Topic outline

  • Experience Session 3 from JCSpell Word Study digital workshop.

    Lesson Content
      Front-loading g, o, s, qu 
      Flash Card Routine
      Dictation with self-checking

  • Introduction

    JCSpell Word Study is an on-demand, online workshop.

    You are about to begin Session 3, one of sixteen sessions. If the course has not opened, click "Begin here ..." above.

    Session 3 gives you a look at the early JCSpell lessons (about 25 lessons) in which phonograms are frontloaded. In these initial lessons, the heart of each lesson is the presentation and practice of phonograms.

    • Video Sketch:  What does brain research say about learning activities such as dictation? What is retrieval practice?   (04m 25s)

    • Video Sketch:  Routine: Flash Cards with Alice Nine -- a, c, d, f.   (01m 06s)
      [Video from Alice Nine's blended learning resources -- Alice Nine Academy.]

    • Video Sketch:  Procedures for dictating phonograms in the first couple of lessons. Note that the teacher will do the writing the same time as the students to model these procedures. Phonograms #1-4.  (01m 44s)
      In your Notebook: Page 20.

    • Video Sketch:  Learning new phonograms with letter formation through multi-sensory pracice: g, o, s, qu.  (18m 56s)
      In your Notebook: Page 20.

    • Video Sketch:  Outlining the lesson components and aligning learning routines.  (04m 06s)
      In your Notebook: Page 20.

    • What is Flash Cards?

      Flash Cards is a briskly paced review. The routine is simple: Someone turns the cards as the whole group recites the sound and any appropriate rules. The stack of cards is always shuffled for random order. Keep the activity brisk . . . a couple minutes.

    • Video Sketch:  Procedure tips for Flash Cards -- a JCSpell Routine.  (07m 51s)
      In your Notebook: Page 19. Graphic #10.

    • What is Dictation?

      Dictation, a retrieval learning routine, is the teacher speaking a language chunk
      (e.g., phonograms, words) so students can produce a written copy. It has the
      rhythm and sound of rote learning.

      Dictation should be brief and briskly paced.

      In the beginning, Dictation includes just the phonograms. Later when words are
      studied, they are added to dictation, and eventually a sentence is added.

      Dictation is a two-part routine. First students write what the teacher
      dictates. Then students dictate it back to the teacher who writes it so they can
      proof and correct their own work immediately

    • Video Sketch:  Procedures for Dictation and Self-Checking -- a JCSpell Routine.  (08m 24s)
      In your Notebook: Pages 22-23. Graphics #11 and #12.

    • Video Sketch:  Three ways students "fix" errors while Self-Checking the Dictation.  (07m 04s)
      In your Notebook: Page 23.

    • Video Sketch:  Sharing a variety of ways to do recognition practice without pencil and paper; especially good in kindergarten.  (05m 58s)
      In your Notebook: Page 22. Graphics #13 and #14.

    • Video Sketch:  How to do dictation and self-check side-by-side; recommended for kindergarten dictation or small group RTI. (08m 02s)
      In your Notebook: Page 21. Graphics #13 and #14.

    • Video Sketch:  Using track letters and a display of phonograms for a modified Dictation in "Can Spell" student notebook, kindergarten level.   (05m 22s)
      In your Notebook: Page 21. Graphic #15.

    • "Fostering students' application of knowledge."

      Dictation and self-checking phonograms is the first phase of our retrieval practice, recalling knowledge by both encoding and decoding to make that knowledge firm. When we begin Think to Spell (word analysis), students will learn how to apply that knowledge to encode and decode text (sound out words to write and read).

      (This link will open document in another website.)

  • Experience another workshop session

  • Shortcut