phonic dictation book a

32 Target 2: Dictation passage tasks that primarily involve the application of phonic concepts sh, ch, th, oo, ee and ck to CVC words.. iv Phonic dictation Prim-Ed Publishing ® www.pri

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Internet websites

In some cases, websites or specific URLs may be recommended While these are checked and rechecked at the time of publication,

the publisher has no control over any subsequent changes which may be made to webpages It is strongly recommended that the class teacher checks all URLs before allowing pupils to access them

Phonic dictation Book A

Published by Prim-Ed Publishing ® 2012 under licence to

PLD Organisation Pty Ltd.

ISBN 978-1-84654-303-6

PR–6333

Titles available in this series:

Phonic dictation Book A (Ages 5–7)

Phonic dictation Book B (Ages 6–8)

Phonic dictation Book C (Ages 7–9)

Phonic dictation Book D (Ages 8–10)

View all pages online Website: www.prim-ed.com

Copyright Notice

Blackline masters or copy masters are published and sold with a limited copyright This copyright allows publishers to provide teachers and schools with a wide range of learning activities without copyright being breached This limited copyright allows the purchaser to make sufficient copies for use within their own education institution The copyright is not transferable, nor can it be onsold Following these instructions is not essential but will ensure that you,

as the purchaser, have evidence of legal ownership

to the copyright if inspection occurs.

For your added protection in the case of copyright inspection, please complete the form below Retain this form, the complete original document and the invoice or receipt as proof of purchase.

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Phonic dictation is a series of four books designed to develop pupils’ ability to transfer phonic and

spelling skills to extended reading and to writing tasks It focuses on handwriting, letter formation

and correct pencil grip and posture Speech pathologists, occupational therapists and teachers

collaborated in the development of this valuable resource.

A short and simple-to-administer placement test can be used to identify at which dictation passage each pupil in your class should start Pupils complete five tasks for each phonic dictation passage in the book.

Foreword

Contents

Teachers notes v – vi

Overview of phonic dictation resources for Books A–D vii

Dictation programme placement test viii – x Tips for teachers and parents – How to assist pupils when reading and writing xi

The first step to establishing letter formation is having the right posture xii

Pencil grip – What is a good pencil grip? xiii

What is NOT a good pencil grip? xiv

Position of paper xv

Am I ready to write? xvi

Curriculum links xvii – xviii Target 1: Dictation passage tasks that primarily involve the application of alphabet VC and CVC words 1

CVC – Pat Pam the dog 2–3 CVC – The man Tom 4–5 CVC – My dog 6–7 CVC – Dad’s bag 8–9 CVC – Jog up the hill 10–11 CVC – Pig in a wig 12–13 CVC – Ben and his pets 14–15 CVC – Get a rat 16–17 CVC – Ron’s bet 18–19 CVC – The cut leg 20–21 CVC – Lots to eat 22–23 CVC – Tom likes red 24–25 CVC – My bad pet 26–27 CVC – I am a ? 28–29 CVC – Ron and his cat 30–31 Checklist for progressing to Target 2 32

Target 2: Dictation passage tasks that primarily involve the application of phonic concepts sh, ch, th, oo, ee and ck to CVC words 33

sh – Trish and her fish 34–35 sh – Going fishing 36–37 sh – The shut shop 38–39 sh – Bob’s shop 40–41 ch – Cash in a chest 42–43 ch – Rod and his chum 44–45 ch and sh – Rich Chad 46–47 th – My pet moths 48–49 th - Beth’s maths 50–51 short oo – Mook’s book 52–53 short oo – The good cook 54–55 long oo – Food in the zoo 56–57 long oo – Roo’s tooth 58–59 ee – Leech and Eel 60–61 ee – The deep reef 62–63 ck – Bad luck 64–65 ck – A stack of food 66–67 Checklist for progressing to Target 3 68

