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In chapter 5 of Tompkins, the text is mostly about students learning to spell. there are five stages in spelling development: emergent (PreK-K),  letter name alphabetic (K-1),  within word pattern (1-2),  syllables and affixes (2-4), and derivational relations (5+).  the best-known way to teach spelling is through weekly spelling tests but that's not the only way students should be learning to spell. teachers must teach their students strategies for spelling unknown words, students need to participate in a variety of daily reading and writing activities, and most of all students need to have experience in spelling and reading. It is important to provide struggling students with one-on-one and small-group instruction to address their identified problems. Their identified problems can be handwriting, not spelling high-frequency words correctly, and phonics. overall chapter 5 talks about how teachers assess each student's stage of spelling development as they plan for the instruction.

In chapter 11 of Tompkins, the text is mostly about scaffolding students writing development. I learned that there are six traits that students will learn in primary grades to incorporate into their writing. ideas, organization, voice, word choice, sentence fluency, and conventions. I also learned that a writing Workshop is a very good way to implement the writing process in students' education. students will write topics that they choose themselves, this is so that they assume ownership of their writing. students have writing folders to keep all of the papers related to their writing project that they're working on, students will also have access to the classroom Library so that they can read new books. as students right they will sit at desks or tables in small groups the teacher will circulate talking quietly briefly with everyone while other students talk quietly with their classroom and move around to assist each other or share ideas.

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In chapter 5, I learned that there are way more methods for teaching spelling than I thought. I was pleasantly surprised to learn that spelling itself has five developmental stages but it Tompkins actually described spelling as more fast paced. Emergent spelling is between the ages 3-5 and this iw when they really gain knowledge of the alphabet and learn how to put words together. One thing that stood out to me was that students learn spelling not only through sound but also through patterns.

In Chapter 11 I learned about the 6 traits of an effective writing, these included: ideas, organization, voice, word choice, sentence fluency, and mechanics. I also learned that students who get feedback find more confidence in their writing and you can even have writing workshops to really take the time and help students grow in their writing skills.

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Tompkins Chapter 5 & 11 - Jessica Nelson

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Tompkins Chapter 5 & 11 - Jessica Nelson

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Chapter 5 is about students’ spelling development. I learned that a complete spelling program includes teaching spelling strategies, matching instruction to students’ level of spelling development, providing daily reading and writing opportunities, and teaching students to spell high-frequency words. Using these strategies will ensure effective literacy instruction. Figure 5-2: Developmentally appropriate spelling instruction will be helpful to use in the future. This chapter gave great information about spelling and strategies to ensure all students correctly spell grade-appropriate words. Chapter 11 is about scaffolding students writing development; learning about the writing process was interesting. The five stages are prewriting, drafting, revising, editing, and publishing. Revising and editing have confused me, so it was helpful to see Figure 11-1: Key features of the writing process. This chapter also discusses the Language Experience Approach we have just completed for English learners.

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In chapter 5 the most important key point was a young learners spelling abilities. There were learning strategies that can help young students with their spelling. Then we went on to learn about the five different stages of spelling which are emergent spelling, letter name alphabetic spelling, within word pattern spelling, syllables and affixes spelling, and derivational relations spelling. It important for teacher to know the different stages so they can see were their students fall on those stages so they can better assist their students when it comes to spelling.
In chapter 11 of the text book the important key points were about students writing abilities. When it comes to writing teachers should help guide the students in the right direction they should give feedback, they should incorporate writers workshops in their classrooms and they also should provide students with models and examples of what to write about. There is a writing process that helps students write out their thoughts before they get to writing which is the prewriting and draft and afterwards they can always revise their writing after they have gotten feedback from their teacher.

