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Using Dictation to Improve Spelling

In All About Spelling, every lesson includes spelling dictation. Dictation is a great tool for teaching spelling because it allows children to use their spelling skills in a “real world” application.
What is dictation and how can it help improve my child’s spelling?
Very simply, you dictate a phrase or sentence and your student writes it down. Writing from dictation allows your student to concentrate on the writing and spelling process without having to compose original sentences. Spelling dictation benefits your student in a number of ways:
    • Spelling dictation gives your student the chance to practice newly learned words in context. If your student just learned to spell birthday, for example, writing the sentence Is your birthday in April or May? puts the new word in a real-life context.
    • Spelling dictation tests the mastery of a spelling pattern or rule. Learning how to spell birthday in a list of other IR words such as girl, shirt, circle, and third is an efficient way to learn the basics, but putting the word in a sentence provides mixed practice with other spelling concepts. You’ll be able to see if your child has mastered the spelling of birthday, or if you need to keep practicing it.
    • Spelling dictation reviews old spelling words in a meaningful way.
    • Spelling dictation moves your student from the easier task of spelling from a spelling list to the more difficult task of independent writing. Spelling from dictation is harder than spelling from a word list—but it’s easier for a student than writing an original sentence in which he must focus not only on spelling and mechanics but also on creativity, word choice, and grammar. We can look at it like a continuum that progresses from easiest to hardest:
Using Dictation to Improve Spelling - All About Spelling
There are four simple steps for dictation:
  1. You dictate a phrase or sentence.
  2. Your child repeats the phrase or sentence.
  3. Your child writes the phrase or sentence.
  4. Your child proofreads what he wrote.
Let’s take a look closer look at these four steps.Step 1: You dictate a phrase or sentence. For the youngest spellers, you’ll begin with short phrases of two or three words. Starting in Level 2, we work up to complete sentences. As a student progresses through the levels, sentences keep pace with the student’s increasing knowledge.Using Dictation to Improve Spelling - All About SpellingDepending on the age and ability of your student, you’ll dictate two to five sentences per day. Additional sentences are included for practice in later lessons, but don’t feel that you have to cover them all in a single session. The sentences in each lesson include only words that your child has already learned.Here are some tips as you dictate the sentences:
    • Let your student know that you will only be saying the phrase or sentence once, so he needs to focus his attention on you.
    • If the sentence has a question mark or exclamation point, make it clear through your intonation. Don’t dictate the words “question mark.”
    • For some children, you can dictate at a normal speed. For others, it is important to dictate slowly and distinctly. After completing a few sentences with your child, you will have a good sense of what is best in your particular situation.
Step 2: Your child repeats the phrase or sentence. It is important in this step that you encourage good listening habits in your child. Don’t be tempted to repeat the sentence for your student. You should dictate each phrase or sentence only once, and then have your student repeat it back to you.If you find that your child isn’t able to repeat the phrase or sentence, you need to do some exercises to strengthen his working memory. Discontinue the spelling dictation and do oral dictation instead. Oral dictation is a simple but powerful tool for increasing your child’s working memory. Here’s how it works: dictate a sentence and have your student repeat it back to you in sequence. Repeat each day, using a large number of phrases or sentences. Gradually increase the number of words in each phrase or sentence as your student grows in ability. When oral dictation becomes easier for him, go back to the spelling dictation exercises.Using Dictation to Improve Spelling - All About SpellingStep 3: Your child writes the phrase or sentence. Once again, try not to intervene. Let your child write out the sentence independently, without prompting for spelling. It might be hard for you, but this is important! If he starts to misspell a word, don’t prompt him—let him commit to his mistake. If you always hover over him, he won’t learn to take responsibility for what he writes.I find it best to not even look at the child’s paper as he is writing. Most kids are very good at reading body language. If we see a mistake about to happen, we may subconsciously hold our breath or lean forward a bit or focus our attention more intently on the paper. You may not even realize that you’re doing it, but your child will notice these subtle body movements and will learn to rely on your cues rather than on his own ability.I once observed a spelling lesson in which a nine-year-old girl watched her mother out of the corner of her eye during the entire spelling dictation exercise. If she sensed any anxiety from her mom as she began to form a letter, she would change that letter into another letter. If her mom leaned in a bit or shifted closer, she would change course. The girl’s mom didn’t realize that she was sending these signals, but for her daughter, reading body language was a normal part of the spelling lesson!There is one more reason I recommend that you don’t look at your student’s paper as he is spelling from dictation: a learner should have the mental space to concentrate on what he is doing without feeling like he is being monitored. He should feel free to pause during spelling and consider various alternatives or recall a spelling rule. He should feel free to think through the spelling process without being judged. So I generally look down at my teacher’s manual or out the window as the student writes from dictation. I don’t look at the student’s paper until he proofreads it and says, “Done!”Step 4: Your child proofreads the sentence he just wrote. In this step, your child should read his writing aloud or to himself. This is a good time for your student to practice self-correction, so he should check himself by asking these questions: Am I satisfied that I spelled everything correctly? Did I use capital letters and punctuation properly?
After the spelling dictation exercise is over
Check the student’s writing as soon as he indicates that he is done proofreading his sentence. If you identify a misspelled word, swing into action with the three steps listed in this article on how to correct spelling mistakes. This is important teaching time! Analyze each mistake your child made. Is there a specific rule or generalization that you need to review now or in tomorrow’s lesson?After you have identified and corrected your child’s errors, it may be helpful to date the paper so you can track progress from the beginning of the month to the end of the month. Spelling dictation can reveal areas that you thought your child had mastered but that he really hasn’t. Dictation is such an important process that I’ve included it in every All About Spelling lesson.If your child is struggling with the dictation exercises, or you are just looking for ways to make dictation more effective (or more fun), go to Part 2 in our dictation series, How Can I Help My Child with Spelling Dictation?Would you like more information on teaching reading and spelling? Download my free report below!
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Julie Rushton

