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Step 5: Dictations and Instructional Routines
In a 50 minute lesson, we spend approximately 10 minutes spelling the concepts we just learned and reviewed in our lesson. Plan carefully and, as always, maximize practice time. This is a teaching time, not always an assessing time.
If we want a measure of mastery, students write "Check-In" at the tops of their page and we do a dictation without any tips or pointers. Students appreciate when we explain that this is really a measure of our teaching. We work until we all can do it - the goal is "an A for everyone."
To use this time efficiently, we find it essential to have established routines, organized materials, a written plan, and minimal "teacher-talk."
Dictations in Our Classroom
Student Dictation Page
From a "soft c" and "soft g" lesson.
Example of phoneme-grapheme mapping with multisyllabic Elkonin Boxes (frames?) at this step of the lesson
We often use Elkonin boxes during this Step.
Notice how we start with first "dashing-out" the sounds in the words before spelling. We read the words when finished and discuss meanings.
Practicing "making a parking spot" for every sound/syllable first.
Then spelling the word. To help establish this as a mental habit. Or just building a syllable frame (without phonemes place-holders).
Writing the dictation on the board.
Students enjoy taking turns being the experts at the board. If a peer needs to check their work, they can just look up.
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