How To: Dictation

• Lesson Objective: Encoding new phonological patterns.

• Grouping:  Small-group

• Methodology:   Words with targeted phonological patterns are dictated while students record. The teacher word lists specific to each concept can be found within each Interactive Unit at a Glance.

• Duration: 15-20 minutes, two-three times per unit

Dic(t): To Say or Tell

Dictation reinforces targeted phonological patterns through structured encoding. Students must apply both spelling and syllabic patterns. When compiling my teacher word banks, I'm careful to only include words with spelling patterns that have been taught. For differentiation between groups, I add and delete syllables. For example, "withdraw" versus "withdrawal."

🖍 How the Routine Works

Sample anchor chart

While working in small groups, we briefly review the targeted spelling pattern using our Phonological Anchor Charts. I dictate 10-12 words with this unit's targeted spelling patterns. I loosely follow the "I do, we do, you do" method. For the first word, I'll model breaking the word into syllables. This skill was taught during the Foundations Unit using the chin drop method. Then, I invite students to count the syllables with me. Together, we sound out the word one syllable at a time. For example, with jawbreaker, we segment and spell jaw, then break, then er. I'll reference our anchor chart as needed. As I model the first word, I write on chart paper visible to the whole group. Once the word is spelled, we highlight the targeted phonological pattern, identify and label the vowels, and circle each syllable.

Sample dictation for diphthongs.

As we continue, I gradually release responsibility by pulling back on the scaffolding. Students begin breaking the words into syllables independently and work at a semi-self-paced rhythm while I circulate to provide feedback. I provide several copies of anchor charts for reference.

Because we proceed one word at a time, there’s often a bit of wait time for some students. I encourage them to highlight phonological patterns and mark syllables on their own while they wait. Sometimes, I ask them to add an affix to keep them engaged and challenged.

Once all students have written the word on their templates, I record on the chart paper and ask them to check their spelling for accuracy.

I keep two to three days worth of dictation stapled in a packet. Students house these in their folders until it's time to turn it in upon completion. Check out the Interactive Unit Guides to see how this lesson fits within each unit. There, you’ll find links to the unit-specific Dictation Word Lists.