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I made this for middle school EFL learners. This is to review past vocabulary in a fun and competing way. Put the worksheet with the words up on the front of the class. Place students in two teams. Have the starting line at least 5 paces back from the board.
Students are given the worksheet with the words missing. One student must go to the board, read the first work, memorize the spelling and come back to the team to dictate the word. They must spell the word.
If they run, they forfeit that turn and go to the back of the line.
The student first in line goes to the board to read the word and dictates to the seconds student. After that, the second student then becomes the first and the next student is the writer.
Spelling Dictation #3 1.Copy everything I say including punctuation. 2.PRINT 3. Capitalization errors count as a misspelled word. Possessive Noun’s count.
Published byOsborne Evan McGee Modified over 3 years ago
Presentation on theme: «Spelling Dictation #3 1.Copy everything I say including punctuation. 2.PRINT 3. Capitalization errors count as a misspelled word. Possessive Noun’s count.»— Presentation transcript:
1 Spelling Dictation #3 1.Copy everything I say including punctuation. 2.PRINT 3. Capitalization errors count as a misspelled word. Possessive Noun’s count as misspellings too (I will not give this punctuation!) 4. I will repeat the sentences 5 times total. Do not raise your hand for repeats. Listen carefully!
2 Elbow Partner: Circle any misspelled word. Do not write it correctly for them. 1.I am slapping you because the glass cracked when you dropped it. 2.Ponyboy stopped, jogged back to their hideout, and finally noticed the sunset. 3.Bob will take advantage of the extra credit in Mathematics on Wednesday. 4.Simile, metaphor, personification, hyperbole, and onomatopoeia are all literary devices in poetry.
3 Owner: Make a list of all your misspelled words, BUT spell them correctly. Make your list look like the board. I am slapping you because the glass cracked when you dropped it. Ponyboy stopped, jogged back to their hideout, and finally noticed the sunset. Bob will take advantage of the extra credit in Mathematics on Wednesday. Simile, metaphor, personification, hyperbole, and onomatopoeia are all literary devices in poetry.
4 your name ’s Unit _3_ Spelling List Circled words from dictation 1. 2. 3. Etc. Misspelled words from last test 4. 5. Etc. Challenge Words 6. 7. 5+ = no challenge 100% = 2 challenge — 5 = 1 challenge Exactly 5 = your choice of 1 or 2 challenge
Dictation and Spelling, Grade 1 — and Spelling, Grade 1 Dictation and Spelling . spellings. The difference between sounds-in-sequence dictation and the Word Building Game is that
Dictation and Spelling, Grade 1
Dictation and Spelling
What is dictation and why do we teach it?
Dictation requires students to listen carefully as a word or words in a sentence are pronounced, and then write the words. In order to write the words correctly, students must first hear the individual sounds, associate those sounds with specific spellings, and then produce the written spelling. These steps constitute a complex series of abilities and skills.
Across evaluations of beginning reading programs, emphasis on writing activities is repeatedly shown to result in improved gain in early reading achievement (Adams, 1990). Reading and writing work hand in hand. By learning to recognize the spellings of the different speech sounds of the language, students learn to read. By learning to listen to the sounds of the language and assign the appropriate spellings to those sounds, students learn to spell.
Spellings + Speech Sounds = Reading
Speech Sounds + Spellings = Writing/Spelling
The purpose of dictation is to teach the students to spell words based on the sounds they hear. Dictation gives students a powerful strategy for spelling and subsequently for writing.
As part of explicit and systematic instruction in phonics, dictation reinforces and solidifies the students’ growing understanding of the alphabetic principle. It requires that they use their knowledge of sounds and symbols not only to read, but also to write words. Through dictation, students learn to reflect thoughtfully on the words they hear in order to segment the sounds and then assign spellings to those sounds.
As an instructional strategy, dictation and spelling give students a vast advantage over spelling instruction that is based solely on memorization. The students quickly learn that there is no need to memorize most words they need to spellthey can sound them out to themselves and write the spellings for the sounds they hear. This understanding alone gives students a level of comfort with spelling that cannot be achieved otherwise.
The stages of spelling development
Children generally pass through a fairly defined set of stages on their way to becoming good readers and writers. These can be characterized as follows:
Knows that print conveys meaning but has no understanding of how that is done.
Randomly uses familiar letters with no association to words or meanings.