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Target 3: Dictation passage tasks that primarily involve the application

of CCVC and CVCC words 69

CCVC – The club f lag 70–71 CCVC – Fred’s trip 72–73 CCVC – Fred’s grin at Brad 74–75 CCVC – A crab’s plan 76–77 CCVC – A frog and a grub 78–79 CCVC – A fresh plump plum 80–81 CCVC – Fran’s dress 82–83 CVCC – Frank’s bump 84–85 CVCC – The tent in the wind 86–87 CVCC – A skunk’s hunt 88–89 CVCC – Gold, gold, gold 90–91 CVCC – Think pink 92–93 CVCC – It stinks 94–95 CVCC – Junk at a dump 96–97

Checklist for progressing to Target 4 98

Target 4: Dictation passage tasks that primarily involve the application of the phonic concepts

ar, or, ay, ai, oy, oi and er 99

ar – The farmer’s party 100–101

ai – The wet snail 120–121

ai – The red train 122–123

ai – A sailing snail and a quail 124–125

oy – Roy and Troy 126–127

oy – Boys at play 128–129

oi – Moist soil .130–131

oi – With joined hands 132–133

oi – Noise, noise, noise 134–135

Contents continued

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Teachers notes

Each phonic dictation passage involves five tasks that support pupil learning:

Reading comprehension

Pupils demonstrate their understanding of the

passage by illustrating as much as they can of the

story, then adding word labels.

There are 10 errors in spelling and punctuation for

pupils to identify and correct in the spaces provided

on the page.

Task 3

Copying and handwriting

Pupils copy the story they have read, focusing on

correct posture, pencil grip and letter formation.

There are templates on pages 144 and 145 that can

be used for this task.

Task 4

Dictation

The story is dictated Pupils need to listen carefully

and remember the spelling, punctuation and writing

practised when completing Tasks 1–4 There are

templates on pages 146 and 147 that can be used

Template for task 5: Copying and writing –

Line width and spacing recommended for 6- to 7-year-olds

Title of the story:

Stop! Think! Before I fi nish, have I read over and checked my work?

A listening goal listen carefully.Spelling goals sound out as I spell word

s correctly use my phonic skills.

A punctuation goal remember capital letters and full stops.

Other goal:

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What happens when correct spelling of test words does not transfer to writing?

Have you noticed how pupils often write words correctly in spelling tests but struggle when applying their new knowledge to written work? Do you wonder why this happens?

As a general rule, pupils require many opportunities to rehearse their skills in contexts of increasing complexity This means if classroom teachers focus on spelling primarily at a single-word level, the transfer to everyday usage will never be guaranteed.

A handy tool for teachers and parents

Dictation tasks require minimal preparation, but hold the potential of producing

significant gains in pupil performance Dictation improves the following skills:

Crowd control is essential!

First and foremost, dictation requires pupils’ attention Teachers are required to

impose ‘crowd control’ discipline measures in their classes and remind their pupils what constitutes ‘good’ listening behaviour.

Dictation tips

1 Before pupils commence a dictation task—i.e transcribe what they hear—it’s

recommended they are exposed to the passage beforehand It’s helpful if pupils are able to process its meaning before writing out its parts.

2 When presenting dictation tasks, consider the length of each section verbalised and the number of times the section is repeated before (or while) the pupils

transcribe The shorter the section, the less challenging the dictation task.

3 Repetition of the dictated sections will reduce the memory requirement and make the task less challenging It is recommended that, over time, the length of each section is gradually extended and the amount of repetition is gradually reduced This helps pupils apply greater levels of auditory processing and memory.

Dictation aids

The dictation range focuses on a variety of spelling and phonics concepts As pupils complete the dictation tasks, they are faced with the challenge of applying their recently acquired spelling concepts to the rewriting of passages This should improve their ability to transfer spelling concepts to their own writing.

