Ok, we’ve worked to make our papers clear, concise, and complete during revision. Now let’s proofread to work on the way the writing looks: punctuation, capitalization, spelling, formatting/indenting, homophones, contractions, margins. You know: all that grammar and mechanics stuff. We work on that regularly through Daily Oral Language (DOL), but let’s take it to the next level and apply that DOL knowledge. Students have to acquire the ability to proofread, and we have to acquire the ability to teach them how to get it done. Again, teaching skills in isolation won’t transfer when students go through the writing process. Skills need to be taught in context.
Hopefully, you have posted common mistakes and given students a checklist before starting to proofread. You know the grammar and mechanics skills your students are responsible for and at what time. Hold them accountable once you have taught the skills and they have had adequate time to practice them in context. After they proofread for two or three skills, check for corrections and then move on to another skill. They can then make changes in those on the same rough draft. You should have several proofreading sessions with feedback between each. If revision and proofreading really happen, your students will have a sloppy copy as a rough draft!
Tips:
1.Have students read the paper backward so they aren’t blind to their own errors. This way they read what is there and not what they think is written. Reading a paper backward is a great way to check for spelling errors.
2. This day and time, we need to have students check for texting shorthand.
3. Have students pair up and read their papers aloud. When they actually look at what they have written as they read, they will catch errors.
3. CUPS is a commonly used acronym that might be beneficial. CUPS stands for capitalization, usage, punctuation, and spelling. The following chart I found online might be useful.
http://www.stjoanofarc.org/school/grade5/cups.htm
I will be adding to this list so come back when you can.