Dictation for phonics: how to run it

What is dictation in a phonics lesson?

Dictation is supported spelling practice. The teacher says something, and students write it. It usually moves from small to large: first a few sounds, then some words, then a sentence. The content is built from the patterns students have been taught, especially the current one, so it practices spelling and checks learning at the same time.

It differs from a spelling test in two ways. Students check and fix their own work right away, so it teaches rather than just measures. And the words are new, built from the pattern, so it tests whether students can apply the pattern rather than whether they memorized a list.

How do you run dictation?

1. Sounds: say two or three sounds, like /ai/ or /sh/. Students write the spelling for each.
2. Words: say three to five words, one at a time. Students repeat each word, then write it.
3. Sentence: say one short sentence. Students repeat it twice, then write it.
4. Check: show or write the correct spellings. Students compare and fix their own work.

Having students repeat each word or sentence before writing is important. It makes sure they heard it correctly and gives them a chance to segment it in their heads.

What should dictation include?

Mix the new pattern with older ones. In the sample above, ship and sand review digraphs and blends. The sentence uses mostly decodable words plus a few irregular words the class has learned, like the and is. Keep sentences short for younger students, about five to eight words.

How should students check their work?

Show the correct spellings one at a time, and have students compare each one to theirs. If it matches, they put a small check above it. If not, they write the correct spelling next to it, rather than erasing. That way, both you and the student can see what the error was.

Some teachers have students mark each sound they got right, giving partial credit for words that are nearly correct. That approach shows progress clearly, since a student who moves from one correct sound out of three to two out of three is learning, even if the word is still wrong.

What does dictation tell you?

A lot, in very little time. Scan the papers after each lesson. If most students spelled the new pattern correctly, you are on pace. If many missed it, reteach tomorrow with new words. If one or two students missed it, pull them for a quick small-group review.

Look at the kind of error too. A student who writes ran for rain is not hearing or not marking the long vowel. One who writes rane knows the vowel is long but chose the wrong spelling. One who writes rian has the letters but in the wrong order. Each error points to a different next step.

How often should dictation happen?

Most days, as the last part of a phonics lesson. Five minutes is enough. Daily practice builds speed and accuracy, and the regular check gives you fresh information for planning. Students also come to expect it, which means less time explaining what to do.

For older students working on longer words, dictation can include multisyllable words and sentences with suffixes. Have them say each syllable before writing it. The routine stays the same; only the content gets harder.

How do you write good dictation sentences?

Writing dictation sentences is harder than it looks. Each sentence should use the new pattern at least twice, include one or two older patterns, and contain only irregular words the class has already learned. It should also make sense and, ideally, be a little funny or vivid, since students remember sentences that paint a picture.

• Use the target pattern two or three times: 'The goat ate the soap on the boat.'
• Keep length to five to eight words in first grade, up to twelve by third grade.
• Avoid untaught patterns, since they turn the check into a guessing game.
• Include capital letters and end punctuation, and check them too.

Plan the week's sentences in advance, alongside the phonics plan, so you are not inventing them on the spot. A sentence written in a hurry often slips in an untaught pattern, and students who miss that word are being marked on something they were never taught. Five minutes of planning on Monday saves that problem all week.

Punctuation and capitals are a bonus skill that dictation practices for free. Students who check the start and end of every sentence in dictation start doing it in their own writing as well.