Dictation produces significant gains

When presented on a regular basis, dictation tasks hold the potential to produce significant gains in a range of areas Importantly, dictation assists in the translation of spelling list words to pupils’ self-generated writing

BA(Ed), BEd, CPP(UK), MEd, MSc(SpPath)

Teachers notes – A note from the author

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Overview of phonic dictation

resources for Books A–D

Phonic dictation Book A

Contains dictation tasks that primarily involve the application of:

Target 1: Alphabet VC and CVC words

Target 2: Phonic concepts—sh, ch, th, oo, ee, ck—to CVC words

Target 3: Blends of CCVC and CVCC words

Target 4: Phonic concepts: ar, or, ay, ai, oy, oi, er.

Phonic dictation Book B

Target 1: Book A phonic concept revision: sh, ch, th, oo, ee, ck, ar, or, ay,

ai, er, ing, oy, oi and all

Target 2: Consonant clusters and double consonants

Target 3: Long vowels: a–e, e–e, i–e, o–e, u–e

Target 4: Phonic concepts: oa, ow (mow), ir (third), ur (burn), er,

aw (draw), or, ea (teach), ee, ou, ow (town), ew (screw), oo,

ue (blue), y (puppy), kn, y (spy).

Phonic dictation Book C

Target 1: A selection of Book A and Book B phonic concept revision:

bi and tri consonant clusters, kn, or, aw, ea, ee, y, ly,

oo, ue, ew, ai, ay, ow, o-e, oe, oa, ou, er, ir, ur, and squ

Target 2: Phonemic spelling strategy and phonic concepts: igh, y,

i-e, tch, ch, ge, dge, ea, ear, eer, ore, oar, oor, our and silent b

Target 3: Onset and rime spelling strategy and phonic concepts: ace, ice,

air, are, ear, eer, ould and alk

Target 4: Syllabic spelling strategy and phonic concepts: le (ble, dle, f le,

gle, kle, ple, tle, zle), ey, y, be, qu, ph, or, and any

Phonic dictation Book D

Target 1: A selection of Book C phonic concept revision: tch, igh, dge, ge,

ey, y, kle, tle, ble, dle, gle, ple, f le, zle, qu, ph, be, silent b and ea

Target 2: Spelling involving phonic concepts that change their most

regular form: a (mask), a (swan), c (city), ch (ache),

g (gentle), o (month), s (sugar), or (work), u (super and human),

u (busy), y (shy and symbol)

Target 3: Spelling phonic concepts that incorportate phonemic and/or

syllabic spelling strategies: age, ture, ear, au, augh and ough,

tion and sion, ation and ician, ain, ie, ei, use, our, ous, ine and

sure

Target 4: Decoding and spelling that involves silent letter phonic concepts:

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The following non-standardised spelling test can also be used to establish a general

starting point for the use of Phonic dictation.

Task instructions

Adult says: ‘I want you to write a list of words They start off easy and become more

difficult I will put each word into a sentence so you understand what each means, but I only want you to write the word and not the whole sentence’.

Scoring/Interpretation: If the pupil spells any words incorrectly, within a single target,

then he/she requires spelling intervention at that particular stage

Dictation programme placement test

5 thin During his diet, the man became quite thin.

8 teeth The job of a dentist is to check people’s teeth.

9 track The racing car sped around the track.

12 held I held tight so that I wouldn’t fall.

13 sank The boat sank because it had a hole in it

15 sport Tennis is a type of sport.

16 shark The shark swam close to the boat.

17 paint Blue paint was used to paint the house.

18 temper The man became very mad and lost his temper

20 boy Three girls and a boy played in the park.

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Dictation pr

Tar get 1: Regular CVC words

Tar get 2: Phonics

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Tar get 3: Regular CCVC and CVCC words

Tar get 4: Phonics

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How to assist pupils when reading

• Most importantly, ensure the pupils have fun and enjoy reading the simple and sometimes silly stories.

• Encourage pupils to go slowly and not rush the reading practice Always

remember to praise pupils’ early reading efforts.

