Revision Cycle 2 — Sentence Variety + Final Roots + Final Set-11 Words

Children re-read their post-revision-1 draft. Note 2 places where sentence variety could improve.

• Provide silent reading time
• Affirm specific noticings

Today you complete the revision cycle and consolidate vocabulary. The remaining moves: Move 7 (CORRELATIVE-CONJUNCTION PAIR) — add at least 1 either-or, neither-nor, both-and, or not-only-but-also pair in your essay. Move 8 (EXPAND/COMBINE/REDUCE) — apply one of each move at least once. Move 9 (COMMAS) — check 5 comma rules (introductory element, yes/no, tag question, direct address, series). Move 10 (CONCLUSION SYNTHESIZES) — re-check synthesis. Watch teacher apply Moves 7 and 8 to a sample paragraph. ORIGINAL: 'Verse form is short. Verse form is also powerful. Readers can dwell on each line.' MOVE 8 COMBINE: 'Although verse form is short, it is powerful — readers dwell on each line.' MOVE 7 add correlative pair: 'Not only is verse form short, but it is also powerful — readers can dwell on each line.' Now Greek/Latin roots final review: 12 of 12 taught (BIO, GEO, PHOTO, GRAPH, SCOPE, PORT, DICT, SCRIB/SCRIPT, STRUCT, TELE, AUTO, PHON). Test: name root for each — biology, geography, photograph, paragraph, telescope, transport, predict, manuscript, construct, telephone, automatic, phonics. Tier-2 Set 11 final 5 (review): ILLUSTRATE, DEMONSTRATE, JUSTIFY, DISTINGUISH, EVALUATE — apply to your essay revision metacognition.

• Notice: combining and adding correlative pairs together produce a richer sentence than either alone.

  model See narrative.

  prompt Teacher applies Moves 7 and 8 to a sample 3-sentence chunk.

• Name 3 ways to ADD sentence variety.
• Name 1 example word for each of the 12 roots.

M-5-F-WR-17-A Chart

11x17 chart: original 3-sentence chunk top, COMBINE move middle, COMBINE + CORRELATIVE move bottom. Each annotated with move number. Print-ready, dyslexic-friendly font.

• Apply Moves 7, 8, 9, 10 to your draft. Annotate each.

  scaffold MG-22 anchor; MG-19 and MG-14 anchors
• Test yourself on all 12 roots — name an example word for each.

  scaffold MG-20 roots wheel; root card deck
• Use all 15 Set-11 words in a connected reflective paragraph about your essay-writing process.

  scaffold Set 11 cards (all 15)

M-5-F-VOC-17-B Chart

Reproduction of MG-20 at 18x24: 12-wedge wheel with all 12 roots and 3 example words each. Print-ready, dyslexic-friendly font, classroom poster.

MG-20 Chart

Greek/Latin roots wheel anchor (L.5.4.b): a circular wheel divided into 12 wedges, one per root, each with the root spelled in the center and example words on the outer edge. ROOTS: BIO (life — biology, biography, biosphere) / GEO (earth — geography, geology, geometry) / PHOTO (light — photograph, photosynthesis, photon) / GRAPH (write — autograph, paragraph, graphic) / SCOPE (view — microscope, telescope, periscope) / PORT (carry — transport, import, portable) / DICT (speak — dictation, predict, contradict) / SCRIB/SCRIPT (write — scribble, manuscript, prescribe) / STRUCT (build — structure, construct, instruct) / TELE (far — telephone, television, telegraph) / AUTO (self — automatic, autobiography, autograph) / PHON (sound — phonics, telephone, symphony). Bottom rule: 'When you meet a new word, look for a root you know.' Print-ready 11x17.

• Show post-revision-2 draft with all 10 moves annotated.
• Use 5 Set-11 words in a sentence about your essay process.

• Star the move that completed your draft.
• Predict: tomorrow we begin peer-edit cycles.

• At home tonight, read full revised draft aloud one more time. Note 1 place where peer-edit would help. Bring tomorrow.