phonic dictation book a

6333 Viewing Sample 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. Copyright © 2011 PLD Organisation Pty. Ltd. This version copyright © Prim-Ed Publishing ® 2012 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. Name of Purchaser: Date of Purchase: Supplier: School Order# (if applicable): Signature of Purchaser: This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction. Viewing Sample Prim-Ed Publishing ® www.prim-ed.com Phonic dictation iii 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 ve 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 rst 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 T arget 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 sh 34–35 sh – Going shing 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 See over for Targets 3 and 4 Viewing Sample iv Phonic dictation Prim-Ed Publishing ® www.prim-ed.com 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 ar – A snarling shark 102–103 ar – Mark at the market 104–105 ar – A garden party 106–107 or – The black horse 108–109 or – Food on my fork 110–111 or – The storm in the corn 112–113 ay – Today is Sunday 114–115 ay – A play day 116–117 ay – Ray’s X-ray 118–119 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 er – My sister’s letter 136–137 er – The lost jumper 138–139 er – I must do better 140–141 Appendix 143 Template for Task 4: Copying and writing 144–145 Template for Task 5: Dictation 146–147 Templates for Tasks 4 and 5 using different line width and spacing 148–155 Contents continued Viewing Sample Prim-Ed Publishing ® www.prim-ed.com Phonic dictation v Teachers notes Each phonic dictation passage involves ve 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. Task 2 Reading practice Pupils read the title and the story. Task 1  Erroridenticationandcorrection 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 for dictation. Task 5 146 Phonic dictation Prim-Ed Publishing ® www.prim-ed.com Name: Date: Template for task 5: Copying and writing – Line width and spacing recommended for 6- to 7-year-olds Dictation The story will be read (i.e. dictated) and you will need to write the story. You will need to listen carefully. You will also need to use the spelling, writing and punctuation that have been practised in previous tasks. Task 5 Title of the story: Stop! Think! Before I fi nish, have I read over and checked my work? Yes No (Adult to discuss with child and choose only one goal from those listed below.) Today, I am trying to: ✓ Choose one. Dictation attempt: 1. 2. 3. Writing goals remember the size of my letters remember not to mix up my upper- case and lower-case letters place my letters on the dark lines use a proper pencil grip. A listening goal listen carefully. Spelling goals sound out as I spell words correctly use my phonic skills. A punctuation goal remember capital letters and full stops. Other goal: Viewing Sample vi Phonic dictation Prim-Ed Publishing ® www.prim-ed.com 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 signicant gains in pupil performance. Dictation improves the following skills: • listening • auditory memory • handwriting • language • spelling. 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signicantgains When presented on a regular basis, dictation tasks hold the potential to produce signicant 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 Viewing Sample Prim-Ed Publishing ® www.prim-ed.com Phonic dictation vii 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 Contains dictation tasks that primarily involve the application of: 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 Contains dictation tasks that primarily involve the application of: 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 Contains dictation tasks that primarily involve the application of: 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: silent t, silent c, silent l, silent u and silent w. Viewing Sample viii Phonic dictation Prim-Ed Publishing ® www.prim-ed.com 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 difcult. 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 Test word Test sentence Starting point in the phonic dictation programme Target 1 CVC 1 jam I had jam on my toast. Pages 2 to 312 wet Yesterday, it was wet and rainy. 3 cup Mum drank a cup of tea. Target 2 sh, ch, th 4 shed The lawnmower is kept in the garden shed. Pages 34 to 67 5 thin During his diet, the man became quite thin. 6 such It is such a hot day today. oo, ee, ck 7 foot I put a shoe on my left foot. 8 teeth The job of a dentist is to check people’s teeth. 9 track The racing car sped around the track. Target 3 CCVC 10 trap We caught a mouse in the trap. Pages 70 to 97 11 drop A drop of rain landed on my head. CVCC 12 held I held tight so that I wouldn’t fall. 13 sank The boat sank because it had a hole in it. Target 4 ay, or, ar 14 stay I am going to stay at my friend’s house. Pages 100 to 141 15 sport Tennis is a type of sport. 