• Encourage pupils to ‘sound out’ (decode) unfamiliar words Typically, pupils

require multiple opportunities to decode before whole-word (or ‘sight-word’)

reading is achieved.

• If pupils are finding the visual element of reading difficult, it is recommended adults use a bookmark to assist pupils to focus on the word or words being read Another technique that supports the visual aspects of reading is to enlarge the worksheets from an A4 to A3.

• Some pupils require additional reading practice If this is the case:

– read the focus story several times on the same day; or

– read the focus story every day over a week.

Remember, with short and frequent practice, reading skills development typically

follows.

How to assist pupils when writing

• Most importantly, ensure the pupils have fun and enjoy the rewriting of the simple and sometimes silly stories Make sure pupils do not rush the writing process Always remember to praise pupils’ early writing efforts.

• Importantly, focus initially on only one goal Over time, as skills develop, pupils are able to concentrate on multiple goals (e.g spelling goals, punctuation goals and handwriting goals simultaneously).

• Supporting adults can assist early writing efforts by:

– sounding out words

– pointing to a desk strip or chart to prompt the recall of alphabet and/or phonic patterns

– prompting correct letter formation (e.g ‘Start at the top and go down’).

• Initially allow pupils to write each word with a different coloured pencil In this

way, while developing the ability to write sentences with spaces (or finger spaces) between words, the use of colour helps pupils see where each word starts and finishes.

• Some pupils require additional writing practice If this is the case:

– read the focus story several times The more familiar a pupil is with the content

of the story, the easier it should be to engage in writing it

– rewrite the focus story each day over a week.

Remember, with short and frequent practice, writing skill development follows.

• Finally, ask pupils to read their dictated story back to an adult before finishing the task.

Tips for teachers and parents …

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A great sitting position at the desk

Keep an eye out:

• for both feet flat on the floor

• for forearms that are resting

comfortably on the desk

• that the bottom is placed towards

the back of the seat

• that the back is straight and leaning

forward slightly, not slumped over

the desk or slouched back in the

chair.

Front view

Side view

The first step to establishing letter formation is

having the right posture

A great standing position

Keep an eye out:

• that weight is evenly distributed over both feet

• that the feet are approximately shoulder width apart

• for a trunk that is fairly straight.

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Pencil grip

The shaft of the pencil should rest gently

in the webspace Children can check

to see if their pencil is ‘lying back on its pillow’.

What is a good pencil grip?

• The pencil shaft is held between the pads of the index finger and the thumb of the dominant hand.

• The middle finger sits along side the index finger, supporting the underside

• Sometimes the pad of the middle finger is on the pencil, too; this is acceptable if the web space remains open.

It is much easier to introduce and reinforce

the proper way to hold a pencil than to

try to change an inefficient style after

the child has used it for several years

Handwriting difficulties can be avoided in

later years if there is an early emphasis on

developing fine motor skills, learning how

to hold a pencil and regular practice.

A proper pencil grip is stable and

comfortable, and movements are

produced by the smaller muscles of the

fingers rather than the whole hand One

important feature of this type of grip is an

open and rounded web space (the space

formed by the thumb and index finger)

It is much harder to move a pencil with

finger movements if it is closed.

There are a number of ways to encourage

the right grip For example:

• Make an ‘okay’ sign with fingers Place

the pencil between the thumb and

index fingers, then drop the middle ring

and little fingers under the pencil The

last joint of the middle finger sits next to

the index finger so it can support the

underside of the pencil

• Children can be reminded to hold their

pencil with their ‘okay’ fingers.

• The pinch action of the index finger and

thumb, with the middle, ring and little

fingers tucked into the palm, mimics

the action of a bird’s pecking beak

Children can be reminded to make the

bird’s beak and hold their pencil.

• Sometimes children find it hard to keep

their middle, ring or little fingers tucked

into their palm They often ‘climb’

onto the pencil shaft Children can try

holding a small marble or wishing stone

in the palm of their hand as they write

to help them maintain the right grip.

