Over the holiday weekend I have been experiencing much joy in my life. I have been remembering all of the things that I am grateful for and focusing on completing the editing stage of my book 31 Days to Become a Better Reader. As I have been editing the book, it dawned on me how similar the self-monitoring tactics I teach to children in my online tutoring program are similar to the editing process. Those strategies are:
- Does it look right?
- Does it sound right?
- Does it make sense?
In my book I mention these strategies on Day 5. Let’s take a closer look at what this looks like in the reading process and compare it to the writing process.
Does it Look Right?
In reading if I say a word that was not written on the page, then I need to think does that look right. I can use the beginning of the word to make an initial decision and then move onto the end of the word and the middle.
As I was editing my book, thinking does it look right was extremely pivotal. Amazon has expectations when a book is sent in about the size of the margins and font. I even needed to pay close attention to the space at the end of a page and check with the alignment on the top.
My Table of Contents was one of those things that I saved for last because I knew that the page numbers would change. However, I had difficulty with the page alignment with the chapter numbers and the chapter title. I needed to call in my resource of call a friend and she helped me fix it.
Sometimes when we are reading we are able to fix our mistakes. However, there are times when you just can’t figure out a word and you need to ask someone for help.
Does it sound right?
When we are reading we want to make sure that we are reading the way the author wrote it. This means that the author needs to take special care to make sure that the sentences are grammatically correct. If it doesn’t make sense, then we need to go back to read it if we are the reader, or go back and reword it if we are the editor/writer.
Does it Make Sense?
Many times struggling readers will read words that don’t sound like real words. They need to think themselves if that is a word they have heard of or not. The tricky part is sometimes the child reads the word correctly, but because she is not familiar with the meaning of the word, she second guesses herself.
During the editing process I found that I need to read my work out loud and check for any errors I may have made. I found that I had several errors that I had not caught previously. Thank goodness for that red squiggly line that alerts one to these errors. I had a few spelling errors that are similar to the errors a reader makes when reading a made up word.
Writing a book from start to finish opened my eyes to the entire reading/writing process more than it ever has before. In the schools many people are utilizing Lucy Calkins method of teaching writing. This woman is spot on and she teaches children to edit for one thing at a time. I found that in editing my book that I needed to focus on one part at a time. For example, I looked for page alignment throughout the whole text, matching table of contents with my chapter titles, and so on and so forth.
The reading and the writing process are so closely aligned that it is important to marry the two and only focus on one thing at a time. If we try to focus on everything, then eventually our minds will become frazzled. Sometimes we need to take it one word at a time, one sentence at a time, one page at a time, or one chapter at a time. However we decide to go about we always need to remember to keep it simple.