D. Composition: Expressing Ideas and Creating Texts · Creating Complex Texts

Editing and Proofreading: Spell Checkers, Grammar Checkers and Keyboarding

D2.6 D2.2 A2.1About 50 minutes

Learning goals

I can edit my drafts for accuracy and style, including spelling, punctuation, grammar and format.
I can use spell checkers and grammar checkers wisely, knowing what they can miss.
I can keyboard with increasing speed and accuracy, and write in fluent cursive.

Words to know

edit
To fix and polish a draft for correct conventions and consistent style.

proofread
To read a nearly final text slowly to catch any last mistakes.

spell checker
A word-processing tool that flags words it doesn't recognize.

grammar checker
A word-processing tool that flags possible grammar, punctuation and style problems.

run-on sentence
Two or more sentences joined without correct punctuation or a joining word.

subject-verb agreement
Making the verb match the subject: the dog barks, the dogs bark.

automaticity
Doing something so smoothly that you don't have to think about each step, like typing without looking.

Remember from Grade 5

In Grade 5 you edited for accuracy and style (including consistent verb tense and point of view), learned that spell check misses homophones, used a word processor, and practised touch-typing from the home row.

In Grade 6 you'll edit digital texts using spell checkers and grammar checkers, and decide when to accept a suggestion and when not to. You'll also build keyboarding speed and accuracy and keep your cursive fluent.

What checkers do well, and what they miss

Spell checkers catch words that aren't real words (becuase). They miss:

Homophones and real-word mistakes: their/there/they're, its/it's, form/from.
Names and special words (they may flag them even if correct).
Spelling settings: make sure your program is set to Canadian English so colour and centre aren't flagged.

Grammar checkers can catch some run-on sentences, missing capitals and agreement errors. But they sometimes suggest wrong changes, or miss errors. You are the final editor: read every suggestion and decide.

An editing checklist

Spelling, including homophones.
Capitals for sentence starts and proper nouns.
Punctuation: end marks, commas in lists, apostrophes, quotation marks.
Grammar: complete sentences, no run-ons, subject-verb agreement, consistent verb tense.
Format: headings consistent, spacing, title, page numbers if needed.

A spell checker only asks "Is this a real word?" It can't tell whether it's the right word, so you are still the final editor.

Worked example

Let's edit a paragraph, with and without a checker

Draft: last saturday my family went to the sugar bush. Their was snow on the ground, the trees had buckets on them. Each bucket collect sap. We learned that it take a lot of sap to make a little syrup its amazing.

Capitals: last saturday → Last Saturday. (A checker usually flags these.)
Homophone: Their was → There was. (A spell checker might miss this; a grammar checker might catch it.)
Run-on (comma splice): ...on the ground, the trees had... → ...on the ground, and the trees had...
Subject-verb agreement: Each bucket collect → Each bucket collects; it take → it takes.
Run-on and apostrophe: ...a little syrup its amazing. → ...a little syrup. It's amazing!
Edited: Last Saturday, my family went to the sugar bush. There was snow on the ground, and the trees had buckets on them. Each bucket collects sap. We learned that it takes a lot of sap to make a little syrup. It's amazing!

Fixes in capitals, homophones, run-ons, subject-verb agreement and apostrophes. Some a checker would catch; others needed a careful human editor.

Checker suggestion	Accept?	Why
recieve → receive	Yes	It's a real spelling error.
colour → color	No	Colour is correct Canadian spelling. Change the language setting to Canadian English.
Iqaluit flagged as misspelled	No (if you checked it)	It's a correct place name the dictionary doesn't know.
Me and Jo went → Jo and I went	Yes	In formal writing, Jo and I is correct as a subject.
Rewrite your long, purposeful sentence in a poem	Maybe not	Style choices in poems or dialogue can be intentional.

Deciding which checker suggestions to accept.

Keyboarding and cursive

Keyboarding: keep your fingers on the home row (a s d f and j k l ;), use the correct finger for each key, and keep your eyes on the screen, not the keys. Grade 6 typists work on fluency (smooth, steady rhythm), automaticity (not thinking about where keys are) and accuracy (few mistakes). Short daily practice works best. Accuracy first, then speed.

