Proofreading: Worth the Time

We are a mere 10 days away from the deadline for our Build A Better Future Scholarship applications! We are eager to read submissions, and have enjoyed reading those that have come in already. As we get closer to the submission deadline, I’ve been sharing some application tips and reminders so your final submission can be as perfect as possible. You can see the last few reminders here, here, and here.

Today’s tip is to make sure you proofread your application before you hit that ‘submit’ button. Read over your application several times. Have someone else look it over– sometimes a fresh pair of eyes will catch errors that you might miss. 

Make sure you are checking your application for the following things:

  • Spelling errors
  • Capitalization errors
  • Missed punctuation or unnecessary punctuation
  • Flow- be sure your paragraphs flow well, make sense, and are cohesive
  • Correct grammar
  • Email addresses and phone numbers are entered correctly
  • All photo and video links or uploads are viewable by outside sources
  • Answer the questions and prompts thoroughly, but make sure you don’t go over the allotted word count
  • Sentence structure– fix any run on sentences or incomplete sentences

Take the time to make your application reflect your hard work. Don’t rush through it. Will a misplaced comma or period disqualify you? No. Will a couple of misspelled words eliminate you from the running? No. But– applications that are polished and proofread do stand out, and we do notice the extra effort you’ve put in to make your submission as perfect as it can be. You’ve done so much work on your project already, so don’t skimp on the application! 

As a reminder, final submissions are due no later than Monday, April 13, 2026 at 11:59 pm, MST.

If You Give A Kid A Spelling List…

If you give a kid a spelling list…

…she will need words that are on a developmentally appropriate, differentiated level.

If the words are on the right level…

…she will want to break them down for patterns, connections, and language concepts.

If she is breaking them down for bigger concepts…

…she will want to know why spelling matters in general.

If you show her why it matters…

…she will want to take ownership over the way she practices it.

If she is practicing spelling with more ownership…

…she will begin to find more autonomy elsewhere in her learning.

This “If You Give A Mouse A Cookie” (by Laura Numeroff) thinking arose from reflecting on how spelling is great example of the need to challenge the status quo.

Spelling has looked the same for decades in many classrooms: everyone gets the same list on Monday, practices copying down the words throughout the week, gets tested on Friday.

This pattern often persists despite all we’ve come to know and continue to learn about spelling instruction and development (see the checklist for evaluating spelling programs on page 35 of this document by D.K. Reed at Center on Instruction).

Some of the most important changes include the following:

Instead of the same words, we should be differentiating. I enjoyed using the program, Words their Way for this purpose, as I was able to assess students within their individual stages of spelling. Quite apart from reaching students’ developmental needs, I also appreciate approaches that do not make spelling a one-size-fits-all situation that unfairly challenges only those who are below “grade level.”

Instead of mandating uniform spelling practice each day, we should be teaching students to recognize how to allocate their word study time. Even when spelling is differentiated, it will still come more easily for some students than others, which results in wasting valuable time. A framework that helped me adopt this approach was Daily 5 (for literacy; Daily 3 for math).  It was wonderful to watch my students make informed decisions about their learning time rather than just passively checking everything off the teacher’s list each day.

Instead of focusing on memorization, we should be helping our students break down and investigate each word. This better scaffolds students in their language acquisition, building upon their grasp on patterns in phonology.

When we step back to see an even bigger picture, we see that these changes are not only about better spelling instruction, but about broader 21st century principles including student ownership, inquiry, and personalized learning.

 

featured image: DeathToTheStockPhoto