Proofreading Practice
Amber Strack
Materials:� You Are the Editor sheet on overhead and one
copy for each student, corrected copy of You are the
Editor on overhead, Find the Errors letter on overhead and one copy for each
student, a sample of each student�s writing.
Time:� 20 - 30 minutes
NCTE
Standards
v Students apply knowledge of
language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create,
critique, and discuss print and non-print texts.
NCSCS
Standards
v Competency Goal 6, The learner will apply conventions of grammar and language
usage.
v 6.01 Demonstrate an
understanding of conventional written and spoken expression by using a variety
of sentence types correctly, punctuating them properly, and avoiding fragments
and run-ons.
v
6.02 Identify and edit errors in spoken and written English by applying
proofreading symbols when editing.
Purpose of Mini-Lesson:
The
purpose of this mini-lesson is to reintroduce proofreading marks and to
demonstrate the way they can be used in the editing process.� The lesson could be taught near the end of an
early writing assignment when editing is beginning.� It could also be used later as editing
questions come up.� This worksheet will
be a valuable resource to keep in a writing notebook.� Students can use it to refer back to when
they have questions.
Activity:�
The
teacher will display You Are the Editor sheet on an overhead projector showing
only the editing symbols.� The marks will
be introduced or reviewed for approximately 2-3 minutes.� The teacher will also use this time to
discuss the helpfulness of using a colored pencil while editing and the
importance of skipping a line to leave room for editing symbols. The teacher
will now hand out copies of the You Are the Editor sheet to each student and
instruct them read the sample paragraph and follow along as the class corrects
the paragraph with proofreading marks.�
Next the teacher will display the sample paragraph noting the
proofreading marks and discussing the process of editing. (2-3 minutes) The
teacher will then display the corrected paragraph. (2-3 minutes) The teacher
will observe and watch for questions.�
Finally the teacher will hand out the Find the Errors letter to each
student.� Working in teams of two or
three the students will use editing symbols to correct the letter.� When students are finished (after about 5 or
6 minutes) teacher will display the corrected letter on the overhead allowing
for time to answer questions from the students.�
This discussion will take about 6 to 8 minutes.� To extend the lesson you may have your
students work in pairs and edit samples of their writing.�
Script:
I
am happy to report that our writing process has brought us to the editing
stage.� At this point your work has a
strong foundation and is ready for some polish.�
Today I am going to introduce (or reintroduce) proofreading marks.� These symbols are used as you read through a
piece of writing to indicate a spelling or grammatical error in the work.� Raise your hand if you recognize any of these
symbols (allow time for discussion). Using these marks makes the process of
editing easier.� It is also helpful to
use a colored pencil while editing.� This
makes your notations easier to pick out.�
If you skip a line while you write it will leave you more room to make
your marks.
Here
is a sample paragraph from about parrots.�
Take a minute to read this paragraph and identify possible errors.� Students, who can tell me what the first
error is?� (Allow time for students to
identify errors, make marks and ask questions)�
Now I will display the corrected paragraph.� Doesn�t that look like a more professional
piece of writing?
I
am now giving you a copy of this Find the Errors letter.� Take a few minutes to read the sample
sentences and make the appropriate proofreading marks.� I will be walking around observing your work
and answering any questions that you might have.� (Allow time to work and answer questions as
needed, students may also work in groups)
Before
class I also corrected this letter. (Display corrected letter on the overhead)
Raise your hands if you have any additional corrections.� (Allow time for discussion)� Does anyone have any questions about this
process? (Allow time to answer questions as needed)� Now you will work with a partner to proofread
a piece of writing from you writing folders.�
I will be walking around to answer questions as they come up.
Follow Up:
Guide
students to look for patterns of mistakes that become apparent through their
editing.
Related Lessons:
Commonly
Misspelled Words
Capitalization
Rules
Find the
Errors
This
letter has plenty of mistakes!� Find the
mistakes and correct them.� Record how
many mistakes you found at the end of the page.
dear students
I hope you are enjoing
being in my clasroom.�
I am haveing a food time working with you each
day.
����������� What
do you think has been the bestest part so far did you
like the spelling bea or the
writing labs?� I like the writeing because it let�s me get to know you beter.� I like it
when you practice your righting because it makes me sure that you will do good on our riting test.
some of our
reading prodjects have been fun to tell me which one
was your favorit and we mite trie
it again.
Our principle tole
me that you kids were super?� Now I no that he is write.�
The next time I see him i will say Mr. Smith, i have the best class ever
sincerely,
How
many errors did you find?
Spelling___________________� ������������������� Capitalization________________________
Punctuation_________________�������������������� Other�� ______________________________
Corrected Letter
Dear students,
I hope you
are enjoying being in my classroom.� I am
having a good time working with you each day.
����������� What
do you think has been the best part of our class so far? Did you like the
spelling bee or the writing labs?� I like
the writing because it let�s me get to know you better.� I like it when you practice your writing
because it makes me sure that you will do good on our
writing test.
Some of our
reading projects have been fun.� Tell me
which one was your favorite and we might try it again.
Our principle told me that you kids
were super.� Now I know that he is
right.� The next time I see him I will
say Mr. Smith, I have the best class ever!
Sincerely,