Support with Spelling - Y7

[Lavenderdays]

Hi, My dd has done really well and has got a place at a good grammar school. Spelling has always been an issue during primary, though she has improved over time.
She can write creatively and I don't want this thwarted so I have advised her to go ahead, continue with the writing and let the spelling mistakes happen in the hope that the more she writes, the more her spelling will correct itself.
Unfortunately though, it appears that she is being marked down in some of her English work - not for her creativity which in my opinion is great and she has got the hang of showing not telling etc, her poetry is eloquent too but it is her spelling which appears to be letting her down.
How would teachers help with spelling? - Do they correct spellings and what can I do at home apart from looking at her work extracting the incorrect spellings and then going over them with her? I feel there is a fine line between supporting her with this or else pulling her work apart and damaging her self esteem - latest words spotted were until (until), depths, (depts), metre (meter), their (thier) etc. Any ideas? I must admit my spelling is mediocre and I am thankful for the computer's spelling checker...I write, so I rely on this often.

Placemarking!

We have used Nessy (online) to help our DC. A lot of it is slowing them down enough to pay attention, IMO. Does she proof her own work? That was a tough one to teach but DC has improved a lot.

Hi Helen, I have asked her to proof read her work...she probably isn't paying attention to this in her eagerness to get things out of her head and down on paper whilst it is all flowing. How did you manage to teach your dc to proof read their work: I'm obviously not there with her when she has finished writing, so not sure how she can be prompted to do this? Definitely need to look at some on-line apps/websites...so thanks for mentioning Nessy.

I did it at home at the weekends with writing I'd got him to do (what I did today, my perfect day out or whatever).

At first, he was insistent that he couldn't do it. I found it helpful to let him have a break after writing at first and come back later. It then gets in the habit of it being slightly separate.

Then I would read it and point to anywhere a proof had been missed to see if he could then spot it.

Then he has to build up to checking immediately afterwards. But it doesn't break the flow of writing. He did eventually get more right first time though, which is why I think it helped slow his brain down a little.

(When he was younger, I gave him money or collectible stickers for every mistake he self-corrected!)