Courseversity

Lesson

Revision and editing

Primary EducationGrade 6English & Language ArtsCV-PRI-G06-ELA-U07-L1045–60 min

You will learn

  • Check structure.
  • Check evidence.
  • Edit conventions.
  • Use feedback.

Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.

Student lesson

The lesson in 60 seconds

  1. Reread the essay.
  2. Revise structure and ideas.
  3. Edit sentences.
  4. Proofread.

Words to know

revise
to improve ideas and structure
edit
to correct and improve sentences
proofread
to check for small errors
peer review
feedback from a classmate

1. Discover: Improving the essay

Ola’s essay on rivers: he checks the thesis (clear), body paragraphs (one idea each) and evidence (one paragraph has none). He revises by adding an example. Through peer review a classmate notes the conclusion adds new evidence, so he moves it to a body paragraph.

Then he edits sentences for clarity and concision and proofreads spelling and punctuation, reading aloud.

Think: Why revise before editing?

2. Understand: From draft to final essay

Idea 1: Revise

Revise ideas and structure first.

Idea 2: Edit and proofread

Edit sentences, then proofread small errors.

Idea 3: Peer review

Use peer review and a checklist.

Remember: Revise structure and evidence first, then edit sentences, then proofread, using feedback.

3. Worked examples

Example 1 (I show you): Revise

What did Ola add?

  1. An example.

Answer: an example for the paragraph without evidence

Example 2 (We do it together): Peer

What did the peer note?

  1. New evidence in conclusion.

Answer: the conclusion added new evidence

Example 3 (You try): Order

What comes last?

Show the steps and answer
  1. Proofread.

Answer: proofreading

Did you know?

Reading your work aloud helps you hear errors that your eyes miss.

Why this matters

Revising and editing turns a draft into a polished essay.

4. Explore: Essay check

Revise an essay.

  1. Use a checklist.
  2. Revise structure.
  3. Edit sentences.
  4. Proofread.
Think about it: what did you notice?

You can revise and edit.

5. Practise

Say it in a sentence

Use these starters when you talk about the lesson. Say them out loud.

  • The feedback says ___.
  • I revised ___.
  • I edited ___.
  • I proofread for ___.

Guided practice

Question 1. To improve ideas and structure is to ___.

revise

Question 2. To correct and improve sentences is to ___.

edit

Question 3. To check for small errors is to ___.

proofread

Independent practice

Level 1: Start

  1. To improve ideas and structure is to ___.
  2. To correct and improve sentences is to ___.
  3. To check for small errors is to ___.
  4. Feedback from a classmate is ___ review.
  5. Ola moved the evidence to a body ___.

Level 2: Grow

  1. What was missing in one paragraph?
  2. What did the classmate note?
  3. How did he proofread?

Level 3: Stretch

  1. Should you revise before proofreading?
  2. Is peer review useful?
  3. Is proofreading first?

Answers are in the answer key below. Try first, then check.

6. Apply: English in everyday life

Revise and edit an essay draft using a checklist.

Show a sample answer

a revised essay

Another one. Ask a family member to read your essay and give one piece of feedback.

Show a sample answer

a completed task

7. Common mistakes

Mistake: Rushing without checking.
Fix: Slow down and check your work.
Another mistake: Skipping the worked example.
Fix: Study the example first, then try.

8. Lesson summary and revision card

I can…

  • I can check structure.
  • I can check evidence.
  • I can edit conventions.
  • I can use feedback.

9. Check and master

Answer all 14 questions. You will see feedback after each one.

1. To revise is to improve ideas and ___.

2. To edit is to correct and improve ___.

3. To proofread is to check small ___.

4. Peer review is feedback from a ___.

5. Which comes first?

6. Which comes last?

7. Which is a revision?

8. Which is proofreading?

9. What helps find errors?

10. What helps find weaknesses?

11. A conclusion with new evidence should be ___.

12. Why revise and edit?

Challenge 1. Which is a useful peer comment?

Challenge 2. Which is an edit?

Your result appears here after you answer every question.

10. Key takeaways

  • Reread the essay.
  • Revise structure and ideas.
  • Edit sentences.
  • Proofread.

