Spelling mistakes

Spelling mistakes

Pencil and paper
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
This task is about the correct spelling of words.
 
Jasmine wrote a letter to her grandfather to thank him for her birthday present, but she has made some spelling mistakes.
 
Read the letter right through and draw a circle around all the spelling mistakes.
Write the correct spelling of each mistake in the space at the start of each line. If you cannot find a mistake, put a tick () in the space. The first four lines have been done for you.
book
121 Fantail 
Wellington
15 January
Dear Papa

_______________		 Thank you four your present. I really like my

_______________		 new book, "Down the Dragon". It is a

_______________		 great story abowt a dragon.

_______________		 Dad read the story to me last nite. I wanted to

_______________		 listen to it agen, but it was getting late

_______________		 so Dad siad to get some sleep.

_______________		 Tomorrow afternoon som people are visiting

_______________		 ower school to talk to tell us all about the kites

_______________		 thay have made.

_______________		 I well say goodbye now and thanks again.

_______________		 Come to sea me soon,
Jasmine
Task administration: 
This task can be completed with pencil and paper.
Level:
2
Curriculum info: 
English, Creating meaning, Writing
Key Competencies: 
Using language, symbols, and texts
Keywords: 
proofreading, spelling, essential word lists
Description of task: 
Students identify common spelling errors, taken from the essential word lists, 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 high frequency 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: encoding, sets 3-4
Writing meaningful text: vocabulary knowledge, sets 2-3
within the Writing Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 

 

 

Y6 (06/2002)

Recognition (11 marks): Student recognises correct lines and spelling errors.

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

Production (10 marks): 1 mark is given for each error that has been corrected accurately.

Given

Street

121 Fantail

  

Given%
Diagnostic and formative information: 

Common errors

In some cases the percentage of students able to recognise spelling errors differed from the percentage of students able to produce the correct spelling of words.
For example:

  • 73% of students recognised "abowt" as an error, but only 68% of students could produced "about".
  • 81% of students recognised "nite" as an error, but only 74% produced "night".
  • 72% of students recognised "agen" as an error, but only 59% produced "again".
  • 53% of students recognised "ower" as an error, but only 41% produced "our".

 

The words used in this resource are taken from Spell-Write Essential Words for Spelling and Writing.

List 2

List 3

List 4

for

about

night

  they

said

again
  

some

will
 

our

see

Source: 'Spell-Write', Written by Cedric Croft, NZCER, 1998.