Has little or no phonemic awareness.
Has no understanding of the alphabetic principle.
Early Alphabetic Stage
Is beginning to grasp the alphabetic principle.
Has a heavy reliance on letter names.
Uses consonants almost exclusively and leaves out more subtle speech sounds entirely.
Has a growing understanding of phonemic awareness.
Later Alphabetic Stage
Is becoming aware that all speech sounds need to be represented.
Has a growing ability to sound out and represent those sounds.
Has a growing understanding of patterns of print although little or no understanding of the more complex spelling patterns.
Is actively learning each of the sound/spelling correspondences.
Has a growing ability to sound out words and assign the correct spellings and is becoming more secure.
(Based on Moats, 2000) In the prealphabetic stage, children understand that print conveys meaning but have no understanding of the alphabetic principlethat letters represent speech sounds. At this point in their development, young writers may randomly write familiar letters and then simply say what they mean. The letters written generally have no connection to the words the child is saying. The child knows that lettersprinthold meaning but has no idea how that meaning is assigned. As young readers/writers become more aware of how language works, they begin to learn the alphabetic principle. In this early alphabetic stage, they are learning the alphabet and the letter names. Spelling is generally based on that understanding of letter names. The children don’t have the insight that words are made up of discrete sounds that are mapped onto letters. For example, people may be spelled pl. As this early alphabetic stage matures and becomes the later alphabetic stage, children learn that they must represent all of the sounds in the order in which they are heard in a word. At this stage, spelling can be and usually is a laborious process. The child must repeat the word over and over again in order to hear all of the sounds and think of the letter(s) that might represent the sounds. There is still a heavy reliance on the letter names and little understanding that some sounds have multiple spellings. The word my is more likely to be spelled mi than my. Sidewill most likely be spelled sid.
Once children start to learn the actual spellings of the different speech sounds, assigning the correct spelling to each sound becomes important. This is spelling as it is traditionally thought of. Being able to spell correctly is vital for both reading and writing. Once children learn standard spellings, they can depend on them in their reading. They can begin recognizing chunksreliable spelling patterns that appear repeatedly. This allows them to gain fluency in their reading and writing. They learn to recognize the patterns and assign the proper sounds to them automatically, or they can identify the specific sounds in words and assign their spellings. Without this automaticity, there can be no fluency in reading or writing. Fluency frees the learner up to focus on meaning. Early spelling in Open Court Reading and SRA Imagine It! Early spelling experiences in Open Court Reading and SRA Imagine It! generally take two forms: invented spelling
and dictation. Invented spelling
Invented spelling is not taught. It is a stage the children go through as they learn to become readers and writers (see early alphabetic stage and later alphabetic stage, above). Invented spelling allows children to communicate their ideas by using sounds and their notion of the letters that represent those sounds to write words. By creating their own spellings, children become engaged in thinking about the sounds of words in relation to their written representations.
Encouraging beginning writers to write words as they hear them has a number of benefits. First, encouraging children to write words as they think they are spelled, rather than insisting on correct spelling, gives them the freedom to use their entire spoken vocabulary in their writing. This is liberating for the children and promotes much more involved and complex writing. It would be inaccurate to say that children using invented spelling are not concerned about proper spellingthey are. When using invented spelling, children think carefully about how each word sounds and how each word should be spelled. They clearly demonstrate their growing knowledge of the language. The effort they put into thinking about the sounds of the language as they write directly correlates to their reading growth and achievement (Adams, 1990). Second, encouraging children to write the words as they hear them reinforces the idea that print represents the sounds of the language. The children learn to attend carefully to the sounds of the words they are trying to write. As they become more knowledgeable about the alphabetic principle and the connection between sounds and letters, their spellings more closely approximate the actual spelling of the words and, for phonetically regular words, their spellings become effortlessly correct. Third, in thoughtfully attending to the sounds of the words they are trying to write, children start using analogy in order to write words they have not written before. For example, if they know how to spell the word ball and want to write the word tall, they might make an analogy that allows them to write the new wordif ball is spelled b,a, l, l, and ball and tall sound alike, then maybe they are spelled alike. This strategy works well for many words. Consequently, invented spelling can be an invaluable component of children’s early development as readers and writers (Adams & Bruck, 1995; Adams, Treiman, & Pressley, 1998). Invented spelling is also a valuable informal assessment tool. Throughout the early development of reading and writing skills, the students’ writingif they are allowed to experiment and invent spellingscan provide the teacher with invaluable evidence of both growth and any apparent problems in their phonemic awarenesstheir ability to hear the individual phonemes. As children develop phonemic awareness and later learn individual sound/spelling correspondences, their growing knowledge will show itself in their ability to correctly represent the spellings that map onto the words they say and read (Moats, 1997; Shefelbine, 1995).