11. Next lesson

Next lesson: Understanding arguments. Keep going with the next idea in this course.

Exam practice

These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.

  1. Define revise, edit and proofread. [3 marks]
  2. Why revise before editing? [1 mark]
  3. What is peer review? [1 mark]
  4. Name two checklist items. [2 marks]
  5. Explain how to finish an essay. [3 marks]

Total: 10 marks.

Marking guide and model answers
  1. revise improves ideas and structure [1]; edit improves sentences [1]; proofread checks small errors [1]
  2. ideas may change, making polishing wasted [1]
  3. feedback from a classmate [1]
  4. focus and thesis [1]; evidence or transitions [1]
  5. reread and revise structure and evidence [1]; edit sentences [1]; proofread and use feedback [1]

Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.

Printable worksheet

  1. To improve ideas and structure is to ___.
  2. To correct and improve sentences is to ___.
  3. To check for small errors is to ___.
  4. Feedback from a classmate is ___ review.
  5. Ola moved the evidence to a body ___.
  6. What was missing in one paragraph?
  7. What did the classmate note?
  8. How did he proofread?
  9. Should you revise before proofreading?
  10. Is peer review useful?

Homework

Ask a family member to read your essay and give one piece of feedback.

Answer key and marking scheme

Question Expected response Marks
1. To improve ideas and structure is to ___. revise 1
2. To correct and improve sentences is to ___. edit 1
3. To check for small errors is to ___. proofread 1
4. Feedback from a classmate is ___ review. peer 1
5. Ola moved the evidence to a body ___. paragraph 1
6. What was missing in one paragraph? evidence 1
7. What did the classmate note? new evidence in the conclusion 1
8. How did he proofread? by reading aloud 1
9. Should you revise before proofreading? yes 1
10. Is peer review useful? yes 1
Total 10

Independent practice answers. Level 1: 1 revise; 2 edit; 3 proofread; 4 peer; 5 paragraph. Level 2: 1 evidence; 2 new evidence in the conclusion; 3 by reading aloud. Level 3: 1 yes; 2 yes; 3 no.

Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.

Mastery and remediation

Objective Bronze (Developing) Silver (Proficient) Gold (Advanced)
O1 Check structure Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O2 Check evidence Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O3 Edit conventions Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O4 Use feedback Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation

Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.

If a learner struggles

  1. Find the misconception: Rushing without checking. Slow down and check your work.
  2. Explain another way: use real objects, pictures or actions first, then words.
  3. Show a simpler example: Re-read the examples slowly and use the sentence frames.
  4. Guided practice: work through one example together and let the learner try the next one.
  5. Reassess: use the quiz again or the worksheet.
  6. Move on when the learner shows Silver-level evidence independently.

For parents and guardians

In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.

  • Listen while your child explains the idea.
  • Ask for one new example.
  • Praise effort and careful work.
  • Ask “how do you know?” after each answer, and listen.
  • Praise effort, not only right answers. Mistakes are how we learn.
  • Ten to fifteen minutes a day is better than one long session.

Teacher package

1–5. Objectives, prerequisites, materials, preparation, duration

Lesson objectives. Learners will: check structure; check evidence; edit conventions; use feedback.

Prerequisite knowledge. Conclusions.

Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.

Preparation. Write the key words and examples on the board or on cards before the lesson.

Suggested duration. 45–60 minutes. It can be split into two shorter sessions.

6–9. Teaching procedure, explanation notes, guided and independent activities

Introduction (5 min). Introduce the idea with the opening example.

Explanation (10 min). Teach the key words.

Guided activity (10 min). Practise together.

Independent activity (10 min). Check understanding with the quiz.

Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.

Key questions. What is the key idea? Can I give my own example?

Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.

10–12. Differentiation, formative assessment, common misconceptions

Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.

Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.

Misconceptions. Rushing without checking. Slow down and check your work.

13–15. Assessment questions, answer keys, marking scheme

Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.

16–19. Remediation, enrichment, homework, teacher reflection

Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.

Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.

Sources and standards

This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.

Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 6 » Writing; Grade 6 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.

Research used to shape this lesson. Common Core W.6.5 (with some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing); Cambridge Primary English Stage 6 (improving non-fiction writing). These sources informed the lesson.

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