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Chapter 5 and 11 Tompkins textbook- Carinna Osio 

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Chapter 5 and 11 Tompkins textbook- Carinna Osio 

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In chapter 5, I learned about the 5 stages of spelling. The 5 stages include Emergent spelling, Letter-name-Alphabetic Spelling, Within-word pattern spelling, syllables and affixes spelling, and derivational spelling. In Emergent spelling it is typically on the ages of 3-5 years old they scribble and form letter like forms together. They spell on their knowledge of the alphabet. In the letter name alphabetic spelling it is typically the ages between 5-7. They learn to represent phonemes to link the words with letters known as the alphabetic principle. In the within word pattern spelling it is within the ages of 7-9. They can spell with one syllable, one vowel, they learn to spell long vowel words and words with r-controlled vowels. In stage syllables and affixes spelling it is usually with third and fourth graders. They apply on what they have learned. They learn the concepts of Inflectional endings, compound words, syllabication, affixes, and homophones. The last stage Derivational relations spelling stage is the beginning of ages 11 or 12. They learn these concepts: Consonant alterations, vowel alterations, greek or latin root words and afixes, and etymologies. These spelling stages are important for us educators to follow so we can keep track of their spelling progress and they are where they need to be.

In chapter 11, I learned about the 5 stages of the writing process. These 5 stages help develop the best possible writing essay or paper. The 5 stages include prewriting, drafting, revising, editing, and publishing. In prewriting this stage works on getting ready to write. This helps on choosing a topic, considering a purpose of what you what to write about, considering a genre, and rehearsal activities. Drafting works on students putting all of their ideas down on paper. It is called a rough draft before the final paper. For revising, this is when the students have completed their rough drafts and now they are making revisions to their rough draft in order to improve their papers and add or subtract anything from the paper and check for any spelling errors. Also, if their paper makes any sense on what they are trying to write about. In editing, is putting the piece into its final form. This helps with proofreading, spelling errors, and focusing on the standardized English spelling rules. In the publishing stage, it is time to bring their writing to life. This can contribute to making books, shared writing, and introduce their proud writing piece to the world.

Teaching spelling or writing is a process and it takes time and dedication.
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Tompkins Chapter 5 & 11- Savanna Cassese

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Tompkins Chapter 5 & 11- Savanna Cassese

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In chapter 5 of Tompkins, it shared how students develop their spelling skills and how we can use their spelling abilities, strengths, and challenges to form instructional decisions. Like reading, students are able to acquire the skills to spell through a process and this all begins with the formation of words, letter sounds, and the ability to recognize these elements when placed together. After reading, a few key points that were emphasized that I hope to utilize in my classroom are providing explicit phonic and spelling instruction, as well as allowing students to practice their spelling skills through a variety of mediums; this can include using cards, using a whiteboard, or even using play-do or something for the kinesthetic learners in the class. Ultimately, spelling instruction is an instrumental part of both the reading and writing process for students.

In chapter 11 of Tompkins, it described how students develop their spelling and grammatical skills as writers.  Some of the common errors that students make while developing these skills are using double negatives, improper use of past-tense verbs, confusing "I" and "me" when using objective pronouns, and simply confusing a word for another similar looking word.  Initially, before reading this chapter, I did not realize the significance of reading in the spelling skill process; it seemed like writing would be the primary area where a student could improve his or her ability to to spell and construct sentences, or a piece of writing. However, I learned that by reading, students are presented with examples of varied parts of speech, grammatical formats, and punctuation that they can utilize to create their own writing. I can relate this to my experience in the field as my clinical educator works hard to create different activities for her students to improve their writing skills and ability to spell; one of my favorites is the whiteboard writing, where she writes a sentence on the board that students can copy, and then they are encouraged to create their own. Another is the spelling activity where she allows the students to create their sight words with play-do or slime. This engages the students while simultaneously improving their reading, writing, and spelling skills.

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In chapter 5 of Tompkins, Students will learn about spelling as they move through five stages, including emergent spelling, syllable and affix spelling, and derivational connections spelling. Students' spelling demonstrates their developing knowledge of English phonology. The words they correctly spell demonstrate which phonics rules, spelling patterns, and other language features they have mastered, while the words they invent and mispronounce demonstrate what they are still learning to use and those aspects of spelling they haven't noticed and haven't learned about.
There are five recursive stages in Tompkins' chapter 11, just like in the reading process. Students engage in several activities as they compile and arrange their thoughts, write their compositions, edit and revise them, and publish them. The writing process emphasizes what students consider and do as they write. There are five stages: prewriting, drafting, revision, editing, and publishing. The stages overlap and repeat as students write in the classroom.

