INTERACTIVE EDITING KEY TERMS NAME:

Match the following terms with their meanings. If you have any difficulty, return to the text.

a. b. c. d. e.

Interactive Editing Error-free text Reciprocity of Reading and Writing Familiar Text Think-aloud

_____ 1. When a teacher models thinking behaviors to students by talking through a process as it is happening _____ 2. A piece of writing that is correct, prior to editing for changes _____ 3. A teaching method in which students and teacher work together to edit familiar, error-free text _____ 4. Text that has been previously read and discussed by students _____ 5. The concept that reading and writing are supportive processes, and that each is learned more effectively by relating to one another

f. g. h. i. j.

Key content words Paraphrasing Summary Statement Telegram Predicate

_____ 6. A bringing together of the key information in a passage _____ 7. Words that are critical to the meaning of a sentence or passage _____ 8. A text that is rewritten concisely so that it contains only the most critical information and retains the original sentence structures. _____ 9. A verb phrase that expresses something about the subject of the sentence _____ 10. The process of reconstructing a sentence using key content words

k. Instructional level l. High frequency words m. Word Wall

n. Content Words o. Concepts About Print _____ 11. These make up 67-70% of all words in writing _____12. Students are able to work without frustration while still learning something new _____ 13. A way to organize and display print on walls so that it can be used for information _____ 14. Examples include text layout, graphs, charts, and highlighted words or phrases _____ 15. These make up about 18% of the words in writing

Key Concept Review After reading the text, fill in the blanks.

1. Interactive Editing is a method of teaching effective writing in which students and teacher work together to edit __________ text that has been previously __________ and not text that might have __________, such as their own writing. 2. Interactive Editing is a __________ that supports __________ through __________.

3. When developing a list of __________, students first identify the words in the passage that are not __________ to the __________ of the sentence or passage that can be __________.

4. When developing a list of key content words, it is important to __________ the __________ that some words are __________ and others are not.

5. The value of developing a list of key content words is the __________ about which words are critical to retain the message of the __________.

6. When __________, the teacher models how to go through the text and look at the __________ or units of __________ or meaning.

7. In paraphrasing, the goal is to __________ new sentences using key content words.

8. Students can select one or two important __________ from each __________ and write a __________ for the entire reading.

9. A summary statement can be __________ as a __________ by restating it or by __________ the subject and the predicate.

10. When students rewrite a text using he form of a telegram, the objective of the activity is to __________ the text using only the __________ information.

11. The restriction when using the telegram form of Interactive Editing is that words left intact in the original message must consist of __________.

12. Interactive Editing is appropriate for all types of __________, but particularly supports learning in __________ materials.

13. Interactive Editing can help students understand various writing purposes and __________ by the process to __________ the __________ of the original text.

14. It is sometimes an easier starting point to have students locate words that are not __________ to the content or __________ of the text. This is true when students are having difficulty with __________ a selection or have little __________ about a topic.

15. When using the telegram form of Interactive Editing, students have the __________ to change __________, ___________, and even to __________ a word as long as the meaning of the original message is __________.

16. When choosing texts for Interactive Editing, use selections from both __________ and __________ texts.

17. The selected text should be relatively __________ (up to __________ words) and at the __________ level.

18. It is very important to select text that the students will find __________ so that their interest will be __________ throughout the editing process.

19. During the editing process, student questions and comments should be __________ as this will result in basic __________ of the text.

20. It is important not to __________ that students will make the __________ between the writing __________ that are taught in Interactive Editing and the writing of __________ and reports.

21. The goal of the teacher is to teach for __________ and __________ of strategies to other tasks.

22. After editing, the work should be __________ by the teacher and the students. The discussion should focus on what work was __________ and the __________ of that work on the original __________.

23. Students with similar __________ can be grouped together to provide _________ __________ before the whole class moves forward in a whole group activity.

24. Working with individual students can be an effective way to provide __________.

25. Application of learning in __________ is the goal but this step can be supported through the interactions with others in a __________ setting.

Key Concepts Of Interactive Editing 1. Which of the following is NOT one of the materials needed during an Interactive Editing lesson? a. A hard copy of the text b. A copy of the text on overhead transparency or on chart paper c. An error-free copy of the text to be edited d. A rough-draft of a students work that will be edited and corrected together as a group

2. It is important to discuss the reasoning behind the decision-making in which form of Interactive Editing: a. Telegram b. Paraphrasing c. Developing a list of key content words d. All of the above

3. A form of Interactive Editing in which the students use key content words to reconstruct sentences about the content of the piece is known as: a. Paraphrasing b. Developing a list of content words c. Telegrams d. Changing writing categories 4. When choosing Interactive Editing pieces, which of the following are things to consider: a. Relevant ties to standards b. Appropriate readability c. Potential for student interest and engagement d. All of the above 5. Most writing contains 67-70% of: a. Modifiers or qualifiers b. Content specific words c. High frequency words d. Predicate phrases

6. A text for an Interactive Editing lesson should be: a. Relatively long, so that there are many chances for students to work with the text b. At a level that is frustrating for most students, since the teacher will be there to support their reading c. Relatively short, up to 100 words d. On a topic which the students will find uninteresting

7. Teachers can use Interactive Editing to help students understand various processes and formats by changing the category of the original text. Texts may be changed from: a. Expository to test-taking questions b. Narrative to poetry c. Narrative to readers theater d. All of the above

8. During Interactive Editing, the teacher should: a. Discourage students from asking questions or making comments b. Model how to choose key content words by thinking aloud c. Circle key content words for the students without explaining why they were chosen d. Help the students locate spelling or grammatical errors in the text so that they can be corrected

9. A question that would be appropriate to discuss after an Interactive Editing lesson would be: a. Did we locate all the spelling errors? b. Does this passage have the same meaning as the original? c. Are all the punctuation marks in the correct place? d. What should the author think about as he/she begins writing a new piece?

10. Interactive Editing is NOT; a. A strategy that is appropriate for only struggling readers and writers b. A model for writing from any content area c. A strategy that promotes comprehension through discussion d. A way to teach students different writing types and styles

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