We are nearing the end of our Personal Narrative unit. Ending the unit means that we are deep into the abyss of revising and editing. I don’t know about you, but I struggle with revision for third graders. For some reason, it seems that my students are willing to change things and try strategies if they are presented with them WHILE they are writing. Once they are DONE writing, they seem so much more relucatant to change things. I have done some great mini-lessons about revisions and modeled with my own narrative. Then when they move to work on their own writing, it seems as though I am still pulling teeth with revision… every… single… minute… of…. every… single…writing block!
Out of desperation, I decided to
create and use these cards. I typed them up yesterday and printed them on colored cardstock… because who doesn’t like bright fun colors? I am planning on laminating them for more durability.
Once we reviewed “revising” on the carpet, I introduced them to the class. Students looked at the different cards and were able to start by selecting one that they thought their story needed. They took the card to their seat and then looked back into their story to find a place to practice the skill. Students LOVED it! They liked the idea of having one thing to target and the card made it so much more manageable! When students completed the task on their card, they were able to return the card and get a new one. I loved to hear their discussion and reflection about their choices.
Some kids said they were picking a certain card because they knew that their story needed the revision in it!
As an added bonus, the cards helped me facilitate my conferences with students as well. I pulled three different students during their writing time and we looked over their work. They brought their card with them and we discussed their plan for that card. During each conference, I was able to say something like, “Oooooh! Go over and grab the card for ‘leads’ and bring it back over here!” The student could go over and grab the card. Then they could use the ideas or suggestions on the card to help support them in making appropriate changes. I had one student that I was conferencing with who had the beginning, “One day I was going to a friend’s house for a sleepover” and changed it to, “As I was getting out of the car, I turned to my mom and gave her a tight hug. ‘Have fun at your sleepover,’ she said to me as I made my way to my friend’s house.” The student
was actually able to take several ideas from the “lead” card and incorporate them into their narrative.
I plan to continue to use these cards in an effort to help with revising.. It seemed to give students a tactile thing to target in their writing. The cards had enough suggestions to jog students’ memories about the mini-lessons we had done previously. I plan to add more cards/change them as we start informational writing next week!
~Heather