says:

Great method! I will be using this for the student I tutor. Thanks for sharing!

Mahmoud Sultan

says:

Thanks a lot for your constructive pieces of advice.

Betty S

says:

My 3rd grader is in the middle of level 4 but I think we need to take a break from the dictation sentences. He has never enjoyed writing the sentences and they are causing him much distress. He is a reluctant writer and would rather dawdle and forget the sentence he is supposed to write. He does well with the writing station as long as he can work out the spelling of the words orally with me first.

Betty,
Dictation is how students review previous patterns and rules and how show they are maintaining mastery of them.

How many dictation sentences are you attempting each day? Consider dividing them up, so you are doing only a few each day. Often students do a lot better with dictation if they know they only have to do 4 or how ever many each day. If 4 is too many for one day, try 3, or even 2. Maybe start the day’s spelling with 1 sentence and then end spelling with 1 more. Dictation is an important step to being able to hold your own thoughts in your mind and get them down on paper.

Katie Bishop

says:

This post is great! I will have to try this!

Melissa

says:

What to do when your child hates writing & therefore, fights doing dictation?

Merry at AALP

says:

Hi Melissa,

You might find this article on Dysgraphia helpful: http://blog.allaboutlearningpress.com/dysgraphia/

If you are not using AAS, I would advise:
start with something very small and doable. Think about writing in stages:
handwriting–does he struggle with letter formation? start there
If he’s fine with letter formation, start with 1 word.
If he’s fine with 1 word, try a short, 2-3 word phrase.
And so on. Don’t aim to do a lot of dictation all at once, but to start small and gradually build up. Make sure that the dictation does not include new words that he can’t spell. Once he is able to write a bit more, you can expand a bit and include a new word or two, but pre-teach them first. Walk him through the phonics of the word and how to study and learn that word, and then try the dictation on a separate day.

