S2.2 Developmental Spelling Stages
Connecting Spelling Development and Literacy Development 
Understanding the developmental stages of spelling can be challenging. The article "Explorations in Developmental Spelling: Foundations for Learning and Teaching Phonics, Spelling, and Vocabulary
" and Figure 1.14 “Developmental Stages, Characteristics, and Word Study Instruction" from Words Their Way (pp. 19) provide an overview of the stages you might find in a classroom of students.
As you read, think about where students might fall within the developmental stages. Think about how you might use the charts to assess student performance and design a developmentally appropriate spelling program.
Discussion: Models for Word Study 
Participate in an online discussion about Bear and Templeton's proposal for a model for word study by responding to the following questions.
Think of a child you know. Would the description of the stages in the developmental sequence discussed by Bear & Templeton (1996) and illustrated in the Words Their Way table help you to characterize and describe that child’s spelling? What are your impressions of the reading, writing and word study focus suggestions provided in the table? How might these suggestions help you plan for instruction?
As you complete the rest of the readings and assignments for this session, you should go to the discussion forum at least two or three times to continue the discussion. Refer to the discussion rubric to review the expectations for participating in online discussions in this course.
Identifying Developmental Spelling Stages: Analyze Student Writing 
Connecting instruction to a student's developmental stage in spelling is essential for spelling growth. Making the best instructional decision begins with careful analysis of student writing. Take a look at this example of how to Analyze Student Writing and study the developmental features of each students' writing and the instructional activities for intervention. The article "Explorations in Developmental Spelling: Foundations for Learning and Teaching Phonics, Spelling, and Vocabulary" and charts from "Words Their Way" will guide your understanding of the instructional decisions identified in this example. You should note that some of the stages have been revised since Bear and Templeton began their work and research on developmental spelling in the 1990s: for example, derivational constancy is now known as derivational relations.”
Read Word Study Instruction in the K-2 Classroom. As you do so, you should be mindful of the 10 “tips” that the authors provide in structuring their word study lessons and providing practice for students to use what they are learning in their reading and writing throughout the day.
In the reading, "Explorations in Developmental Spelling: Foundations for Learning and Teaching Phonics, Spelling, and Vocabulary," Bear and Templeton reviewed some of the research that supports approaching spelling from a developmental perspective and analyzing student writing as an effective way to monitor developmental progress. Some educators worry that focusing on spelling will inhibit student writing. For instance, Sandra Wilde reminded us that the main goal of having students write is not to produce perfect spelling but to communicate their thoughts and ideas. What do you think?
Online Journal: Accuracy or Content? 
Open the Online Journal on Accuracy or Content and respond to the prompt below:
Is it more important to focus on word accuracy or content in grades K-3?
Use examples from your own professional experiences and reading to support your response.