Laurie's+Horse

This is the picture Laurie had drawn of a horse and the writing she did to go with it. Laurie loves to ride horses, they are her favourite animal. When we had the discussion about her picture she wanted to write about it, so we focused on this first. After Laurie had written her piece about her horse we focused on some of the spelling errors and worked on these.





In the writing we can see:
 * 1) Beginning
 * 2) Middle
 * 3) End
 * 4) Problem and solution
 * 5) punctuation

We started with the high frequency words that were incorrect in her writing (saw, mouse, turn, around, again, buck). We used the look, say, cover, write, check strategy for learning a new word.
 * __ After Writing: __**



Word building- by making connections to known words we can transition to the unknown. Make links to prior knowledge.

buck  à  vowels a e i o u luck ack -black, crack suck eck -deck, peck stuck duck

duck ducks duckling

again rain -base word plus endings train rains rain rained raining saw paw

Mouse  à House (Laurie knew how to spell house)

Can you write house? Yes! Now write mouse. **__ STRATEGY- __** When you come to a word that you can’t spell  à think of a word that sounds the same and have a go (making connections).

turn burn

Laurie then wrote out the story again whilst it was dictated to her. Laurie had an accuracy rate of 97.4%. Fantastic! Dictating meant that Laurie had to visualise the words and also use her knowledge of sounds and letter problems ect. Had she copied from a concrete version of the text- it would have been an exercise in “copying” instead of “thinking”.

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