Word Dictation

You learned a lot of valuable information in your IMSE training. Once we get back to the classroom, we tend to forget some of that information because our brains are permeated with new knowledge!  Here’s a quick recap of dictating words.

• Sequence Matters: Only dictate words with concepts that have already been taught.  If you are teaching concepts following IMSE’s Morphology sequence, it begins with the assumption that students are fairly fluent in spelling rules and sound-letter correspondence. The words listed in the Teacher’s Guide do not include morphemes unless it’s been taught prior. 
• Use a Sentence: Think of dictation as you would a spelling test. Best practice indicates that you should use the word in a sentence. This is an important step that is often forgotten. 
• Differentiate, Differentiate, Differentiate: Some students may be able to write a word independently. Other students may need to write a word sum (breaking the word up into morphemes) before writing the whole word.  
• Always Model: The teacher should model the first few words by writing word sums. 
• Read the words when you’re done spelling them! Go top to bottom, bottom to top, and all around! This helps with automaticity. These words can also be placed on a Rapid Word Chart to take home for practice. 
• Practice, Practice, Practice: It’s not 5 words for dictation on Monday and you’re done!   Dictate words every day! Students need practice and exposure to as many words as possible. 

Remember that the goal is for students to start making the connection between meaning, spelling, and comprehension. Yet, often students aren’t making the connection or transferring knowledge into other areas.