Dictated sentences can result from a small group activity where the students discuss a topic and them come up with a sentence, we will call it a story, that the teacher writes on a large sentence strip. The story will then be cut apart, mixed up, and then reassembled by the students. As you write the story on the strip, students can help by listening for the sounds that you will write, clap syllables of words to see how big the word will be, and monitoring to see if it looks right. Many of the slides in this power point have sound which will be represented by the megaphone icon at the bottom of the slide. After the audio portion of each slide, please pause the Power Point to read the slide.
As an example, this is a “story” that my little grandson, Sean, might have said.
The child can reassemble the story until the process is automatic.
Often children will come to words they do not know how to write. It is helpful if the teacher says the word slowly and models for the child the distinct sounds in the word. /w/e/t/ Having children say a word slowly helps them to hear the different sounds in the word.
Sound boxes can be used to demonstrate the sounds of the word. If the word is a three sound word, have a box with three squares. If four, have four. Guide the child to write a letter for each sound, and provide the sounds they do not hear. (This activity should be used for students who have phonemic awareness and have already used the sound boxes with markers as we discussed earlier.)
As children progress in their use of sound boxes, you can use boxes to help students with more complicated phonetic patterns. In the case of a silent /e/, there would not be a box, since the /e/ is silent. The child can be directed to write the sound at the end of the boxes.
In the case of two letters making one sound, the two letters are put in one box, as they represent one sound. (Each box is a sound.) Later, you can draw a dotted line in the box with two letters and this will be a cue for the child, letting him/her know that there are two letters for that sound. These boxes take modeling and guided practice.
I use 1” correction tape (that my students labeled “band-aids”, since they cover up “boo-boos”) to cover up student’s errors as they write their stories. This way they can re-write the word the correct way on the correction tape. It eliminates holes in the paper from erasers and it gives the teacher a record of the child’s attempts at a word. Continue to part 4 of the Phonics Instructional Strategies Power Point.
Hearing and recording sounds in words
Hearing syllables in words (clapping syllables)
Assembling cut-up stories
Reading Recovery: A Guidebook for Teachers in Training , Marie M. Clay, 2006