| Spells only phonetically. Leaves
out letters. Writes numbers or
letters backwards or upside down.
Refrains from writing words that
are difficult to spell.
|
Discuss spelling strategies with learners to help
determine cause of errors. Develop a list of
words and letters they reverse to help them
recognize and self-monitor. May choose to
incorporate some of the following spelling
strategies: Horn Spelling method, trace, copy
and recall, use a tape recorder to make sure
they are pronouncing the word correctly,
chunking, highlight the hard parts so they
visualize the correct spelling. Regardless of the
strategy selected, use a multi-sensory
approach. |
| Omits or misuses sentence
markers such as capitals and end
punctuation, making it difficult
for the reader to understand the
text. |
Determine their level of understanding for
capitals and punctuation - teach them the
basics if necessary and model editing strategies
such as COPS to help them self-monitor for
these types of errors. |
| Has awkward writing grip or
position. Letters, words, and lines
are misaligned or not spaced
appropriately. Makes frequent
punctuation errors and mixes
capital and lower-case letters
inappropriately. |
Check learners' writing positions, their pencil
grip, paper angle and general balance. If
learners sit side-by-side, ensure that left-handers
are correctly placed so as not to crowd
out their right-handed neighbours. Encourage
a cursive hand writing style, linked to the
printed form, so that a movement memory can
be established. |
| Is reluctant to proofread or does
not catch errors. May spell the
same word differently in the same
writing sample. Focuses mostly on
the mechanics of writing |
Introduce story grammar along with semantic
mapping to work on style and content. Use
DEFENDS or POWER to help understand the
whole writing process including editing and
revising. Teach them editing strategies such as
COPS. |