It always seems to hard to differentiate between the two-- during revising, I always see kids working on spelling or capital letters and the chance to really delve in and work on description and sensory details is lost.
I came across some great help on Pinterest (of course!) and wanted to share my Revising (ARMS) and Editing (COPS) anchor charts with you:
Analyze & Revise:
Note: I didn't draw the cute guy, he's from Microsoft Clipart :) I also added the marks on the right-hand side so kids knew what to do to add (use the carrot), remove (cross off) or move (circle and use an arrow) a word or sentence in their piece.
By the way, dead vs. alive words is SUCH a fun way to teach boring vs. exciting words. My boys, especially, LOVE to act out the fact that "said is dead" and hey, if that gets them to revise, I am willing to let them do it ;)
Editing & Proofreading:
Note: This guy is from Microsoft Clipart, too. I have also seen this done with "CUPS" where U=Usage, but that was a bit over my third-graders' heads, so I stuck with COPS and can now act like the Punctuation/Spelling/Capitalization Police if I want ;)
We have a district-given "High Frequency Word List" for third grade that we use (it comes from Rebecca Sitton's 1200 High Frequency Word List). I also encourage kids to use their "best effort" spelling, especially on this first piece. As long as it's not on their High Frequency List (I have them glue that to the inside cover of their Writer's Notebooks at the beginning of the year for reference), it can be their best try and I'm ok with that. This also keeps my reluctant writers and strugglers from looking in the dictionary for one word for...the....entire.....writing...........period.... ;)
Sally's anchor chart was my original inspiration:
And a great COPS display (that uses my favorite Scrappin' Doodles clipart!) can be found at The Eager Teacher- cuteness!
What do you do to teach the difference between revising and editing?