If you are using AAS: Perhaps you could compromise with him and have him do some writing each day, and then work on some words orally? Are you spreading the dictations out over several days, or trying to do them all together? You can do just a phrase or a sentence each day while he works through the end of that step and also the next step. Don’t try to do them all in one day.

I think it’s worth slowing things down a bit to gradually work on stamina for writing.

AAS has a gradual progression for increasing the student’s stamina and fluency in writing that’s very helpful for reluctant writers. It starts with just words and short phrases in Level 1, bumps up to phrases and short sentences in Level 2, and progresses to 12 dictation sentences per step in Level 3. Partway through this level, the Writing Station is introduced. In this exercise, students write sentences of their own that they make up using some of their spelling words.

In this way, students have begun to use words in a more real-world context through dictation and writing, to help them transition to longer writing assignments.

Dictation and the Writing Station both serve as an important bridge between spelling words in the context of lists (where the patterns are similar), and more “real world” writing. By the end of Level 3, students have mastered about 1000 words from the regular and reinforcement lists, and they have developed stamina and some beginning editing skills that will help them when they start a formal writing program.

Another benefit to writing instead of spelling orally is that he is connecting the shape of the letter with the sounds. The more often he does this, the more automatic the process becomes. And brain research shows that two ideas practiced at the same time can permanently bond the ideas together. But you don’t have to do that with just pencil and paper. You can let him use a finger in sand or cornmeal, or a marker on a whiteboard, or go outside with sidewalk chalk. Here are some other tactile and kinesthetic suggestions: http://blog.allaboutlearningpress.com/kinesthetic-learning/

And a few more: http://www.allaboutlearningpress.com/how-to-use-kinesthetic-spelling-activities

I had a very reluctant writer at this age as well. I remember in 2nd grade I had a goal of getting him to be able to write 2 short sentences in one sitting without complaining. In 3rd grade I bumped that up to a short, 4 sentence paragraph. We worked gradually toward these goals throughout the year, just a little at a time. Decide what a reasonable goal is for your child, and then gradually work towards it. Some people use time or number of words for their goal–write for 3 minutes and then spell the rest orally, or write 3 words for example. When he can do that, bump it up to 4 minutes or 4 words, and so on. This gives him a smaller goal to work towards that he can accomplish and be proud of a new achievement, while gradually increasing his skills and stamina for writing.

I hope this helps! Merry :-)

Tammy

says:

I will be starting dictation with my daughter next week. Thanks for all your great work and ideas.

Candiss

says:

Dictation has been very helpful for my kids. It’s a great way to review previously learned phonics rules while introducing new words in the lesson.

Bethany Umble

says:

Thanks so much for these helpful articles! We love AAS! : )

Nannette

says:

My children are struggling with spelling. I will begin to make some changes. Thanks.

Tami

says:

I was not taught using much dictation so this is new to me but so beneficial to students! So glad for AAS and AAR. Thanks!

Cherie Anderson

says:

We have just recently included dictation in our daily studies. This was an informative article.

a

says:

This was a very helpful article. I feel a bit freer to change the way we do dictation. I realize that I’ve probably been doing too many sentences at each session.

Heather

says:

Dictation is definitely the surest way to tell whether my son *really* understands what he’s spelling. I haven’t been having him proofread his sentences, though. That’s a really helpful tip!

Kristin

says:

The dictation is also a great time for my son to practice cursive. AAS has been great! Now when I am correcting their spelling in other areas I can give them rules and reasons for why the word is spelled the way it is.

mickey

says:

My kids really don’t like dictation, but I do see a difference in their ability when we do it often. Thanks for the advice.

Nikki Jackson

says:

I’ve noticed the more dictation we do, the more the spelling lessons translate to their writing assignments. Seeing the word in a sentence is our best memory tool in my house.

Natalie Rounce

says:

I find my children spell words better in dictation than as “stand alones” … guess this is because they’re used to seeing words in context eg. books???