Teaching dictation Once students using Open Court Reading and SRA Imagine It! start to learn specific sound/symbol relationships, dictation is used to help them learn to encode as well as decode words. This formally begins in first grade. This is the students’ introduction to correct spelling. As noted earlier, learning to spell correctly is directly related to success in being able to rapidly decode words since it reinforces sound/spelling connections. Direct instruction in spelling is necessary simply because although the translation of spelling to sound is fairly reliablethe letter n is a
reliable representation of the phoneme /n/ the reverse is only somewhat reliable: although /n/ can be spelled multiple ways (n, kn_, orgn), knowing that the spelling kn_ can only come at the beginning of a word or syllable can help children figure out which spelling to use. Research has shown that the experience of seeing an unfamiliar word in print is far superior to hearing the same word spelled (Adams, 1990). The dictation activities in Open Court Reading and SRA Imagine It! are designed to give students the experience of hearing words containing the patterns of spellings they are learning and seeing those patterns in print. Since encoding, or spelling, is a difficult task, students are introduced to it with considerable support from the teacher. The teacher gradually removes this support as students gain confidence in their ability to hear and represent the sounds of the language. The steps in this progression are:
The Word-Building Game
Sounds-in-Sequence Dictation (isolated words and sentences)
Whole-Word Dictation (isolated words and sentences)
The Word-Building Game
The Word-Building Game introduces students to dictation. In this game, students use Letter Cardsthe spellings they have already learnedto build words. Each word in a set of words differs by only one sound and one spelling. For example:
at substitute t for m
sat add s to the beginning of the word at
mat substitute m for s
mast add s before the t
The teacher pronounces each word, uses it in a sentence to make sure her students know the word’s meaning, and repeats the word. The students are required to listen carefully and then make the substitution or addition that they hear from word to word. As an additional support and strategy, the teacher asks the children to point out each Sound/Spelling Card as a sound is identified and the spelling indicated. Since this takes place early in first
grade, the students are not required to write the letters. Using cards instead of writing the spellings frees the students to focus on the sounds and letters without requiring the additional effort of writing, which sometimes breaks the child’s concentration. Although use of theLetter Cards is recommended, the Word-Building Game can also be done as a pencil-and-paper activity. Sounds-in-Sequence Dictation
Sounds-in-sequence dictation is a pencil-and-paper activity in which words are pronounced, used in a sentence, repeated by the teacher and the students, and finally segmented into discrete sounds. The teacher pronounces a word and uses it in a sentence to make sure the students know the word. The teacher then repeats the word, the students say the word, and together they break the word into component sounds and connect those sounds to the spellings. The difference between sounds-in-sequence dictation and the Word Building Game is that children write the spellings. Again, the teacher asks the children to point out each Sound/Spelling Card as a sound is identified and the spelling indicated. For example:
Teacher: lap. The kitten sat in my lap. Lap.
Teacher: What is the first sound you hear in the word lap?
Teacher: What Sound/Spelling Card represents the sound /l/?
Teacher: What’s the spelling?
Teacher: Write l.
Teacher: What is the second sound you hear in the word lap?
This process continues until the complete word is spelled. The teacher then writes the word on the board (or asks a student to write it) and the children proofread their own work. In this way, students are given every possible support in their beginning spelling and are taught to use the Sound/Spelling Cards to help them spell. In addition, proofreading helps children identify any mistakes and
correct them immediately. They are assured of success and grow in confidence. Whole-Word Dictation
As students grow in their ability to spell words with confidence, the teacher can remove some of his or her support. In whole-word dictation the teacher pronounces the word, uses it in a sentence, pronounces the word again, and asks the students to pronounce it. With whole-word dictation, it is the students’ responsibility to think through the individual sounds of the words and then to write the spellings. Initially, the teacher reminds the students to think about each sound they hear in the word, check the Sound/Spelling Cards, and then write the spelling. Students are always encouraged to take responsibility for their work. Again, each word is proofread and students make any necessary corrections. Sentence Dictation
Just as students learn to spell individual words, they also learn to use the spelling strategy to write sentences. In sentence dictation, the teacher reads the sentence and the children repeat it. Initially, each word is then spelled using the sounds-in-sequence routine. As the students become more confident and capable, sentences are read and the
children write them using the whole-word routine. As stated earlier, the purpose of dictation activities is to show students that they have strategies to use in spelling words. By moving from the dictation of words to the dictation of sentences, the teacher shows students that these strategies can be used beyond the relatively artificial experience of spelling lessons. The high-frequency sight words that students are learning are incorporated into the dictation sentences. These words are simply pronounced.
