Format: Check all that applyD Individual[gJDyads

[glSmall Groupr:gjWhole Class

Title of Intervention: Peer Editing

Purpose: Peer editing helps students develop and maintain skills in evaluating writtenwork through the process of editing, l.e., complimenting, suggesting changes, andcorrecting errors In the work of others.

Age/Grade Level: Approximate age range 9-18 or 4th -iz" grade

Materials Needed: For the initial lesson - overhead transparencies of a sample narrativeparagraph and copies of the sample for each student. Copy of Peer Editing Checklist foreach student. Additional sample narrative stories to practice with. Once the lesson hasbeen taught, materials needed are: writing utensil, notebook paper / Peer EditingChecklist and students' work to be edited.

Frequency / Duration: Use whenever a written assignment is given which requires thestudent to turn in a finalized copy of their work. Time will vary based upon student leveof writing ability and time set aside by the teacher for editing.

Intervention Script:Initial Lesson: (Classwide 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 classpractice in dyads with sample paragraph.E. Conduct a practice session with small groups. Each student completes the followingsteps:

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 3steps 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 pieceof paper into three columns labeled: Strengths, Suggestions, and Questions.

After pairing off several times, each student will have several sheets with commentsfrom their peer editors. Students then return to their peer editors and complete thefollowing 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 numberof revisions and additions made from the first draft to the final copy in order to monitorprogress.

References: Karegianes, M.L., Pascarella, E.&Pflaum, S.W. (1980). The effects of peerediting on the writing proficiency of low achieving tenth grade students. Journal ofEducational Research, 73(4), 203-207.

Compiled by: Shayla Brown

Attached Documents: Peer Editing Checklist.

Name: Class: Date: _

Peer Editing Checklist

Presenter Topic, _

Reviewer _

Needs Work Good Outstanding1. 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:

10. Areas needing more work:

Holt, Rinehart and Winston.

Peer Editing ProgressMonitoring

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 multipleteacher editing checklists will be needed.

Teacher Editing Checklist

1. Writing holds the readers'interest

Needs Work Good(0 points) (2 points)

Outstanding(4 points)

2. Writing is well organized, withintroduction, body andconclusion.

3. Grammar and spelling arecorrect.

4. Sentences and paragraphs arepunctuated properly.

s. Sentences are clear andconcise.

6. Handwriting or typing is neat.7. Piece of writing has a title,

author line and bibliography (ifrequired).

8. Piece of writing is the requiredlength.

Total Points Earned;-. ~ .' - ]i ~. .: 'jr ~ I: ~'. Ii .I :. 'I... _< __ ..... ,_._ •. -, .... ~ , IL.. . , ...... _',:.J...?, <

Circle the total points earned on the frequency chart that is attached on a weeklyor biweekly basis. This will be a consistent way of monitoring this student'sprogress towards gaining writing skills.

Progress Monitoring: Frequency

Student Name: --------------Data Collected by: _

Grade Level: ------------------School Year: -----------------

Area Targeted: _

Goa]: __

25 25 25 25 25 25 25 25 25 2524 24 24 24 24 24 24 24 24 2423 23 23 23 23 23 23 23 23 2322 22 22 22 22 22 22 22 22 2221 21 2] 21 21 21 21 21 21 2120 20 20 20 20 20 20 20 20 2019 19 19 19 19 19 19 19 19 1918 18 18 18 18 18 18 18· 18 1817 17 17 17 17 17 17 IT 17 1716 16 16 16 16 16 16 16 16 1615 15 15 15 15 15 15 15 15 15

~ 14 14 14 14 14 14 14 14 14 14UZ 13 13 13 13 13 13 13 13 13 13~;::> 12 12 12 12 12 12 12 12 12 12OJ

~ 11 11 11 11 11 11 11 11 II 11~ 10 10 10 10 10 10 10 10 10 10

9 9 9 9 9 9 9 9 9 98 8 8 8 8 8 8 8 8 87 7 7 7 7 7 7 7 7 76 6 6 6 6 6 6 6 6 65 5 5 5 5 5 5 5 5 54 4 4 4 4 4 4 4 4 43 3 3 3 3 3 3 .... 3 3:J

2 2 2 2 2 2 2 2 2 21 1 1 1 1 1 10 0 0 0 0 0 0 0 0 0

Intervention