• There are a large number of

commercially available pencil grips

to help children hold their pencils

correctly.

• Extremely short pencils can be used

to encourage a child to use fingertips

rather than the whole hand.

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Pencil grip (continued)

What is NOT a good pencil grip?

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Position of paper

Tilt the paper

Before starting to write, it is a good idea

to position the paper so that the children

can see their work as they go, and can

maintain the correct hand position for

writing.

Left-handers tilt the top left-hand corner

of their page up.

Right-handers tilt the top right-hand

corner of their page up.

Hold the paper down

Make sure that the non-dominant hand is helping by stabilising the paper.

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Remind pupils of each point before commencing each dictation task.

can do the work.

Do I have good posture?

• Sitting back in my chair

• Back straight and leaning

slightly forward

• Feet are flat on the floor

Do I have good pencil grip?

The pencil is held between the pads

of my index finger and thumb.

Do I have the paper ready

to write on?

The paper is tilted and held

steady with my non-writing

hand.

Now I am ready

Right-handed writers tilt the top right corner

of the page up.

Left-handed writers tilt the top left corner of the page up.

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Subject Level Objectives

• recognise and use alternative ways of spelling the phonemes already taught

• identify the constituent parts of two-syllable words to support the application of phonic knowledge and skills

• recognise automatically an increasing number

of familiar high frequency words

• apply phonic knowledge and skills when spelling unfamiliar words

• spell phonetically decodable two-syllable words

Word structure and spelling

• spell new words using phonics

• segment sounds in order to spell them correctly

• recognise and use alternative ways of spelling the graphemes already taught

• spell phonetically decodable two-syllable words

Sentence structure and punctuation

• use capital letters and full stops when punctuating simple sentences

• use sound-symbol correspondence

• begin to demarcate sentences

• use a variety of skills to spell words in their writing

• spell correctly a range of familiar, important and regularly occurring words

• develop increasing competence in the use of grammar and punctuation

Curriculum links

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1st Class

• begin to develop conventional spelling of simple words

• understand the convention of punctuation

• spell words in a recognisable way based on awareness of the most common spelling strings and patterns

• spell correctly a range of familiar, important and regularly occurring words

• explore sounds, letters and words, and use what

is learnt to help writing

• spell the most commonly-used words, using knowledge of letter patterns

• use appropriate punctuation

Foundation • recognise that punctuation is essential to help a

reader understand what is written

• develop their ability to spell common and familiar words in a recognisable way

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Dictation tasks that primarily involve the application of

alphabet VC and CVC words

the phonic concepts ar, or,

ay, ai, oy, oi and er

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CVC Dictation passage 1: Pat Pam the dog

I am a dog I am a big dog I am Pam the big dog I am a fat dog Pat Pam the big fat dog.

Reading practice

Read the story

Pat Pam the dog

Task 2

Task 1

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Name: Date:

I am dog i am a big dog i am Pan

the beg dog I am a fad dog Pat Pam the dig fat dog.

Pat Pam the dog

Identify errors and correct them.

(a) Find 10 spelling or punctuation errors and correct them

CVC Dictation passage 1: Pat Pam the dog

(b) Check your work What was your score out of 10?

Copy the story carefully.

Use your best pencil grip, writing

posture and letter formations

Do your dictation.

Listen carefully and use the

spelling, writing and punctuation

that you have practised

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The man Tom

Tom is in bed Tom had a nap Tom

got up Tom went for a run Tom is hot and red.

Task 2

Task 1

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Name: Date:

The man Tom

CVC Dictation passage 2: The man Tom

Listen carefully and use the spelling,

writing and punctuation that you

have practised

Tom is it bed Tom him a nap Tom

get up Tom wet for a run Tom is hot

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CVC Dictation passage 3: My dog

My dog did beg I fed my dog I fed my dog ham I fed my dog lots He had

lots and lots of hot ham My dog is a big fat dog.

