Handwriting & Spelling

1. Scoring
a. Handwriting legibility
1. Letter formations, size, and proportion 0 Some letters not
recognizable out of context, some of which is due to the switching
from cursive to print. There are some capitalization issues but letter
sizes are proportional.
2. Spacing and alignment 1 Lines and words not crowded from
spacing issues. Margins are balanced and text is relatively straight.
3. Line quality 1 Pressure is even in each line.
4. Slant 1 Slant is overall consistent. Some letters are slightly tilted
in different directions but not in an excessive amount.
5. General appearance 0 Excessive strike-overs and strike-throughs
exist that make it difficult to read many letters and words.
Overall Score: 3 - Satisfactory
b. Spelling
1. Comeng The student is having difficulty spelling common suffixes.
The e in comeng could have been used because ing has a sound
similar to a long /e/.
2. Siad The vowel sound in said has a short /e/ sound. There is no
common ia vowel pair. The student has all the correct letters in this
word but is incorrect on his/her arrangement of the letters.
3. Use (instead of Us) This student is having trouble writing short
vowel sounds and is instead trying to make words have long vowel
sounds.
4. Monly Student is adding sounds to the word. Money has no /l/
sound but one is added.
5. Domt The student is not representing all sounds in the word.
Rather than writing the /n/ sound, they wrote the /m/ sound. There
could be confusion over what letters look like or the student might
have problems differentiating between sounds.
6. Ouw Student is not hearing all sounds of the word; they are missing
the beginning /h/ sound. However, they understand the /ou/ sound
makes the /ow/ sound like in foul. The student does not know the rule
of /ow/ making that same sound though. Overall there is an issue on
final vowel sounds.

7. Whith The student is using another possible spelling with the word
with. In words such as which or when, a /wh/ spelling is often
used even though it sounds like a /w/ sound.
8. Becase Student recognizes all sounds in the word. The /au/ vowel
sound in because is often pronounced similarly to the beginning /a/
sound in amazing. This student might not know vowel combination
sounds.
9. Thery The student is adding sounds that are not in the word. This
word is they and there is no /r/ sound in this word.
10.Beatd The student understands proper English suffixes. This
passage is written in past tense and often -ed is added to verbs. This
student doesnt know that beat does not follow the pattern but
he/she understands different suffixes to verbs.
2. Interventions
a. Handwriting
One main problem the student had with handwriting was marking out
incorrect spellings or letters. The strike-outs show that the student is
aware of spelling mistakes but the attempt to change the letter is very
messy and isnt legible. One intervention method would be to practice
crossing out the whole word (neatly) if spelled incorrectly and writing the
correct spelling above or immediately after the word. This also gives the
student practice writing the word correctly as a whole rather than just
attempting to change one letter.
b. Spelling
This student had some difficulty with spelling patterns (e.g. whith, ouw,
etc.). One intervention is to make index cards that have different words
with the same sounds. For example, to work on the /w/ and /wh/ sound,
some index card words could be white, well, which, etc. Then the
student can sort cards by the spelling pattern in the specific word. This
would allow for the student to practice spelling words with similar sounds
but different patterns.
3. Summary
I think this students handwriting is satisfactory (3). Slant was even and there
was good spacing and pressure. However, the strike-overs make many letters
and words difficult to read. Some letters are not recognizable out of context
and there are a few capitalization issues in the handwriting. In order to help
improve this, it would be helpful for the student to practice crossing out (with
a single line) a whole word when it is spelled incorrectly and then rewritten

above or to the side. Spelling was much more unsatisfactory. There were
many instances where the student had difficulty differentiating sounds. Often,
sounds were included in the spelling that arent even present in the word. The
student also had difficulty with long and short vowel sounds and how they
should be spelled. Because sound spellings were often confused, index cards
that have different words with similar sounds but different spelling patterns
would be useful for spelling intervention.