Writing a letter to Uncle Sam

Writing a letter to Uncle Sam

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.

Joseph wrote a letter to his Uncle Sam, but he has made some spelling mistakes.

Read Joseph's letter and circle all the spelling mistakes. Write the correct spelling of these mistakes 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.

16 Strand 
Auckland
____________ 14 Febuary
____________ Dear Uncle Sam,
____________ It wasn't untill I looked at the calendar that I saw
____________ how long you have been away. It has been to months.
____________ When will you be geting back? I can't wait to show
____________ you how I can run the fitness track in four minits.
____________ School is back and my freind Dallas is in the same
____________ class as me this yer. It will be great when we go to
____________ camp latter in Term 2.
____________ I broke my arm in the holidays. I was climbing the
____________ tree in the back yard when suddenally I slipped and
____________ fell threw the branches to the ground. I hurt my
____________ head too, but I'm all rite now.
____________ Your room is all redy for you, so I hope you will be
____________ back befor too much longer.
____________ I am off to play out side now. See you when you get back.
  Your nephew, Joseph
Task administration: 
This task can be completed with pencil and paper.
Level:
3
Curriculum info: 
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 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 within the Writing Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 

 

   

Y6 (08/2002)

Given

street

16 Strand Stret

 

Given

Auckland

 

1 mark
(for correct recognition)
1 mark
(for corrected error)

February

14

difficult

difficult

1 mark
(for correct recognition)

Dear Uncle Sam,

very easy

1 mark
(for correct recognition)
1 mark
(for corrected error)

until

It wasn't I looked at the calendar that I saw

difficult

difficult

1 mark
(for correct recognition)
1 mark
(for corrected error)

two

how long you have been away. It has been months.

moderate

moderate

1 mark
(for correct recognition)
1 mark
(for corrected error)

getting

When will you be back? I can't wait to show

easy

easy

1 mark
(for correct recognition)
1 mark
(for corrected error)

minutes

you how I can run the fitness track in four .

very easy

easy

1 mark
(for correct recognition)
1 mark
(for corrected error)

friend

School is back and my Dallas is in the same

moderate

difficult

1 mark
(for correct recognition)
1 mark
(for corrected error)

year

class as me this . It will be great when we go to

very easy

very easy

1 mark
(for correct recognition)
1 mark
(for corrected error)

later

camp in Term 2.

moderate

moderate     

1 mark
(for correct recognition)


____________

I broke my arm in the holidays. I was climbing the very easy
1 mark
(for correct recognition)
1 mark
(for corrected error)
suddenly tree in the back yard when ____________ I slipped and

easy

moderate

1 mark
(for correct recognition)
1 mark
(for corrected error)
through fell ____________ the branches to the ground. I hurt my

difficult

difficult

1 mark
(for correct recognition)
1 mark
(for corrected error)
right head too, but I'm all ____________ now.

easy

easy

1 mark
(for correct recognition)
1 mark
(for corrected error)
ready Your room is all ____________ for you, so I hope you will be

very easy

easy

1 mark
(for correct recognition)
1 mark
(for corrected error)
before back ____________ too much longer.

easy

easy

1 mark
(for correct recognition)
1 mark
(for corrected error)
outside  I am off to play ____________ now. See you when you get

difficult

difficult

 

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

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

Production (14 marks)
1 mark is given for each error that has been corrected accurately.

Essential Word Lists
The words for this resource are taken from:

List 4

List 5

List 6

two

through

suddenly

  

before

right

  

friend

ready

  

year

outside

     

until

     

getting

     

minutes

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

Diagnostic and formative information: 
Recognition:
4% of students correctly identified 19 lines of text.
10% of students correctly identified 18 or more lines of text.
17% of students correctly identified 17 or more lines of text.
30% of students correctly identified 16 or more lines of text.

Production:
3% of students produced correct spellings for 14 errors.
9% of students produced correct spellings for 13 or more errors.
17% of students produced correct spellings for 12 or more errors.
24% of students produced correct spellings for 11 or more errors.