Editing Hemi's story

Editing Hemi's story

Pencil and paper
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
This task is about words that sound the same, but have different spelling and meanings.

Hemi has written a story about his dog. He has used some words that sound right, but the words do not have the correct meaning.

Read the story all the way through. Then draw a circle around all the incorrect words that you can find. Write the correct word in the space at the start of each line. If you cannot find an incorrect word, put a tick () in the space. The first two lines have been done for you.

Hemi's story  

to Hemi's dog, Jack, did not want too run around.
a check mark He just lay on the floor looking sad.
______________ The site of him made Hemi sad too.
______________ Hemi thought that Jack had sore airs, but his Mum
______________ thought that Jack had hurt his pores.
______________ "What can we do?" Hemi asked his Mum.
______________ "Let's take him to the vet," said Mum.
______________ The vet looked at Jack's hole body. He listened
______________ to his heart, and he poked and prodded.
______________ "I'm sure there are no brakes in his bones, said the
______________ vet as he ruffled Jack's hare. "He seems to be in
______________ good health. I think that maybe he has bruised one of his
______________ feet. Keep him quiet for a few daze and he'll be
______________ running around in no time. He is not aloud to go
______________ outside for a day or too".
Task administration: 
This task can be completed with pencil and paper.
 
Students are asked to identify correct lines, spelling errors, and then add the correct spelling for any error.
There are 13 lines to check (15 altogether) and 9 incorrect words.
Level:
3
Curriculum info: 
English, Making meaning, Reading
Key Competencies: 
Using language, symbols, and texts
Keywords: 
proofreading, homophones, spelling
Description of task: 
Students identify spelling errors in common homophones and write the identified errors correctly. Students also identify lines of text without errors.
Curriculum Links: 
Links to the Literacy Learning Progressions for Reading:
This resource helps to identify students’ ability to:

  • monitor their reading for accuracy and sense

as described in the Literacy Learning Progressions for Reading at: http://www.literacyprogressions.tki.org.nz/The-Structure-of-the-Progressions.

Learning Progression Frameworks
This resource can provide evidence of learning associated with
Making sense of text: vocabulary knowledge, sets 4-5
within the Reading Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
 

Y6 (08/2002)

to

Hemi's dog, Jack, did not want run around. He

   

4

just lay on the floor looking sad.

   

sight

The of him made Hemi sad too.

difficult

difficult

ears

Hemi thought that Jack had sore , but his Mum

easy

easy

paws

thought that Jack had hurt his .

moderate

moderate

4

"What can we do?" Hemi asked his Mum.

very easy

4

"Let's take him to the vet," said Mum.

very easy

whole

The vet looked at Jack's body. He listened

moderate

moderate

4

to his heart, and he poked and prodded.

very easy

breaks

"I'm sure there are no in his bones," said the

difficult

difficult

hair

vet as he ruffled Jack's . "He seems to be in

easy

easy

4

good health. I think that he has bruised one of his

very easy

days

feet. Keep him quiet for a few and he'll be

easy

easy

allowed

running around in no time. He is not to go

difficult

very difficult

two

outside for a day or .

easy

easy

Recognition of the word: student recognises correct lines and spelling errors.

Look for 

Recognition [13 lines]

  • error-free line identified as correct.
  • each error correctly identified.

Correction [9 words]

  • each error that has been corrected accurately.
Diagnostic and formative information: 

Recognition:
7% of students correctly identified 13 lines of text.
16% of students correctly identified 12 or more lines of text.
28% of students correctly identified 11 or more lines of text.
43% of students correctly identified 10 or more lines of text.
60% of students correctly identified 9 or more lines of text.

Production:
7% of students produced correct spellings for 9 errors.
12% of students produced correct spellings for 8 or more errors.
27% of students produced correct spellings for 7 or more errors.
45% of students produced correct spellings for 6 or more errors.
57% of students produced correct spellings for 5 or more errors.