16 shark The shark swam close to the boat. ai, oy, oi, er 17 paint Blue paint was used to paint the house. 18 temper The man became very mad and lost his temper. 19 soil The seed was planted in some soil. 20 boy Three girls and a boy played in the park. Viewing Sample Prim-Ed Publishing ® www.prim-ed.com Phonic dictation ix Dictation programme placement test (Page 1 of 2) Target 1: Regular CVC words 1 Target 2: Phonics 1 4 2 2 5 3 3 6 Score /3 Score /6 Name: Date: Viewing Sample x Phonic dictation Prim-Ed Publishing ® www.prim-ed.com Dictation programme placement test (Page 2 of 2) Target 3: Regular CCVC and CVCC words 1 Target 4: Phonics 1 5 2 2 6 3 3 7 4 4 Score /4 Score /7 Viewing Sample [...]... Target Dictation tasks that primarily involve the application of alphabet VC and CVC words ew 3 Dictation tasks that primarily involve the application of CCVC and CVCC words 4 Dictation tasks that primarily involve the application of the phonic concepts ar, or, ay, ai, oy, oi and er Vi Target Target Prim-Ed Publishing®  www.prim-ed.com Phonic dictation 1 CVC Dictation passage 1: Pat Pam the dog Name:... formations Task 5 Do your dictation Listen carefully and use the spelling, writing and punctuation that you have practised Prim-Ed Publishing®  www.prim-ed.com Phonic dictation 15 CVC Dictation passage 8: Get a rat Name: Task 1 Date: Reading practice Read the story Get a rat Reading comprehension (b) Add some labels Vi ew (a) Draw the story in Task 2 g Sa m pl e A cat had to get a rat The cat got a. .. www.prim-ed.com Phonic dictation 13 CVC Dictation passage 7: Ben and his pets Name: Task 1 Date: Reading practice Read the story Ben and his pets Ben had a pet dog, a pet pig, a pet rat and a pet ram But Ben did not have a Task 2 Reading comprehension (b) Add some labels Vi ew in g (a) Draw the story Sa m pl e pet hen This made Ben sad 14 Phonic dictation Prim-Ed Publishing® www.prim-ed.com CVC Dictation passage... a bag The bag was big In the bag Dad had a net, a pot, a pan Task 2 Reading comprehension (b) Add some labels Vi ew in g (a) Draw the story Sa m pl e and a mug Dad had lots in his bag 8 Phonic dictation Prim-Ed Publishing® www.prim-ed.com CVC Dictation passage 4: Dad’s bag Name: Task 3 Date: Identify errors and correct them (a) Find 10 spelling or punctuation errors and correct them Dad’s bag e Dad... dog Name: Task 1 Date: Reading practice Read the story 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 pl Reading comprehension (b) Add some labels Vi ew in g (a) Draw the story Sa m Task 2 e the big fat dog 2 Phonic dictation Prim-Ed Publishing® www.prim-ed.com CVC Dictation passage 1: Pat Pam the dog Name: Task 3 Date: Identify errors and correct them (a) Find... 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 16 Phonic dictation Prim-Ed Publishing® www.prim-ed.com CVC Dictation passage 8: Get a rat Name: Task 3 Date: Identify errors and correct them (a) Find 10 spelling or punctuation errors and correct them Get a rat A cat had to got a rat The cat got a Sa m pl e net... www.prim-ed.com Phonic dictation 9 CVC Dictation passage 5: Jog up the hill Name: Task 1 Date: Reading practice Read the story Jog up the hill Reading comprehension ew Task 2 in g Sa m pl e 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 (b) Add some labels Vi (a) Draw the story 10 Phonic dictation. .. What was your score out of 10? Task 4 Copy the story carefully Use your best pencil grip, writing posture and letter formations Task 5 Do your dictation Listen carefully and use the spelling, writing and punctuation that you have practised Prim-Ed Publishing®  www.prim-ed.com Phonic dictation 7 CVC Dictation passage 4: Dad’s bag Name: Task 1 Date: Reading practice Read the story Dad’s bag Dad had a. .. www.prim-ed.com Phonic dictation 17 CVC Dictation passage 9: Ron’s bet Name: Task 1 Date: Reading practice Read the story Ron’s bet in Reading comprehension ew Task 2 g Sa m pl e 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 (b) Add some labels Vi (a) Draw the story 18 Phonic dictation Prim-Ed... Dad’s bag e Dad had a bag The big was big At Sa m pl the bag Dab had a nop, a pot, a pan ew in g and a mug Dab had lot in his bag Task 4 Vi (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 Task 5 Do your dictation Listen carefully and use the spelling, writing and punctuation that you have practised Prim-Ed . 112–113 ay – Today is Sunday 114–115 ay – A play day 116–117 ay – Ray’s X-ray 118–119 ai – The wet snail 120–121 ai – The red train 122–123 ai – A sailing snail and a quail 124–125 oy – Roy and. 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,. 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