing a list of content wordsc. Telegramsd. Changing writing categories

4. When choosing Interactive Editing pieces, which of the following are things to consider:a. Relevant ties to standardsb. Appropriate readabilityc. Potential for student interest and engagementd. All of the above

5. Most writing contains 67-70% of:a. Modifiers or qualifiersb. Content specific wordsc. High frequency wordsd. Predicate phrases

6. A text for an Interactive Editing lesson should be:a. Relatively long, so that there are many chances for students to work with the textb. At a level that is frustrating for most students, since the teacher will be there to support their

readingc. Relatively short, up to 100 wordsd. On a topic which the students will find uninteresting

7. Teachers can use Interactive Editing to help students understand various processes and formats bychanging the category of the original text. Texts may be changed from:

a. Expository to test-taking questionsb. Narrative to poetryc. Narrative to readers theaterd. All of the above

8. During Interactive Editing, the teacher should:a. Discourage students from asking questions or making commentsb. Model how to choose key content words by thinking aloudc. Circle key content words for the students without explaining why they were chosend. Help the students locate spelling or grammatical errors in the text so that they can be

corrected


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9. A question that would be appropriate to discuss after an Interactive Editing lesson would be:a. Did we locate all the spelling errors?b. Does this passage have the same meaning as the original?c. Are all the punctuation marks in the correct place?d. What should the author think about as he/she begins writing a new piece?

10.Interactive Editing is NOT;a. A strategy that is appropriate for only struggling readers and writersb. A model for writing from any content areac. A strategy that promotes comprehension through discussiond. A way to teach students different writing types and styles

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