Shelley

says:

Thank you for all your wonderful helps, tips and hints.

stephanie

says:

Your article was very interesting. I will using some of the strategies mentioned

Kimberly

says:

Dictation is one of our favorite parts of the lessons. I love All About Spelling and how much it has helped my children!

Geneva Mills

says:

Just read about how dictation helps with spelling, I will be using some these suggestion with my son as he is struggling with spelling and I think using dictation will help him. He has trouble hearing certain sounds in words so I think this will be a good thing for him even though he is an older student, I guess it’s never too late to learn something new.!

Jennifer

says:

I had to laugh when I read about the non verbal cues because that is so us! My two look at me while they write to see how they’re doing because I’m horribly inconsistent about either looking out the window or watching them and responding non verbally. This was so great to read and be called out for what I know is stressful for them. Thanks for the reminder and tips!!

Jill

says:

These are great helps. My 6.5 year old daughter is learning quickly from your program. I can see how I need to change my teaching to help her even more.

Shannon

says:

AAS has been wonderful! I’m so impressed with my daughter’s progress the last 2 years! It has been incredibly helpful to use AAR and AAS together.

MELISSA

says:

I was wondering: How young would you recommend starting this? My eight year old is using AAS level 1,but he really dislikes writing.

Melissa,
We recommend starting dictation with short phrases when the student starts spelling. We recommend starting spelling after the student has completed All About Reading Level 1, or the equivalent. This puts most kids starting dictation between 6 and 8 years old. See this article, All About Spelling: The Right Time to Start, for more information. http://blog.allaboutlearningpress.com/aas-right-time-to-start/

All About Spelling has a gradual progression for increasing the student’s stamina and fluency in writing that’s very helpful for reluctant writers. It starts with just words and short phrases in Level 1, bumps up to phrases and short sentences in Level 2, and progresses to 12 dictation sentences per step in Level 3. Partway through this level, the Writing Station is introduced. In this exercise, students write sentences of their own that they make up using some of their spelling words. In this way, students have begun to use words in a more real-world context through dictation and writing, to help them transition to longer writing assignments. Dictation and the Writing Station both serve as an important bridge between spelling words in the context of lists (where the patterns are similar), and more “real world” writing. By the end of Level 3, students have mastered about 1000 words from the regular and reinforcement lists, and they have developed stamina and some beginning editing skills that will help them in outside writing.

Some kids want to spell orally, but I would use this sparingly (perhaps only occasionally for review.) One benefit to writing instead of spelling orally is that the student is connecting the shape of the letter with the sounds. The more often he does this, the more automatic the process becomes. And brain research shows that two ideas practiced at the same time can permanently bond the ideas together. But you don’t have to do that with just pencil and paper. You can let her use a finger in sand or cornmeal, or a marker on a whiteboard, or go outside with sidewalk chalk. Here are some other tactile and kinesthetic suggestions for when you want to change things up. http://blog.allaboutlearningpress.com/kinesthetic-learning/

If he’s very reluctant to write, set doable goals–a number of words or dictations, or a number of minutes you’ll write dictation sentences–something that you can do daily and gradually increase over time. Give him a small but doable goal to work towards, so that he can accomplish and be proud of a new achievement, while gradually increasing his skills and stamina for writing.

Lastly, here is a blog article on Dysgraphia that I think you’ll find helpful. http://blog.allaboutlearningpress.com/dysgraphia/

I hope this helps. Please let us know if you have further questions.
Robin E.

Teresa Firek

says:

This has helped so much – learning the CORRECT way to say the sounds and then spelling is really a snap! They share spelling rules I never knew about! This is amazing!

Kate

says:

AAS has been amazing! I cannot believe the progress my boys have made!

Christina M.

says:

Great article! Thank you.

Liz H.

says:

Thank you for this article. We will be adding dictation to our daily routine.

Julie H

says:

This was great info. This is something we need to start with our kiddo. I think we are ready to try AAS level 1. We are loving AAR!