Cursive: use cursive for drafts, notes, cards and journals so it becomes fast and fluent, with even slant, size and spacing. Fluent handwriting lets your ideas flow without slowing down.

Eight fingers rest on the home row (shaded keys). The small raised bumps on F and J let you find it with your eyes on the screen.

Proofread like a pro

Wait a little before proofreading; fresh eyes catch more.
Read aloud, slowly.
Read backwards, sentence by sentence, to catch spelling.
Check one thing at a time (e.g., only capitals, then only commas).
Use the checker and your own eyes.

Spell check fail

A spell checker happily approved this sentence:

Eye wood like two by sum flours four my ant.

(Every word is real. None of them are right!)

Hands-on activity

Checker detective and typing check

You need: a computer or tablet with a word processor (with a grown-up's permission), a timer, and paper and a pencil.

Type this sentence exactly, mistakes included: Their are to many dogs in the park and they always bark at my brothers bike.
Note which mistakes the spell checker and grammar checker flag. Which ones do they miss?
Fix it yourself. (Answer: There are too many dogs in the park, and they always bark at my brother's bike.)
Check your language setting: is it Canadian English? Type colour and neighbour to test.
Typing check: type a short paragraph from a favourite book for 2 minutes, eyes on the screen. Count words typed and mistakes. Repeat on three different days and record your results. Did accuracy or speed improve?
Cursive: write the same paragraph in cursive. Circle your three neatest words.

Your turn

Name two kinds of mistakes a spell checker might miss.

Fix the subject-verb agreement: The students in my class likes pizza.

Fix the run-on: It snowed all night the roads were slippery.

Should you accept a checker's change of centre to center in a Canadian school report?

Fix the homophones: Its to cold to go outside without you're mittens.

What is the home row on a keyboard?

Name two proofreading strategies.

More practice: warm-up

What does proofread mean?

Capitalize: we visited ottawa in july.

Which is correct: its or it's in ___ raining?

Should your eyes be on the keys or the screen when touch-typing?

Accuracy first or speed first when learning to type?

More practice: on your own

Edit: my brother and me went to the library, we borrowed five book.

A grammar checker suggests changing a character's dialogue "Gonna be late!" to "Going to be late!" Should you accept? Why?

Fix the verb tense so it is consistent: Yesterday we hike to the lookout and saw an eagle.

Fix the apostrophes: The dogs bowl is empty, and the cats toys are everywhere. (one dog, one cat)

Why is fluent cursive or keyboarding useful for a writer?

Challenge

Edit this paragraph and list your fixes: on canada day we went to the fireworks downtown. there was alot of people. my sister lost her hat but we found it it was under a bench.

Explain why a writer should not simply click Accept all on grammar checker suggestions.

Your typing results over three days: Day 1: 15 words, 6 mistakes; Day 2: 17 words, 3 mistakes; Day 3: 16 words, 1 mistake. What improved, and what is a good next goal?

Check your understanding

Quiz

Which mistake might a spell checker miss?

Which sentence has correct subject-verb agreement?

A checker changes neighbour to neighbor. What should a Canadian writer do?

Which is a run-on sentence?

Where should your fingers rest when keyboarding?

Which proofreading strategy helps catch spelling mistakes?

For parents and teachers

Big idea (D2.6, D2.2): Grade 6 students edit and proofread drafts for accuracy and style (spelling, punctuation, grammar and format) and edit digital texts using word-processing software, including spell and grammar checkers. D2.2 asks them to write in fluent cursive and apply keyboarding skills with increasing fluency, automaticity and proficiency. Making careful choices with digital tools connects to A2.1 (responsible digital citizenship).

How to help at home:

Set the word processor's language to Canadian English together.
Look for free, ad-free typing practice; 10 minutes a day is plenty. Celebrate accuracy before speed.
Encourage cursive for birthday cards, lists and journals.
When editing, ask your child to find the errors rather than fixing them yourself: There are three mistakes in this sentence. Can you find them?

Common difficulties:

Trusting the checker completely.
Homophones (their/there/they're, its/it's, your/you're, to/too/two).
Hunt-and-peck typing. Gently remind them to keep their eyes on the screen.
Run-on sentences in long drafts. Reading aloud helps hear where sentences end.