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-Sounding out
-Chunking
-Visual Memorization
-Spelling generalization
-Analogy
-Memory Aids
-Meaning
-Consulting an authority

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Precommunicative Spelling :  students will use symbols from the alphabet but will not be able to put the letter to the sound

Semiphonetic Spelling: students begin to notice that letters represent sounds and start to use abbreviations

Phonetic Spelling: students use the one sound letter strategy to spell by matching sounds to letters and repeating all the sounds made in the word

Transitional Spelling: students begin to understand that most sounds are made by letter combinations. They see that syllables are used to sound out words. Students also learn the parts of a word.

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D'Nealian Hand Writing Program:
Purpose: to reduce teaching and learning time by first establishing letter forms , rhythm, size, slant and spacing that will be used for cursive writing in the future

HWT: Hand writing without tears
Purpose: focuses on the developmental progress of fine motor skills and helps teachers guide students with posture and pencil grasp

Mixed Script: programs which use simplified scripts that combine elements of manuscript and cursive writing

Keyboarding: can be used for students who have problems with fine motor coordination. Benefits can include faster speed, increase of legibility in work and motivational advantages

Voice-recognition software: can be used for students who have motor difficulties with handwriting and keyboarding. Programs like Naturally speaking can provide 95% accuracy.

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Purpose: To asses a student's potential to develop writing skills.
TEWL-3: Test of Early Written Language which measures early writing ability (4.0-11.11 years)
TOWE: Test of Written Expression which measures ideation , vocabulary, spelling and mechanics (6.6-14.11 years)
TOWL-4: Test of Written Language is a comprehensive norm-referenced test that evaluates student growth in writing (9.0-17.11 years)
TWS-5: Test of Written Spelling is a norm-referenced test which is administered in a dictated word format. It is used to identify students who need to improve their spelling proficiency (6-18 years)
OWLS-II: Oral and Written Language Scales evaluates oral and written language of children and young adults based on four varying scales (3.0-21.11 years)

Handwriting Assessment:
- Limited options for testing available
-Most common assessment tools are teacher observation and other informal techniques

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First grade student may be focused on:
-Learning how to hold a pencil
-Recognizing upper and lowercase
-Writing names and common words
Elementary students may be focused on:
-Forming upper and lower case
-Learning to read cursive
-Joining letter
-Developing personal style

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Editing: making edits to the structure of the writing
Revision: revising the written content and looking for mistakes
Reference Words:
Text Generation- when the transfer of ideas becomes represented in language
Transcription: Involves the translation of ideas presented in language form into written language via handwriting

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-Motivation: What is the purpose of this writing task?
-Input Experiences- What real world experiences can I use in my writing?
-Goal-Setting- what do I want to accomplish within this writing task?
-Planning -What do I want to explore within my writing?

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Narrative v. Expository
Narratives:
-Flexibility in content
-Telling the story
-Identifying audience
Expository:
-Understanding task objectives
-Identifying target audience
-Analyzing task demands