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Chapter 5 discussed spelling, how spelling develops, and how we, as educators, can further bolster our students’ spelling abilities. In the book, it goes through the various stages of spelling in child development. The five stages of spelling development are Emergent spelling, Letter Name-Alphabetic Spelling, Within-word Pattern Spelling, Syllables and Affixes Spelling, and Derivational Relations Spelling. It is important for teachers to be able to differentiate between the stages of spelling so that they can plan and implement lessons that are the most effective and appropriate for their students.

Chapter 11 discussed scaffolding childrens writing. Scaffolding is essential for all levels of teaching, and is especially important in the early stages of development and when introducing a new skill. Chapter 11 introduces the five stages/steps to the writing process, which are prewriting, drafting, revising, editing, and publication. I still remember the first time I learned to write a three-paragraph essay; it is a skill that I take for granted now, as a college student. Reading this chapter, it really struck me that I do not appreciate the knowledge that I have.

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In chapter 5, I learned a lot about analyzing and strengthening children's spelling through Zumwalts strategies. These strategies really help students to develop their spelling abilities through the use of within-word pattern spelling. Another thing that was touch on in chapter 5 was the use of word study activities, which give helpful tools that students may like the use as ways to practice their spelling. This can be anything from word ladders to simply just adding new words to the students vocabulary word wall.
In chapter 11, the chapter covered the steps to scaffolding writing development. This covered the tools used for teaching writing, skills/strategies that may come in handy, the english learner accommodations as well as how to assess writing. One of the things I found extremely interesting was the idea that students should not only share their work with their teacher, but also with their peers, their parents, and anyone willing to read it. By getting multiple amounts of feedback, the students are able to hear a diverse amount of opinions to strengthen their writing, as well as become more confident in it. I think this is something that I will definitely utilize in my classroom.

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The methods used to teach children to spell are covered in Tompkins chapter 5. For students, learning how to spell is a developmental process. The developmental process is divided into 5 phases: Spelling techniques include emergent, letter name-alphabetic, within-word pattern, syllables and affix, and derivational relations. These phases enable teachers to evaluate their students' spelling comprehension and adjust their lesson plans accordingly. Consider "thinking out" the spelling of a new and challenging word for the students as a possible tactic.

In Tompkins' textbook, chapter 11, a child's writing development is scaffolded. Students will learn to write and improve their work if the writing process is taught to them (pre-writing, draft, revision, editing, and publishing). Being able to use them at different stages of the writing process is a great reminder for us instructors to educate kids what to keep an eye for when they begin writing. The six characteristics of excellent writing, including ideas, organization, voice, word choice, sentence fluency, and mechanics, are taught to students. Writing workshops are an excellent approach to engage students and inspire them to write and tell tales. Students should share their writing with others and ask for criticism. This is just as important. In addition to teachers, friends and family members may also provide this criticism. Students can learn how to write better and develop their writing confidence by getting feedback.

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Chapter 5 talks about how students learn to spell. It starts by identifying the stages are spelling. There are five stages that stretch roughly from prek to fourth grade. Students start spelling in stage one, emergent spelling which is letter like forms, scribbling, and letters. Stage five is when students begin to explore relationships and histories of letters, words, and spelling. Spelling is a life-long journey, there are new words to be encountered in all parts of life. However this chapter identifies the important base we give children to understand spelling, and to learn to spell based on pattern and rules not simply sound. The most interesting thing in chapter five for me was the controversy at the end. It seems to be a huge trend in education that people who don't have degrees in education often have the loudest opinions about what goes on in the classroom.
Chapter 11 talked about writing. Spelling and writing follow a similar structure where students go through 5 stages. The first stage is prewriting, and the final stage is publishing. The most interesting concept to me was revising and editing. I feel like those two terms are often interchangeable yet they are two different stages. The difference is the editing stage is meant to be the final draft and the revising stage is like a reread and fix. I also found the assessing section interesting. It can be really difficult to evenly grade student writing, especially opinion based papers so teachers have to create rubrics.

