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Once Upon a Fairy Tale: Teaching Revision as a Concept Overview Students sometimes have trouble understanding the difference between the global issues of revision and the local ones of editing. After reading several fractured fairy tales, students make a list of the ways the original stories have been revised-changed or altered, not just "corrected"-to begin building a definition of global revision. After students have written a "revised" story of their own, they revise again, focusing more on audience but still paying attention to ideas, organization, and voice. During another session, students look at editing as a way to polish writing, establishing a definition of revision as a multi-level process.

"Teaching Revision Vocabulary: Revision/Trait Metaphor Cards"

Barry Lane revision handout: full of great ideas

Fantastic source for flipping the classroom. . .to a degree

Using mentor texts to examine, write, revise leads in writing

"Watch best practices by model teachers and listen to experts in the field of teaching writing. The videos tackle many facets of the writing process, whether it is encouraging students to seeing themselves as "authors" or viewing conventions and revision with positive attitudes. "

"Here are some thoughts by Timothy Kelley on choosing a headline for your article - and then revising your draft so that your final article is the best it can be."

The practice of sustained silent reading (SSR) is based on the belief that motivation, interest, self-selection, modeling, and time spent reading contribute to student reading achievement. This article describes a study designed to ascertain the prevalence of SSR in classrooms in a particular geographic area and the degree to which the program's original goals are being met. Seventh-grade teachers were surveyed regarding participation in SSR, organization of the program, material selection, and methods of evaluation. Findings indicate that silent reading is popular in the classroom in part because of the opportunities for instructional decision making it provides teachers. However, the individual implementation of the program has resulted in many aspects of the actual practice of SSR deviating from the original model. Questions regarding the integrity of current practices as compared to the original model are discussed, and suggestions to teachers who plan to implement or revise SSR programs are offered.