Proofreading Andre's writing

Proofreading Andre's writing

Pencil and paper
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
This task is about finding and correcting spelling mistakes.

Andre has written about going to his school camp, but he has made some spelling mistakes. Read Andre's story and circle all the spelling mistakes. Write the correct spelling of the words in the space at the start of each line. If you cannot find a mistake, put a tick () in the space. The first two lines have been done for you.

 the day was really close. Everyone was very excited. 
The waiting was over! The teachers seemed excited as well.
_________________ Tomorow was the day! The day we were going to camp.
_________________ It was really going to hapen. After an evening to inform
_________________ our parents, we had been given letters to take home and get
_________________ signed. All those who were aloud to go to camp had worked
_________________ hard selling sausages to raise enough muney to keep the
_________________ cost for each student to seventy dollers. I had been
_________________ dreaming of this since I was five and it had been a long time
_________________ to wait. I could hardly beleive it!
_________________ My bags were packed. I had everythink on the list. I was
_________________ so excited, I couldn't sleep. I lay awake thinking about all
_________________ the fun we would have: swiming in the river and the other
_________________ games, sleeping in a cabin with my freinds, the camp fire,
_________________ the confidence course, and getting up early for brakefast.
_________________ No, I probebly wouldn't enjoy getting up too early!
_________________ This was going to be the best – I was sure that this would
_________________ become my favorite memory of school.
Task administration: 
This task can be completed with pencil and paper.
Level:
4
Curriculum info: 
English, Creating meaning, Writing
Key Competencies: 
Using language, symbols, and texts
Keywords: 
proofreading, spelling
Description of task: 
Students identify common spelling errors and write the identified errors correctly. Students also identify lines of text without errors.
Curriculum Links: 
Links to the Literacy Learning Progressions for Writing:
This resource helps to identify students’ ability to:
  • spell common words correctly
as described in the Literacy Learning Progressions for Writing at: http://www.literacyprogressions.tki.org.nz/The-Structure-of-the-Progressions.
Learning Progression Frameworks
This resource can provide evidence of learning associated with
Writing meaningful text: vocabulary knowledge, set 5
within the Writing Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
     Y8 (11/2002)
Given finally the day was really close. Everyone was very excited.    
Given The waiting was over. The teachers seemed excited as well.   
1 mark
(for correct recognition)
1 mark
(for corrected error)		 tomorrow was the day! The day we were going to camp. easy
  
 
moderate
1 mark
(for correct recognition)
1 mark
(for corrected error)		 happen It was really going to . After an evening to inform very easy
  
 
very easy
1 mark
(for correct recognition)		 our parents, we had been given letters to take home and get very easy
1 mark
(for correct recognition)
1 mark
(for corrected error)		 allowed signed. All those who were to go to camp had worked difficult
 
 
difficult
1 mark
(for correct recognition)
1 mark
(for corrected error)		 money hard selling sausages to raise enough to keep the very easy
 
 
very easy
1 mark
(for correct recognition)
1 mark
(for corrected error)		 dollars cost for each student to seventy . I had been moderate
 
 
very easy
1 mark
(for correct recognition)		 dreaming of this since I was five and it had been a long time very easy
1 mark
(for correct recognition)
1 mark
(for corrected error)		 believe to wait. I could hardly it! moderate
 
 
moderate
1 mark
(for correct recognition)
1 mark
(for corrected error)		 everything My bags were packed. I had on the list. I was easy
 
 
easy
1 mark
(for correct recognition)		 so excited, I couldn't sleep. I lay awake thinking about all very easy
1 mark
(for correct recognition)
1 mark
(for corrected error)		 swimming the fun we would have: in the river and the other easy
 
 
easy
1 mark
(for correct recognition)
1 mark
(for corrected error)		 friends games, sleeping in a cabin with my , the camp fire, moderate
 
 
moderate
1 mark
(for correct recognition)
1 mark
(for corrected error)		 breakfast the confidence course, and getting up early for . easy
 
 
easy
1 mark
(for correct recognition)
1 mark
(for corrected error)		 probably No, I wouldn't enjoy getting up too early! easy
 
 
moderate
1 mark
(for correct recognition)		 This was going to be the best – I was sure that this would very easy
1 mark
(for correct recognition)
1 mark
(for corrected error)		 favourite become my memory of school. moderate
 
 
moderate

Recognition (16 marks)
Student recognises correct lines and spelling errors.

  • 1 mark is given to each error-free line as correct.
  • 1 mark is given to each error correctly identified.

Production (12 marks)
1 mark is given for each error that has been corrected accurately.

Diagnostic and formative information: 

Recognition:
10% of students correctly identified 16 lines of text.
20% of students correctly identified 15 or more lines of text.
31% of students correctly identified 14 or more lines of text.
51% of students correctly identified 13 or more lines of text.

Production:
6% of students produced correct spellings for 12 errors.
16% of students produced correct spellings for 11 or more errors.
22% of students produced correct spelling for 10 or more errors.
38% of students produced correct spellings for 9 or more errors.
49% of students produced correct spellings for 8 or more errors.