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In Tompkins chapter 5 it discusses the ways in which children learn to spell. Learning to spell is a developmental process for students. Little by little a students spelling can get better. The teacher has to consider where they’re student are at in their spelling to determine what actions to to be taken during the forming of their lessons. A strategy that can be used is “thinking out” the spelling on a new and difficult word for the students.
In chapter 11 scaffolding a children’s writing development in Tompkins textbook. Teaching the writing process (pre writing, draft, revising, editing, and publishing) will help students understand to write and refine their work. Teaching student about the six traits of an effective writing such as, ideas, organization, voice, word choice, sentence fluency, and mechanics. Writing workshops are a great way to get student involved and excited about writing and creating stories.

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In Chapter 5, students use their phonic knowledge when they write. Having knowledge of letter writing, a teacher can use emergent spelling to teach students the stages of spelling. When students have a solid understanding of the alphabetic concept, the next stage is letter name-alphabetic spelling. The final level of discovering how to spell syllable words correctly involves identifying long vowel spelling patterns, r-controlled vowels, and other patterns within words.

In Chapter 11, the primary focus of the writing process is on the thoughts and feelings of the students as they write. The five steps are prewriting, drafting, revising, editing, and publicating. Rewriting is the process of gathering and planning writing. The writer will select a topic, goal, and genre at this stage before starting.Writing down your first ideas is known as drafting. Rereading your writing to make corrections or to add more information is known as revising. When editing is to correct any flaws or mistakes before posting the published work. This chapter has an influence on mini-lessons for students to move through the stages of writing while teaching writing to students. The learner might start practicing their writing methods as soon as they choose or comprehend their topic. When teaching students how to write this chapter influences mini lessons for the students to transition through the stages of writing. Once the student picks or understands their topic is when they can begin to practice on their writing strategies. One strategy is to think aloud this technique helps the writer to draft ideas on their topic. On-demand writing tests, place additional demands on students as in time restrictions, a small option of interesting topics to choose from, and to identify the genre or audience to which their writing to. Teachers use four step procedures in writing such as Analyze the prompt, Develop ideas, Plan their writing, and to Proofread. Teachers alone should identify where the students struggle when writing to set minilessons for the student to practice. In class teachers use interactive writing, writing centers and writing workshops to teach the writing process.

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Spelling and writing. Two very important skills that students work towards throughout their educational journey. With spelling, there are stages of spelling, such as child development stages. There are 5 stages, all ranging grade levels. When teaching ELL students spelling using the English language, they go through the same five stages, just at a much slower rate. This is due to them still learning and being able to identify the letters and words they are using. Spelling test were some of the test that I enjoyed in elementary and even during high school English class. I think the book sheds light on the topic that some teachers think spelling test are a waste of time but the different ways to incorporate spelling these day may help change some teachers minds. The other chapter was all about building a students writing and how to scaffold that. We once looked over the writing process and know that there are 5 stages of the writing process from prewriting to editing and publishing said writing. But how to get students to be able to do that themselves. Thinking of different topics or ideas to base their writing off to interest them into writing. Working together as a class to writing a class story so students can better understand what is expected of them. There are many writing strategies such as, brainstorming, rereading, and organizing to name a few. These strategies help students go through the stages of writing. Also teaching the different kinds of writing such as poetry, narratives, expository essays and so on. These different styles allow students to work through different concepts and ideas and find what works best for what they want to write. Writing is very important and being able to have students know what you expect from their writing and having feedback will help them grow in their writing and their spelling in the end.

