Assessing children's spelling in the context of writing is a valuable teaching strategy. By observing and classifying the errors children make, teachers can draw conclusions about the strategies children have used in spelling particular words, and can design appropriate learning activities. Historically, children's spelling development has been described in terms of stages of development. However, from a teaching perspective, looking for evidence of language strategy usage is a more productive assessment model to pursue. The aim of this session is to provide a theoretical understanding of the spelling process, combined with practical teaching ideas for dealing with children's spelling errors.