What it is. Editing is the narrowest pass: only what is on the checklist, and only what has been taught.
Why our test works. A child cannot be corrected on grammar they have not met — the checklist is derived from the grammar pacing precisely so that it never happens. The test hands that protection to the CHILD, which changes editing from being judged to being checked, and is the difference between a class that edits and a class that endures editing.
Leans on. The editing checklist has grown with the grammar strand since Grade 3.
Watch for. If a teacher marks something not on the checklist, the checklist is wrong or the grammar pacing is. Report it rather than marking it.
Edit and publish of the explanatory project. The worked example is the one you build on the board: Teacher shows the road map with today's slot named, and models edit and publish on the cla The class reads Writing Book 6, p.72 — our own page, so a child who was absent can still get the lesson.
You open by saying where this sits — what it follows and what it is part of — in one sentence, and then you give them the reason it matters, in your own words, for about ten seconds. Before anything new, sixty seconds of retrieval on U9 set 1, U14 set 1, U15 set 1: ask, take the answers from boards rather than hands so you see all thirty, and do not re-teach — note who has lost it and carry on.
Then you do one yourself, building it on the board and leaving it up: Teacher shows the road map with today's slot named, and models edit and publish on the class piece — one slot only, so the model is followable. The board copy is what they look back at when they stall, so it stays there for the whole lesson.
The We-do is the main whiteboard moment of the lesson — short answers, boards up on your signal, every child visible at once. Class works the same slot on the shared piece, then reads two versions aloud and says which is clearer and why. If the answer is a whole sentence rather than a word, take it on their notebooks instead, because a sentence written on a whiteboard is written once and destroyed.
They open Writing Book 6 to page 72 and read it with you. Stop at the worked example and let them look at it.
Exit directions in full, standing still, before anyone moves. Then they work alone: In your notebook: edit and publish for your own piece, double-spaced so there is room to correct.
You close on the exit direction — Read the one sentence you are most sure of. — taken from every child before anyone stands, and then the line you want them to still have tomorrow: A published copy is one someone else will read.
If a teacher marks something not on the checklist, the checklist is wrong or the grammar pacing is. Report it rather than marking it.