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Chapter 5 focuses on spelling. This chapter discusses the 5 developmental stages of spelling: emergent, letter name, within-word pattern, affixes, and derivational relations spelling. These were very interesting to me because I never thought that spelling had different developmental stages. I like that this chapter goes into detail about what they are. The most interesting stage to me was the derivational relations stage where students start to look at the origin of words from Latin or Greek languages. Students are breaking down words to see why they mean what they mean and how they can relate them to similar words.
Chapter 11 is about writing. This chapter also  has 5 stages. Something that I realized from this chapter was the importance of giving students the opportunity to write as well as receive feedback from you. It's also very important that students get feedback from others, too, like their peers and family, so they can become better writers.

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In chapter 5, the main idea was around spelling. Similar to reading, spelling has different developmental stages. However, in the textbook it describes spelling as a more progressive fast paced practice. This can include letter names, spelling, syllables, affixes, etc. Each grade has a different spelling stage to work on. I found it interesting that the textbook really focused on the correlation with latin and greek root words. This is something i want to utilise in my classroom as i can see it helping students progress in spelling.
In chapter 11, the main idea was scaffolding children writing. Writing for this age and stage is all about giving students feedback. However, it's not just teachers that can give feedback. Students should also receive feedback from family members and other peers for their writing. This will help them gain new ideas & learn from their previous work.

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What stood out to me the most in Chapter 5 was that spelling has developmental stages, just like we learned about for reading. Before I read this chapter, I thought that spelling was just built over time through spelling tests, environmental print, or reading. But, students have developmental stages that they progress through to become a better speller. Of course, spelling, writing, and reading are all intertwined in the classroom, and progressing in one area can allow students to grow in another. So, finding which stage your student is at, and giving them the tools to progress, can impact their Language Arts skills wholly.
In Chapter 11, we learn all about scaffolding writing progress. It involves 5 stages of writing, and a process that allows students to produce quality work. Something that stood out to me was how important it is for students to get corrections on their writing, and be able to revise it. Students will never become better writers if they write something wrong, get corrections, and are never taught to apply them. Both chapters allowed me to really understand the spelling and writing process for students, and the importance it is to not only their specific skills, but reading and Language Arts in general.

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In chapter 5, the five stages of becoming a conventional speller is broken down. It also discusses how to teach spelling and assess it. The first of the five stages is emergent spelling, which is usually ages 3-5 that are using scribbles, letters, and letter-like symbols to spell but don't make any specific phonemes. The second stage is letter name-alphabetic spelling. This is usually around 5-7 year olds and they are using letters to represent phonemes in words. They also begin learning consonant blends, digraphs, and short-vowel patters. The third stage is 7-9 year olds who learn long-vowel patterns and r-controlled vowels, but still confuse patterns. The fourth stage is usually for 3rd and 4th graders. They use one syllable words to spell longer words and learn to break words into syllables. The text also notes that the students learn how to add inflectional endings and differentiate between homonyms. The final stage is the derivational relations spelling and is with students around 11 or 12 years old. During this stage the students explore the relationship between spelling and meaning. This teaches them things like words having a related meaning and spelling even though they change in pronunciation. I like how the text included step examples of how to assess students spelling development. Instead of just giving students a spelling test to determine, there is more to it. This also ties into the instruction-assessment cycle, which allows teachers to make sure they are successfully addressing Common Core State Standards for spelling.
Chapter 11 discusses scaffolding students' writing development. It goes over the writing process, components of teaching writing, writing strategies/skills, the six traits, writing genres, english learner accommodations, and how to assess writing. The thing I found most interesting was that in the section talking about teaching English Learners it points out the main things that help with the high demands put on these students. These are topics, talking, models, and focusing on ideas. It was interesting to hear the English Learners tend to struggle with understanding that developing ideas comes before mechanical correctness. I never thought about this before so knowing this now is a good insight to an issue I could help solve.