Sharee Gatto

says:

Thank you for all your material. My kids just love it!

Anne Downs

says:

Dictation of any kind used to be my kids’ least favorite part of school work. BUT, I felt it was important for spelling and writing, so we kept it up. Now, with one little tweak, the kids love it. I read the sentences in funny voices or with humorous inflections, and it makes it a blast (but they are still getting the great practice of dictation)!

Yahiliz

says:

I think the dictation is great. I make sure to divide the lesson up to keep it short and sweet.

Wendy

says:

I love the dictation portion of the lessons, even if my child doesn’t! I think it is great practice for using the spelling concepts covered without them being lumped together. She actually has to think about how to spell, instead of just using the rule that is being covered that lesson. Thanks Marie!

Carlee

says:

Thank you for this! Sometimes we skip the dictation because it is the most frustrating part for my daughter. I am encouraged to do it every time!

Merry at AALP

says:

Hi Carlee,

Often those things that are frustrating are the most needed (unless she’s on the young side and just isn’t ready yet). If you need help with ideas on how to break things down for her more so it’s not so frustrating, feel free to email me at support@allaboutlearningpress.com

Sometimes dictation is hard because kids need more practice on the individual words. Be sure to keep them in daily review until she can spell the words quickly and easily–without having to self-correct or stop and think about the words. When the individual words are automatic (especially if you have a mixed review, where like patterns are not in a row), then dictation is a bit easier. Experiment and see what works for her.

Gel pens on black paper can be a fun way to write and mix things up–some kids like dictation better if they can experiment with different mediums.

Jessica

says:

Some great tips! I need to remember to let my son know that I’ll only be saying the sentence once, he often forgets to listen ;)

Merry at AALP

says:

Jessica, my daughter really struggled with listening. I often had to use a cue phrase, like “Are you ready?” to remind her to fully focus. Another thing that helps is if you have your son look at you and watch your mouth as you speak. This can help him focus and make the words sound crisper and clearer.

Aaron Schofield

says:

Thanks for this article – we have yet to really focus on spelling, but strategies like this make it seem much more doable.

Yuna park

says:

My son is 6 and he started asking me how to spell certain words when he’s drawing to label what he drew. It’s good to know how i can help with his spelling through dictation!

Charline Avila

says:

Thank you for sharing this information and this program. It is truly a useful tool in teaching our children.

Lois

says:

Great ideas, thanks for sharing!!!!

Juanita Williamson

says:

Great tips! Hoping to progress with dictation. Thanks!

Grace Chen

says:

Thanks for sharing this idea. Can‘t wait to use it on my students.

kedra rust

says:

i’m very interested in trying this

Karen

says:

I love this idea! Thank you for sharing!

Heather

says:

My son is attending school part-time and is being home schooled part time. We are half way through AAR 1 and are making progress. I’m not sure when to start to incorporate AAS 1? His IEP lists a reading and writing deficiency, although he doesn’t have a diagnosis we suspect dysgraphia. He absolutely dislikes anything having to do with writing, often becoming anxious and unruly. Any advice?

Merry at AALP

says:

Hi Heather,

As far as when to start spelling, we recommend waiting until after completing AAR 1. Here’s a blog post with more information: http://blog.allaboutlearningpress.com/aas-right-time-to-start/

This article on dysgraphia has lots of ideas that can help whether he has dysgraphia or just struggles with writing: http://blog.allaboutlearningpress.com/dysgraphia/

Please let me know if you have additional questions.

Christine

says:

Ditto with what Rae-Lynn said. I had been using dictation to capture a score for each child’s lesson. But now I see it is much more useful than that!

I would also like to mention that I rewrite the dictation sentences to make them silly, too. I find that my children remember the sentence better when I make it funny. The words I use in the dictation are taken mostly from the words and phrases given for that lesson. Any other words I use follow Key Card rules the child has already learned.

Here’s an example for Level 2, Step 7 dictation:
Jane bit Tom, then she ate the snacks.

