One day last week Miss N was told she could write about anything, and I would not be helping her with the spelling. (I wanted to check what she would do by herself.)She chose to write about a familiar story from her book box. Grandad had helped Max to rehearse his role as the wolf in the class play. Unfortunately on the day of the play Max was not well and Grandad took his place. Miss N wrote:
Max was sick because he had a sore throat. Then Grandad pretended to be the wolf.
Miss N showed that she could easily compose 2 sentences that made sense. She began each sentence and name with a capital letter and she finished each sentence with a full stop. She confidently wrote the words that she knew and she willingly had a go at unknown words. She regularly reread what she had written so far and she often said the next words aloud before she wrote them. She made some changes as she went. She self corrected ‘he‘ and she crossed out ‘a’ but then chose to write it again.
What she did not do was stretch out any words aloud in order to hear the parts. After she was finished I helped her to think about the words that were not correct. I drew a letter box for each letter of a word and I slotted in the letters that were correct in her version. She easily recognised what was missing from ‘sick‘ to make it look right. (She wrote ‘ck’ in the one box until I clarified that only one letter was to go into each letter box.) After I pronounced the word ‘throat‘ for her she easily added ‘th‘ to replace the ‘f’ in her version. I told Miss N to stretch out ‘sore‘ before she wrote it and she quickly realised that the word contained ‘or‘, a word she knew, and then she added the ‘e’ on the end herself.
The trickiest word was ‘pretended‘. Together we said the parts pre-ten-ded. She wrote pre-en-ted, so I had her slowly say each part again until she heard all the sounds in order.
The following day Miss N independently stretched out some words as she was writing. Every day there are opportunities for Miss N to try out ways of solving words. She knows that some letters go together to make a sound, e.g. ‘oa‘, ‘th‘. She knows that some words are a bit like other words she knows, e.g. or / sore, and she thinks about what she would expect to see, e.g. ‘e’ on the end of sore.