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Chapter 5 is all about learning to spell and spelling development. I learned throughout this chapter that there are 5 stages of the developmental process: Emergent Spelling, Letter Name- Alphabetic Spelling, Within-Word Pattern Spelling, Syllables, and Affixes Spelling, and Derivational Relations Spelling. These stages allow teachers to assess students' spelling comprehension to plan instruction accordingly. One step I was unfamiliar with was stage 5. In this stage, students can explore spelling, meaning, and the relationship between them. This stage focuses around age 11; at this age, students can study morphemes, including Latin/Greek root words and derivational affixes, and constants and vowels alternations: words with related meanings that are spelled similarly, for ex: hard-harden. This and the reading development process can foster great reading and writing strategies/instruction to better our learners.
Chapter 11 focuses more on scaffolding writing instruction using the 5 stages of the writing process. These 5 stages include: pre-writing, drafting, revising, editing, and publishing. Though not mentioned in the text, this process (though not having to be exact) will follow students beyond the academic setting.  I loved this chapter because it opened new perspectives on giving students numerous opportunities to engage in the writing process. One area of the text I will take to future teaching practices is the "Teach Kids to Be Strategic!" strategies on pg 305. These strategies allow students to write with purpose and structure. It's also an excellent reminder for us educators to teach students what to look for when they begin writing, as they can utilize them at various stages of the writing process. To ensure these points come across effectively, reteach them through mini-lessons, modeling, and thinking aloud.

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In Chapter 5, I learned a lot about how to analyze a child's spelling and spelling development, after reading about Mrs. Zumwalt's strategies. I did not know what a within-word patter speller was until reading this chapter. This is something that I will keep in mind when I am in my future classroom. Another thing that stood out to me was the explanation of the derivational relations stage of spelling. This was another stage that I had not heard of previously, however, now I understand that it is focusing on Latin and Greek root words. I also learned a lot from Mrs. Zumwalt's strategy chart. This is something that I might think about displaying in my classroom one day.

In Chapter 11, I learned about Mrs. Ockey's writing workshop and how she broke up her time to effectively teach her students what they needed to help them learn best. Something that stood out to me was the fact that Mrs. Ockey had a sign on the wall that listed all of the writing guidelines for the class. I think that this is great because that way students will always know what is expected of them, and what their guidelines are.

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Chapter 5 of the text highlights how spelling affects both writing and reading. A student who is a good speller can communicate more fluently through their writing. The text states that just like reading, spelling is a developmental process. This process begins with the student being able to recognize letters and sounds. The process starts from writing random letters and shapes to writing words and complete sentences. The text also instructed how teachers can help the students become better spellers. Teachers can do the following:
-Provide explicit instruction in phonics
-Provide explicit instruction in sight words
-Model correct spelling in their writing
-Provide opportunities for students to practice spelling in meaningful contexts

Chapter 11 focuses on scaffolding children's writing. What stood out to me the most in this chapter was learning how important to give students opportunities. It is also equally important for students to share their writing with others and receive feedback. This feedback can come from not only teachers but also peers or family members. By receiving feedback, students can learn how to improve their writing and become more confident writers.

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Tompkins Chapter 5 and chapter 11 Kyleigh Garland

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Tompkins Chapter 5 and chapter 11 Kyleigh Garland

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In chapter 11, the writing process stands out to me. The writing process is prewriting, drafting, revising, editing, and publishing. If you follow all of these steps, it can take a long time. But it's making me think about how these are the steps for a reason. Even though it is a long process, your writing will be much better in the end and your individual writing skills will develop. People tend to get lazy, but I think following the steps and doing things "right" can be very beneficial and specifically for younger students. It is important to teach all the steps and to enforce them to our students. Then in Tompkins chapter 5, I enjoyed reading about the word study activities. For example, the word ladder game can be very useful and interactive. This game gives the students the freedom to make many new words. They get to experiment with words and change them slightly to make an entirely new word. This allows them to practice and widen their vocabulary and spelling skills. Also as an elementary school teacher, I'm definitely going to integrate weekly-spelling tests into my curriculum. This helps students with spelling and introduces new words that they may have never heard of before. Spelling tests will improve a student's verbal and writing skills.