Serving Multilingual Learners of All Ages
  • *Home*
  • Articles for Educators
    • Home
  • Resources
    • ReadingWritingELs
    • Books for Educators
    • Culturally Inclusive Books for Students
    • Videos
    • Infographics
  • ABOUT VALENTINA
    • Experience
    • Presentations
  • Advertising Disclosure
Picture
Tweet

Registration is open for the Seidlitz Literacy Conference

Picture
Click HERE for details and registration, 

Authentic Shared Revising & Editing

10/6/2017

 
Picture
GLAD Strategy: Cooperative Strip Paragraph
​
What is the cooperative strip paragraph?

The Cooperative Strip Paragraph is by far one of my favorite GLAD (Guided Language Acquisition Design) strategies because it promotes cooperative learning, reading and writing in all content areas. BAM!
I first learned about it several years ago when I went through GLAD training. I used to be a certified GLAD trainer for my district (but we let our certification expire). The great thing is that even if your certification expires, the knowledge you've gained never does!  
Anyhow, I instantly fell in love with Cooperative Strip Paragraphs after using them with my own students. What I love most about CSP is that it allows my students to process their learning while they write in cooperative groups, practice reading at their own readability level, and go through the steps of revising and editing in an authentic way using a shared piece of work. And the fact that CSP can be used in any content area K-12 is an additional BONUS!
CSP incorporates shared reading and shared writing. And it benefits my students who are struggling readers as well as my ELLs because they have multiple opportunities to read, read, read the text that we write together.

Here’s how it works:
Let’s say for example that we’ve been learning about the solar system (but it can be just about any topic or even a book)...
  • I ask the students to work in collaborative groups to come up with one sentence together about the topic. Group one might write about Mars and group 2 might write about Earth...so on. 
    • Teacher: “Scientists, we’ve been learning about the solar system. Put your heads together and write a sentence about the planet that interests you most. Remember, work together to come up with your sentence. Everyone must agree.”
  • Students put their heads together and discuss until they come up with one sentence together. Each group uses a different colored marker to write their sentence on a sentence strip. Once sentences are ready, a student from each group places them on the pocket chart in the front of the class. Don’t worry about the order of the sentences. That will be part of the revising process later.
  • After all the sentences are up, the class will come together in front of the pocket chart and read the sentences chorally. The teacher will come up with a topic sentence and write it in black on a sentence strip. For this example it may be something like: The solar system has many planets.
Spotlight
  • We begin by highlighting in yellow what we like about our writing. What have we done well? Which words sound scientific and academic? By putting a spotlight on what we’ve done well, we boost the confidence of our young writers.
Revising
  • Before we revise, we chorally reread our piece of writing. Now let’s look at possible revisions. Many districts already some type of revising and editing checklist. You can use the one that your district supports or the one included here. Using a kid-friendly revising and editing checklist will help ELLs move through this critical process.
  • First we look at the clarity of our writing. Does our writing make sense or do we need to make any changes to make our piece more clear for the reader? We start from the beginning and work our way down thinking about whether or not we need to add in words or take words out to make our writing more clear. We look at the ORDER and structure of our piece and we begin to rearrange our sentence strips to make more sense. 
  • During the Revising and Editing process the teacher makes edits in BLACK marker and if needed tears sentence trips to add words in or take words out with the permission of the class (shared writing, revising and editing). 
  • After revising together, the class will use an Editing Check list to edit the piece together. During each step of the process, the class will practice chorally reading the piece. (SOO much reading)! 
  • And finally the teacher will guide students in crafting a conclusion sentence together. 
  • And once again, REREAD it!
After the piece is complete, the teacher will type it up and this piece can become a fluency practice for readers. 
Also the teacher can recreate the piece on new sentence strips matching the colors. Then this can be used as a small group reading activity. The teacher will rearrange the strips and allow the group to rebuild it. And guess what!? They reread it again. All this reading practice is amazing for your ELLs and struggling readers. The gains they make are fabulous!
After they have completed the task, the teacher can cut the sentence strips into smaller chunks and do some more rearranging and students can play again and reread! This can continue until the strips are cut down to a word. 
 Relationship to State Testing
Does your state have a standardized writing test? We do...and our ELLs usually don't do well on the revising and editing portion. But teaching revising and editing in isolation or with texts that aren't their own isn't relevant to students. They can't connect with the learning and carry it forward into application. 
The built in component of authentically revising and editing a piece of shared writing is arguably the most powerful part of CSP.  Rather than having students practice using reading passages they are unfamiliar with and answer multiple choice questions, CSP relies on a more organic approach to practicing revising and editing. 
State testing has its value, but like many of you, I do not believe in teaching to a test. Tests change every year. Rather I'm a supporter in relying on the state curriculum standards. If we use those to guide our instruction, and we know our students well, then we should be able to help them do well on any assessment put in front of them. ​

Let me know if you've used Cooperative Strip Paragraph before or if you plan on using it. Please share in the comments below. I would love to hear your experiences!
Tan
10/31/2017 01:12:47 am

Hi, Valentina.

