How can we involve the pupil in planning support for spelling during independent writing?

Identify the interruption

Ask where the pupil became stuck, sought an adult or chose an easier word. Compare taught spellings with their use while composing. Check the effects of time pressure and feedback.

Agree a manageable support

Teach a small target and provide an accessible reference or a way to mark an uncertain word and continue drafting. Model checking selected spellings afterwards. Let the pupil help choose a reference they can navigate independently.

Example and review

The pupil keeps an intended descriptive word by consulting a personal reference, then checks a taught ending after drafting. Review content, vocabulary choices and independent spelling across a fresh task. Ask whether the strategy reduced interruption; accurate work achieved by avoiding almost all unfamiliar words is not the intended progress.