Learning to apply phonic knowledge to extended writing tasks.
This is a PDF version of Phonic Dictation – Stage 1. If you require the print version, click here.
What happens when the correct spelling of test words does not transfer to writing? Students often write words correctly in spelling tests but struggle when applying their new knowledge to written work? As a general rule, students require many opportunities to rehearse their skills in contexts of increasing complexity. Phonic Dictation – Stage 1 focuses on a variety of spelling and phonics concepts. As students complete the dictation tasks, they are faced with the challenge of applying their recently acquired spelling concepts to the rewriting of passages. The presentation of regular phonic dictation sessions enables students to rehearse transferring spelling concepts to their writing.
Dictation tasks require minimal preparation but produce significant gains in all areas of literacy. When presented on a regular basis, dictation tasks hold the potential to produce a significant increase in a range of areas. Dictation improves the following skills in students:
- auditory memory
Most importantly, dictation assists in the translation of spelling list words to students’ self-generated writing. The short presentation formats outline dictation only, the extended formats provide reading, editing and writing tasks.
Phonic Dictation – Stage 1 focuses on:
- Alphabet VC and CVC words.
- Phonic concepts – sh/ ch/th/oo/ee/ck to CVC words.
- Blends CCVC and CVCC words.
- Phonic concepts – ar/or/ ay/ai/oy/oi/er/ing.
This publication is mentioned within the ‘Whole School Literacy Strategy’ booklet on page 18.
Phonic Sight Word Sequence Chart – Stage 1 Target 1
Following an extensive literature review, PLD has upgraded our approach to high frequency words (HFW). In a recent blog a range of tips were provided to remove the confusion that surrounds sight words. Since that point, we have developed our approach further. Our 2020 approach to HFW tackles three commonly encountered issues: Teaching HFW in […]
Following an extensive literature review, PLD has upgraded our approach to high frequency words (HFW). In a recent blog a range of tips were provided
Early Reading Profile – Year 1 and 2
The ‘Early Reading Profile’ presents an evidence based alternative to whole language type reading assessments. Revised for 2020.
The ‘Early Reading Profile – Year 1 & 2’ is a quick single word reading assessment. It presents words that gradually increase in length and
Foundation – Early Reading Profile
Tracking the emergence of early decoding and word reading.
The Early Reading Profile – Foundation Year is designed to track the emergence of decoding and word reading. The screen can be used to track
Listen A3 poster
To Create A Good Speaking And Listening Environment
Brainstorm with students what makes a good listener and speaker. Have a reward system that promotes good listening and speaking behaviours in the classroom. Give
National Curriculum Statement Click to reveal
Expressing and developing ideas - Spelling - Know that regular one syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high frequency words
Interpreting, analysing, evaluating - Reading processes - Read supportive texts using developing phrasing,fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning a
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