Mini-Task

You will use CUPS editing strategy to edit writing and help give systematic feedback to others to improve their writing.

Assess self editing and/or peer editing as complete or not complete.

Complete:

• Evidence of student feedback from self and/or peer(s)
• comments/suggestions
• proofreading marks
• Completed Checklist

Not Complete:

• No evidence of student feedback from self and/or peer(s)
• No Checklist

• Explain: Once you've revised your writing, it's time to edit.  When editing, use the CUPS strategy.
• Display the CUPS strategy (i.e. anchor charts, projected for students, etc.
• Check the following in your writing and when peer editing:

• • Capitalization
  • Usage
  • Punctuation
  • Spelling
• Briefly review the CUPS strategy with the students who have used it before.
• For students unfamiliar with this strategy, model how to edit for capitalization, usage, punctuation, and spelling with a example text (suggestion: use a piece of your own writing to edit)
• assign students to partners to employ the CUPS strategy with a piece of their writing
• walk around and give feedback to students where needed
• Invite students to conference with their partner, outlining and explaining the edits made.

Note: "NCTE Edit Checklist" and "Peer Checklist" included below in teacher resources outline alternative editing strategies