I really appreciate this article. I like how the writing process becomes a collaborative process. The steps of this process will help ELs understand writing. I love the collaborative revision as well. It really teaches students that writing is really about revising.

I would love a video next time you use CSP.

Well-written article, Valentina!

Valentina
10/31/2017 08:30:27 pm

Thank you, Tan. It's a power research-based technique. Unfortunately, my district holds very strict guidelines for videotaping students.

sentence link
11/25/2017 09:51:45 am

it's helpful to teaches student for understand writing. thank you that's good article Vallentina.

Martha Compton
11/20/2019 03:51:22 pm

Thanks for this! I don't see your checklist linked. Am I missing it somewhere?

Peggy
11/5/2021 07:59:33 am

I am trying this today with 9th grade special ed (some of whom are also LEP). They really need help with paragraph writing and this looks like a great activity.


Comments are closed.

    Subscribe to Newsletter

    ​Archives

    January 2023
    November 2022
    October 2022
    May 2022
    February 2022
    January 2022
    August 2021
    June 2021
    May 2021
    April 2021
    February 2021
    January 2021
    December 2020
    September 2020
    June 2020
    May 2020
    April 2020
    March 2020
    February 2020
    January 2020
    December 2019
    November 2019
    October 2019
    September 2019
    August 2019
    July 2019
    June 2019
    May 2019
    April 2019
    March 2019
    January 2019
    December 2018
    November 2018
    October 2018
    September 2018
    August 2018
    July 2018
    June 2018
    May 2018
    April 2018
    March 2018
    February 2018
    January 2018
    December 2017
    November 2017
    October 2017
    September 2017
    August 2017
    July 2017
    June 2017
    May 2017
    April 2017
    March 2017
    February 2017
    January 2017
    December 2016
    May 2016


    Categories

    All
    Academic Conversations
    Academic Vocabulary
    Accommodating
    Accommodations
    Administrator
    Advocacy
    Anchor Chart
    Art
    Assumptions
    Balanced Literacy
    Beginning Of The Year
    Bloom's Taxonomy
    Book Study
    Brain Research
    Building Background
    Building Relationships
    Collaboration
    Communication
    Comprehensible Input
    Conferences
    Conferring
    Connecting With ELL Families
    Content Objectives
    Cooperative Learning
    Cooperative Strip Paragraph
    Coteach
    CoTeacher
    Co Teaching
    Co-teaching
    Courses
    Creativity
    Critical Thinking
    CRT
    Culturally Responsive Teaching
    Curriculum
    Differentiate
    Differentiation
    Discourse
    Distance Learning
    Diverse Books
    DOL
    Ear To Ear Reading
    ELLs
    ELPS
    Empathy
    End Of The Year
    Engaging
    English Learners
    ESL
    Exit Criteria
    Expression
    Fluency
    Foundations
    Four Cs
    Games
    Getting To Know Your ELLs
    GLAD
    Goal Setting
    Gradual Release
    Guided Math
    Immigrant
    Instructional
    Interactive Lecture
    Interactive Read Aloud
    Interactive Word Walls
    Language Development
    Language Level
    Language Objectives
    Language Rich
    Language Structures
    Leaders
    Learning Walks
    Lesson Planning
    Levels
    Library Media Specialist
    Linguistic
    Listening
    Literacy
    Long Term ELs
    Maslow's Hierarchy
    Math
    Memory
    Misconceptions
    Model
    Modeling
    Multilingual
    Native Language
    New ESL Teacher
    Nonfiction
    Observation
    Observation Charts
    Online PD
    Oral Language
    Paraprofessional Educators
    Parent Teacher Conference
    Personalized Learning
    Phonics
    Picture Word Inductive Model
    Planning Instruction
    PLDs
    PLN
    Primary Language
    Principals
    Procedural
    Professional Development
    Professional Learning Network
    Programs
    Q Triple S A
    Readers' Workshop
    Reading
    Reading Workshop
    Revising & Editing
    Scaffolding
    Science Of Reading
    Secondary
    Sentence Patterning Chart
    Sentence Starters
    Sentence Stems
    Shared Writing
    Sheltering Instruction
    Sketchnotes
    Small Group
    Social Studies
    Somebody Wanted But So
    Structured Conversations
    Summarization
    Summer
    Supporting ELLs
    SWBS
    Systematic Change
    Talk
    Talking Heads
    Teacher
    The Power Of Talk
    Toolkit
    Total Physical Response
    TPR
    Twitter
    Verbal
    Virtual Learning
    Visuals
    Vocabulary
    Wait Time
    WIDA Can Do
    Workshop
    Writers' Workshop
    Writing
    Writing Workshop

    RSS Feed

    Picture
    Tweets by ValentinaESL
Powered by Create your own unique website with customizable templates.
  • *Home*
  • Articles for Educators
    • Home
  • Resources
    • ReadingWritingELs
    • Books for Educators
    • Culturally Inclusive Books for Students
    • Videos
    • Infographics
  • ABOUT VALENTINA
    • Experience
    • Presentations
  • Advertising Disclosure