3 Groups/Levels of Phonic-Based List Words and 2 Levels of Dictation? How to Present Dictation with one adult in the room?
If teachers have three groups, each with a different phonic concept, how do they facilitate dictation that caters for all ability levels in a half hour SSP lesson?
If you have one adult in the room during the SSP time, the broad rule PLD promotes in to present 3 levels of word lists and 2 levels of dictation.
Option 1: Look for overlap on your tracking sheets
The low group must always receive dictation at their level, as they have a reduced ability to stretch higher than where they are operating at.
Combine the two groups that are focusing on the same Stage or Target. In the example below, at first the low and middle group would be combined to focus on Target 2 dictation and letter in the term, the middle and top groups would be combined to focus on Target 4 dictation.
Option 2: Combine & alternate the top groups.
The low group must always receive dictation at their level, as they have a reduced ability to stretch higher than where they are operating at.
Combine the middle and top group but alternate the focus. In the example below, weeks 1, 3, 5, 7 & 9: Stage 4 and weeks 2, 4, 6, 8 & 10: Stage 5.
Option 3: The top group has a recording of the dictation that they can use independently.
The teacher presents Dictation to the low and middle group.
The top group independently use a recording on the dictation passage (they must not be copying the passage). Prior to the session, record yourself providing the dictation as if the students were with you. Leave spaces of slience for the writing opportunites as if you were there.
Need help creating your three groups and identifying your termly plans?
Tracking Sheet Support: Upload your tracking sheets on the home page and book a meeting with our School Support Staff who will assist you to fine-tune your groups and plans.
If you have one adult in the room during the SSP time, the broad rule PLD promotes in to present 3 levels of word lists and 2 levels of dictation.
Option 1: Look for overlap on your tracking sheets
The low group must always receive dictation at their level, as they have a reduced ability to stretch higher than where they are operating at.
Combine the two groups that are focusing on the same Stage or Target. In the example below, at first the low and middle group would be combined to focus on Target 2 dictation and letter in the term, the middle and top groups would be combined to focus on Target 4 dictation.
Option 2: Combine & alternate the top groups.
The low group must always receive dictation at their level, as they have a reduced ability to stretch higher than where they are operating at.
Combine the middle and top group but alternate the focus. In the example below, weeks 1, 3, 5, 7 & 9: Stage 4 and weeks 2, 4, 6, 8 & 10: Stage 5.
Option 3: The top group has a recording of the dictation that they can use independently.
The teacher presents Dictation to the low and middle group.
The top group independently use a recording on the dictation passage (they must not be copying the passage). Prior to the session, record yourself providing the dictation as if the students were with you. Leave spaces of slience for the writing opportunites as if you were there.
Need help creating your three groups and identifying your termly plans?
Tracking Sheet Support: Upload your tracking sheets on the home page and book a meeting with our School Support Staff who will assist you to fine-tune your groups and plans.
Updated on: 30/03/2023
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