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Name: Date:

My dog did big I fed my dog I fed my dog him I fed my dig lots He had

lots and lots of hot ham My dig is a

big fan dog.

My dog

CVC Dictation passage 3: My dog

Task 3

(b) Check your work What was your

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Dad had a bag The bag was big In

the bag Dad had a net, a pot, a pan

and a mug Dad had lots in his bag.

Task 2

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Name: Date:

Dad had a bag The big was big At

the bag Dab had a nop, a pot, a pan and a mug Dab had lot in his bag

Dad’s bag

CVC Dictation passage 4: Dad’s bag

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CVC Dictation passage 5: Jog up the hill

A man went for a jog He went for a

jog in the sun The man went for a jog

up a hill The hill was big and the jog was long The man got hot and red

The man had to rest.

Jog up the hill

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Name: Date:

A man went for a jog He wnt for a

jog in the sun The man wet for a jog

up a hill The hill was dig and the jog was long The map got hot and red

The man had to rep.

Jog up the hill

CVC Dictation passage 5: Jog up the hill

(b) Check your work What was your

score out of 10?

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A pig in a wig sat in the sun A pig in

a wig sat in the mud A pig in a wig

went for a dip Then the wet pig sat in the sun.

CVC Dictation passage 6: Pig in a wig

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Name: Date:

A pig in a wig sit in the sun A pig in

wig sat it the mud A pig in a wep

wnt for a dip Then the wet pog sat in the sun

Pig in a wig

CVC Dictation passage 6: Pig in a wig

(b) Check your work What was

your score out of 10?

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Ben had a pet dog, a pet pig, a pet rat and a pet ram But Ben did not have a pet hen This made Ben sad.

CVC Dictation passage 7: Ben and his pets

Reading practice

Read the story

Ben and his pets

Task 2

Task 1

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Name: Date:

Ben ham a pet dog, a pet pig, a pit rat and a pot ram But ben did not have

pit hen Dis made Bem sad.

Ben and his pets

CVC Dictation passage 7: Ben and his pets

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A cat had to get a rat The cat got a

net The cat ran and the rat ran The cat got the rat with the net The cat

put the rat in a pen, but the rat got

sad The cat let the rat go.

CVC Dictation passage 8: Get a rat

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Name: Date:

A cat had to got a rat The cat got a

net The cup ran and the rat ran The

cat got the rat with the net The cat

put the rat on a pen, bit the rat got

sad The cat wet the rat go

Get a rat

CVC Dictation passage 8: Get a rat

Listen carefully and use the spelling, writing

and punctuation that you have practised

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I can run and run I can run up a hill Ron ran and ran Ron ran up the hill But Ron had to sit and rest Ron did not win his bet Ron got sad that he

did not win.

CVC Dictation passage 9: Ron’s bet

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CVC Dictation passage 9: Ron’s bet

Listen carefully and use the spelling, writing

and punctuation that you have practised

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A dog bit a rat It cut the rat’s leg.

The rat’s leg got red The dog sat and

he did get sad So the dog and the rat went to a vet The vet did fix up the

The cut leg

Task 2

Task 1

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Name: Date:

a dog bid a rat It kut the rat’s leg.

The rat’s lep got wed The dug sat and

he did get sad so the dog and the rat wnt to a vet the vet did fiks up the

rat’s leg.

The cut leg

CVC Dictation passage 10: The cut leg

Task 3

Task 4

Task 5

have practised

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Tom had lots to eat Tom had a jam bun

to eat Tom had hot ham to eat Tom

had a hot dog too! Yum, yum, yum!

CVC Dictation passage 11: Lots to eat

Tiêu đề	Phonic Dictation Book A
Trường học	PLD Organisation Pty. Ltd.
Chuyên ngành	Phonic Dictation
Thể loại	Sách hướng dẫn
Năm xuất bản	2012

Định dạng
Số trang	173
Dung lượng	10,4 MB