Version: 1.0 for Android
Pure-Apk file, it is safe to download and free of any virus.
About this Apk file
|Apk size||3.1 MB|
|Support Android||Android 2.3+ (Gingerbread) and later|
|Category||Free Andro >Education Apps|
|Author’s Notes||Meet and get yourself an exciting, useful, creative game «Spelling: dictation!»|
About Spelling:Dictation apk
We provide Spelling:Dictation apk 1.0 file for Android 2.3+ (Gingerbread) and later, as well as other devices such as Windows devices, Mac, BlackBerry, Kindle, . Spelling:Dictation is a free Android education apps, and has been developed by Koliuzhnov Viacheslav.
Spelling:Dictation 1.0 is newest and latest version for Spelling:Dictation apk. It’s easy to download and install to your Android devices (as well as other devices). On this page you can find Spelling:Dictation apk detail and permissions and click download apk button to direct download Spelling:Dictation apk.
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Insert the missing letters, and the game will test your knowledge.
Take the test yourself and check out the other!
The benefits of this app are presented by
* Visibility and interactivity of the app
* Large amount of cards with quotations from the works of great writers
* You will immediately see own mistakes
* Funny, intriguing, fascinating quotes will not be bored!
* Captivating and simple exam preparation
Found a bug? There is a wish? Please contact us at email@example.com.
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App rating: 4.0 / 5 based on 36 reviews
Should improve this app some borring
Kuch khasa nahi ha
Instructions for installing Spelling:Dictation apk from your Android device, as well as other devices
Download Spelling:Dictation apk from this page, then follow these steps:
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Spelling:Dictation 1.0 apk requires following permissions on your device.
Allows applications to access information about networks.
Allows applications to open network sockets.
Type with your Voice in any language
Use the magic of speech recognition to write emails and documents in Google Chrome.
Dictation accurately transcribes your speech to text in real time. You can add paragraphs, punctuation marks, and even smileys using voice commands.
Voice Dictation — Type with your Voice
Dictation can recognize and transcribe popular languages including English, Español, Français, Italiano, Português, हिन्दी, தமிழ், اُردُو, বাংলা, ગુજરાતી, ಕನ್ನಡ, and more. See full list of supported languages.
You can add new paragraphs, punctuation marks, smileys and other special characters using simple voice commands. For instance, say «New line» to move the cursor to the next list or say «Smiling Face» to insert smiley. See list of supported voice commands.
Dictation uses Google Speech Recognition to transcribe your spoken words into text. It stores the converted text in your browser locally and no data is uploaded anywhere. Learn more.
Here’s a list of languages supported by speech recognition.
Afrikaans, Bahasa Indonesia, Bahasa Melayu, Català, Čeština, Dansk, Deutsch, English, Español, Euskara , Filipino, Français, Galego, hrvatski, Isizulu, Íslenska, Italiano, Italiano, Lietuvių , Magyar, Nederlands, Norsk (Bokmål), Polski, Português, Română, Slovenčina, Slovenščina, Suomi , Svenska, Tiếng Việt, Türkçe, Ελληνικά, Български, Русский, Српски, Українська, עברית (Hebrew), العربية , فارسی, हिन्दी (Hindi), اُردُو (Urdu), አማርኛ, Azərbaycanca, বাংলা, ગુજરાતી, ಕನ್ನಡ, ភាសាខ្មែរ, Latviešu, മലയാളം, मराठी, ລາວ, नेपाली भाषा, සිංහල, Basa Sunda, తెలుగు, Kiswahili, ქართული, Հայերեն, தமிழ், ไทย, சிங்கப்பூர், 中文（中国）, 中文（台灣）, 中文（香港）, 日本語, 한국어