This unit plan is a great way to introduce students to basic editing skills. The unit contains a presentation that walks students through the strategies, a student reference card, accompanying worksheets and activities. At the completion of the unit, there is an assessment for teachers to utilise to assess student learning.
Understand that written language uses punctuation such as full stops, question marks and exclamation marks, and uses capital letters for familiar proper nouns
Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words
Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands
Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation
Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
Composes texts using letters of consistent size and slope and uses digital technologies
Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions
Sustains reading unseen texts with automaticity and prosody and self-corrects errors
Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts
Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts
Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure
Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts
Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements
Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation
Construct texts that incorporate supporting images using software including word processing programs