Or for Level 2, Step 12: The stout men put out the house fires with old tires, green grapes, and trout.

We do a whole lot of giggling during our dictation time, and it makes the kids really look forward to their dictation time.

Lydia R.

says:

My 6-y.o. is halfway through AAS 2, and it’s starting to get tricky =)
Lately I notice that he’d make mistakes on the easier words in sentences; it’s probably because he’s concentrating on spelling the harder words correctly. I need to remember to have him proofread his phrases and sentences.

Currently I don’t penalize him for punctuation and capitalization (I ask him to correct it, but not rewrite it the next day). That’s probably why he doesn’t pay as much attention to them!

Penny Jorgenson

says:

We love the dictation portion of All About Spelling’s lessons. It really helps me reinforce the rules.

Christy H

says:

I never thought of dictation as being so important. We will be incorporating more of it.

Rae-Lynn

says:

Thanks for the great ideas! I have always thought of dictation as an asessment tool. Now I have some ideas of how to incorporate it into my teaching in new ways.

I have been using your program for nearly 2 years and I love it so much. I have never read this post about dictation and I am so glad I did. You listed several important things that will help me from here on out to do an even better job with spelling. Thank you!!

Jenny

Laura

says:

This year we’ve been really working on doing the dictation sentences. Some weeks are better than others! Are we meant to do some every day – including the first day in the new chapter? We’ve been waiting until the end to do them.

Merry at AALP

says:

Hi Laura,

You can do the dictation in a variety of ways. I used to do several sentences per day until we finished that step, and then go on to the next step. But some people do the previous lesson’s dictation as they start a new step, so that they can have some dictation to do every single day. The important thing is to give your student lots of review in small bits over time–and not overwhelm the student with too much in one day, or conversely to skip review for a child who needs it.

I hope this helps!

Emily

says:

Love this! Teaches them so many things in one activity!

Jill

says:

I have so enjoyed all about spelling with my kiddo in Kindergarten. This is encouraging to work more on dictating. Thank you!

Linda

says:

I agree with your emphasis on the benefits of dictation. Thank you for giving you readers a process, as well.

Karen

says:

Thank you so much for this article! I thought, “What could be simpler than saying a phrase and them writing it down?” But, now I see there is more to it. I especially appreciate the information in step 2 regarding a child who isn’t able to repeat back a phrase. I have a 7-yr-old who has trouble memorizing scripture and I have to break into very small pieces. I see now that I may need to work on this more consistently to see improvement. There were many other lessons to improve spelling that I wasn’t aware of, so thank you!

Angelina bock

says:

I am so thrilled that you have put together such amazing easy to use learning tools! As a busy homeschooling (and work from home) mom I need simple, useful and effective curriculum! Thank you!!

Jacqueline

says:

I’m excited to see if spelling dictation will help my students who are not naturally inclined to spell correctly. Thank you for your hard work in providing such great products!

Grace H.

says:

I have done dictation in the past, but my kids always were frustrated because the passages were lengthy. I like the shorter dictation right now in Level 2.

Susen Waller

says:

I will try this with my dyslexic learner this week!

Juli Vrotney

says:

Yes, I find using dictation helps my children to use the words in a real world situation. It is exciting to watch them grow in knowledge. Great tips.

Kristin

says:

Thanks for the great tips for dictation. I sometimes (maybe often?) need to repeat sentences, but it has more to do with the natural level of noise that occurs in a house with nine children ;)

I will be implementing the proofreading tip in our next lessons. I do something similar to help them find errors on their own, but will make it a regular part of checking *every* word/sentence rather than just the incorrect ones. I simply say, “Can you read to me what you just wrote?” Generally, that is all that’s needed for them to find and correct an error.

One additional thing I’ve done is asking, “Why did you spell the word that way?” (This is usually used in words that are spelled correctly.) It has come in handy to review Key Card concepts within the context of a lesson. For example, if the word is “cross” I will ask, “Why did you spell that word with two s’s?”

