Proofreading as a powerful strategy in children s development as spellers: classroom insights

1. Proofreading as a powerful strategy in children�s development as spellers: classroom insights Dr Lisa Kervin University of Wollongong lkervin@uow.edu.au

2. Sequence of Activities - to assess Dennis proofreading task Burt Reading Test Running Records Interview One with students 2 � L. Kervin IRA Chicaho 2010

3. The �Dennis� proofreading task Scenario: Writing has been done by another yr 2 student, they need help to �fix it up� Teacher models proofreading as they fix the title Students are asked to: mark any errors they find; show the places where something is missing; and, attempt to �Fix� any errors 3 � L. Kervin IRA Chicaho 2010

4. Interview 1 Questions When you are writing, do you ever want to include a word that you don�t know how to spell? If so, what did you do? Do you know someone who is a really good speller? Do you think they ever come to a word they don�t know how to spell? 4 � L. Kervin IRA Chicaho 2010

5. Interview 1 Questions Do you like writing? Why or why not? Do you like learning to spell new words? Do you have any ways to help you work out and remember new spellings? What are they? 5 � L. Kervin IRA Chicaho 2010

6. Interview 1 Questions What is proofreading? Is it important to proofread your writing? Why or why not? Do you have any ways of helping you to proofread? What are they? Are there any other ways you can improve your spelling? 6 � L. Kervin IRA Chicaho 2010

7. Sequence of Activities - the �intervention� Series of proofreading experiences Joint negotiation of proofreading process Collection and analysis of student worksamples Interview 2 with students 7 � L. Kervin IRA Chicaho 2010

8. Students need to be taught: Proofreading strategies Appropriate sequence for the procedures Time management skills so time is available for proofreading Time to produce and share the proofread copy 8 � L. Kervin IRA Chicaho 2010

9. Devised proofreading steps Re-read your text Put a circle around words that don�t look right Put [a box] around things that don�t make sense Put a line under the letters that need to be changed to a capital or lower case After you�ve had a go at proofreading your text, work with your buddy 9 � L. Kervin IRA Chicaho 2010

10. 10 � L. Kervin IRA Chicaho 2010

11. Analysis of individual writing samples Total words written in the text Total spelling errors within the text % of words written correctly before proofreading Total corrections made while proofreading Success rate of corrections % of words spelt correctly after engaging with proofreading process 11 � L. Kervin IRA Chicaho 2010

12. Interview 2 Writing samples were collected for each child and used as stimulus Interview 1 questions were repeated, children were asked to provide examples in their writing to illustrate what they were saying 12 � L. Kervin IRA Chicaho 2010

13. What do proofreaders do? Skim through the text to attain meaning Re-read to carefully detect errors Consciously slow down the reading process to scan and check each word Use a range of spelling strategies Have confidence in their ability to detect errors and to fix them 13 � L. Kervin IRA Chicaho 2010

14. Children need to understand that being a �good proofreader� is what makes a �good speller�. 14 � L. Kervin IRA Chicaho 2010

15. 15 � L. Kervin IRA Chicaho 2010

16. When a student proofreads their writing, they demonstrate: What they already know Why they decide to use particular language knowledge for a particular language task How successful they are in their use of a language task What they need to know in order to progress as a language user 16 � L. Kervin IRA Chicaho 2010

17. Questions I began to ask � (either individual or in spelling conference) What words do you think you�ve spelled correctly? Which words aren�t you sure about? Why did you decide on this particular spelling? How else could you spell this word? If this work is incorrect, how could you find the correct spelling? 17 � L. Kervin IRA Chicaho 2010

18. What this �looked� like in my early primary classroom 18 � L. Kervin IRA Chicaho 2010

19. What proofreading �looked� like in my early primary classroom Scheduled time for proofreading - Expectation - Proofreading �activities� - Mystery writer - Proofreading pals - Metalanguage to talk about proofreading and what it meant for them as writers 19 � L. Kervin IRA Chicaho 2010

20. 20 � L. Kervin IRA Chicaho 2010