Directions

Dictation is an excellent means of providing spelling practice and a

great follow up activity after the student can phonetically decode
and read the words listed in each lesson. Each lesson focuses on
a specific spelling pattern.

1. Dictation requires a teaching assistant to help the student.

This person selects a word listed in the lesson and dictates
the word clearly, ex: (cat); then repeats the word, but this
time says the word slowly while “sounding out” each letter.
(Slide the sounds to some extent.)

2. Simultaneously, the student listens, discriminates, then

writes the letters representing these specific sounds - (cat). Basically, the student
writes the word to the best of his/her ability.

3. The teaching assistant checks the spelling immediately. If the student has
spelled the word correctly, extend a word of praise. If there is an error, point out the
word listed in the lesson, have him/her read it and “sound it out” then rewrite the word
correctly. It may be necessary to let the student look at the word to enable him/her to
write it correctly.

If the process of dictation is too difficult for the student, go back and review all the
consonant and vowel sounds presented at the beginning (picture charts). Concentrate
especially on developing a solid understanding of the consonants and short vowel
sounds before moving onto the long and variant vowel sounds.
Lots of drill may be necessary in order to learn letter names and
sounds. Work on blending letter sounds of simple words, ex: (cat), to
help the student understand the process of decoding. It may be helpful
to read the easy rhyming words (left column) in lessons 1 - 5 before
attempting those listed in the right hand column. Rereading strengthens
and develops reading fluency. Readiness (maturity) is a factor that
affects the pace or rate of learning