Thanks for a great product that has simplified reading and spelling for both myself, and my students!

Merry

says:

Kristin,

I love how you review the key card concepts by asking your child a question and getting them to explain the concept to you. This really helps kids to see that the rules are practical, and it helps them to become more automatic in applying them.

Having them read what they wrote is another great strategy. Great job!

caryn

says:

I am looking forward to trying this program.

Sara

says:

My children love the dictation exercises! When they finish they like to read them all together to make a funny story. We have struggled with spelling for years until we found this program, and I finally feel like I am preparing my children to succeed.

Lisa Smith

says:

Thank you for this post I am going to try using this method with my children, I have two that struggle with spelling.

Michelle

says:

I am new to this idea, but I think I will try a dictation exercise before we write today. It sounds like a way to get the brain in tune to words. Thank you for your thoroughly written instructions.

Kezia Schutz

says:

Thanks for this post. It was very useful.

Becky

says:

Thank you so much for this article. It has helped me immensely. I am that mom that watched my children’s paper, or even their pencil. I can usually tell what they are writing just by the way their pencil moves. I am sure that I have caused them to know what to write. I didn’t even think that was possible. I have never had my children repeat what I have dictated or proof read it. I have been missing two steps. I also wait until the end of our dictation exercise to see what they have written. Do I need to look at each dictated sentence for mistakes before dictating the next? Or should I do it at the end of the lesson? I have noticed that I mouth the sounds when doing the yellow cards. I have really had to focus on keeping my lips closed tightly while they tell me the sound that those letters make. I can’t even express how much I appreciate this article. Thank you for offering a free level of All About Spelling and asking us to post on a blog. This got me to take the time to actually read and post.

Merry

says:

Hi Becky,

I think you’ll be pleased with the results as you start to implement the steps. Have your students proofread each sentence and say “done!” and then look at it. Help them correct any mistakes before you move on to the next sentence.

I’m glad you stopped by to read today!

Rachel

says:

I use the dictation in the AAS books with my children and it has really helped them with their spelling!

Amanda

says:

Would using a big chart and making sentence strips with sentences be part of dictation writing for pre k? Even if the child sees me writing it?

Merry

says:

Hi Amanda,

Dictation involves the child writing what you say, but your example could still be a fun activity for reading reinforcement, or as a way of teaching a child how to make a sentence. For more ideas on reading, check out All About Reading: http://www.allaboutlearningpress.com/all-about-reading/

Pyra

says:

I can truly say this has process is one of the most solid for strengthening the sub-steps of spelling which lead to better independent composition of sentences. Your explanation is spot on! Thank you for continuing to share great processes and the why behind each step.

Michelle giers

says:

This sounds great.

Martha Padron

says:

We love AAS. It is so easy to use.

Brittany C

says:

I’m going to have to work on not looking at my daughter’s paper whenever she is working.

Jennifer Woeste

says:

We are just taking off with ASS and love it. It makes my child stop and think before putting pencil to paper.

Krista

says:

My 11 year old learning sight reading in public school. Her spelling is terrible. We just started All About Spelling. Thanks for all the good information on your blog.

Alicia

says:

Great tips! Love your program. Thanks.

Sherry

says:

I just started trying this with my daughter. I think it has really increased her awareness of spelling.

Michelle T

says:

I always find it amazing how my kids can easily spell a word by itself or in a spelling list, but forget how when adding it in a sentence!

Merry

says:

Hi Michelle,

Yes, it’s a very common problem, and dictation helps us to find those words and concepts that really need more practice. This article on automaticity (or making spelling automatic) can help you understand more about why it happens and how to help: http://blog.allaboutlearningpress.com/helping-kids-achieve-automaticity-in-spelling/

Lindsey

says:

It’s so awesome that you explained all of this out! I deal with my six year old getting easily frustrated with anything pertaining to writing and this gives me some new ideas on how to word things and try a few other things. :)

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