Discussion – Scripting Dialogues

Discussion – Scripting Dialogues

Part 1: Scripting Dialogues Table

 

Single-Letter and Consonant Digraphs	Example: Teacher: “Today we listened to “Birthday Soup” from the book Little Bear.  He is making soup for his friends in a pot with some peas.  Pot and peas begin with the same sound: the /p/ sound.  Watch my mouth /p/. You say /p/.” Students: “/p/” Teacher: Show students the large letter p card.  Say, “This is the letter p.  The letter p stands for the /p/ sound in pot and peas.  Say /p/.” Students: “/p/” Teacher: “Every time I touch the letter p, say /p/.”  Touch the letter p card several times. Students: “/p/” Students: “/p/” Students: “/p/” Teacher: “Today we listened to “Birthday Soup” from the book Little Bear. He is making soup in a pot with some potatoes. Both the words pot and potatoes begin with the same sound: the /p/ sound. Watch my mouth /p/. Say /p/” Student: “/p/” Teacher: Showing the class the letter p on a large flash card. “Say /p/” Student: “/p/” Teacher: ‘Every time I point the letter p, say /p/” Teacher points the letter p four times. Students: “/p/” Students: “/p/” Students: “/p/” Students: “/p/”
Short Vowel	Teacher: “Today we listened to “Birthday Soup” from the book Little Bear. He is making soup in a pot for his friends. The pot is by the fire. The water in the pot is hot. Both the words pot and hot have the sound /o/. (Stretching the sound pooot and hooot).” “Repeat the words after me” Students: “pooot” Students: “hooot” Teacher: Showing the class the letter O on a large flash card. The o represents the sound /o/ in pot and hot. ‘Every time I point the letter O, say /o/” Students: “/o/” Students: “/o/” Students: “/o/” Students: “/o/” Teacher: “Now, I’ll be saying some other words with the short o sound. I’ll stretch out the short /o/ sound for you to hear.” “cooot” “dooot” “rooot”. Now, I want you to say the words after me; we’ll stretch out the /o/ sound in each word” Students: “cooot” Students: “dooot” Students: “rooot”
Long Vowel	Teacher: “Today we listened to “Birthday Soup” from the book Little Bear. He has no birthday cake. He’ll make make Birthday Soup. Both the words cake and make have the sound /a/. (Stretching the sound caaake and maaake).” “Repeat the words after me” Students: caaake Students: maaake Teacher: Showing the class the letter A on a large flash card. The a represents the sound /a/ in cake and make. ‘Every time I point the letter A, say /a/” Students: “/a/” Students: “/a/” Students: “/a/”   Teacher: “Now, I’ll be saying some other words with the long a sound. I’ll stretch out the long /a/ sound for you to hear.” “naame” “gaaame” “chaange”. Now, I want you to say the words after me, we’ll stretch out the /a/ sound in each word” Students: “naame” Students: “gaame” Students: “chaange”

 

Word Building

Teacher: Use letter cards to make the word Man. This is the word man.” “Read the word after me” Student: “Man” Teacher: “Watch how I replace the letter M with the letter P.” “Pan” “Now read it with me” Students: “Pan” Teacher: Showing letter cards C, B, T, and F. “Now, let’s make new words with these letters” Students: Share new words as the teacher writes the words on the whiteboard. “Can”, “Ban”, “Tan”, “Fan” Teacher: “Now, let’s read the words together.” Students: “Can” Students: “Ban” Students: “Tan” Students: “Fan”

Word Building -Spelling

Teacher: “Now, I want you to make some words with the following letters” d, sna, c, sh, ke, og, ar, ip. Teacher: “Spell the word of something that barks” Students: “Dog” Teacher: “Spell the word of something your parents drive” Students: “Car” Teacher: “Spell the word of something that hisses” Students: “Snake” Teacher: “Spell the word of something that sails in the sea” Students: “Ship”

References:

Graves, M. F., Juel, C. F., Graves, B. B., & Dewitz, P. F. (2010). Teaching reading in the 21st century: Motivating all learners. Boston, MA: Pearson.

Part 2: Rationale

Teaching reading skills to beginners is very complex since instructions are needed on several fronts, including phonics, comprehension, fluency, and vocabulary, among others (Ehri, 2003). Phonic instruction is concerned with teaching learners the relationship between letters and sounds and how to apply this knowledge to identify words when reading. In addition, the skill helps learners to spell out words when writing. The systematic guidance of phonics is a learner-friendly approach to teaching phonics as opposed to non-methodical guidance. The approach involves explanations and deliberate explanations to assist learners in new phonics (Literacy teaching guide: phonics 2009).

In the chosen deliberate technique, various consonant-vowel-consonant (CVC) words were applied, which will improve learners’ expertise in decoding words. In the first part of the table, Single-Letter and Consonant Digraphs, the chosen approach will allow learners to perceive and identify starting letter sounds in words starting with the same letter sound, for example, “pot” and “potatoes”. In the second and third parts, Short and Long Vowel, the learners will acquire the skill of identifying centre vowel sounds and also identifying similar words. In this part, stretching out the vowel sound will enable the learners to effectively identify the short vowel sound. In the word-building part of the table, the learners will gain the skill of building new words by changing the consonant in a given word. According to Dewitz & Graves, (2010), it’s very crucial for learners to practice word building as this skill greatly influences their learning abilities. The final part of the table, Word Building -Spelling, forms the basis of spelling in the learners; it instils the skill of combining two different parts to construct words.

The main aim of the techniques used is to enable the learner to identify the relationship between sound and letters, be aware of phonics, understand the relationship between writing and spelling and read fluently. My finding will help me to understand learning from the student’s perspective and will help me offer an effective learning experience in my profession.

References

Ehri, L. C. (2003, March 17). Systematic Phonics Instruction: Findings of the National Reading Panel. ERIC. https://eric.ed.gov/?id=ED479646.

Dewitz, P., & Graves, M. F. (2010). Teaching reading in the 21st century: motivating all learners. Pearson Education, Inc.

New South Wales Dept. of Education and Training. (2009). Literacy teaching guide: phonics.

 

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Scripting dialogues between teacher and student is a strategy used to intentionally teach the integration of written and spoken language. Scripted dialogues are used in a variety of contexts and are especially helpful when students are practising phonics, word recognition, and spelling.

Part 1: Scripting Dialogues Table

Using the “Scripting Dialogues Table” with the “Birthday Soup” excerpt, create teacher-student dialogues specific to using single-letter and consonant digraphs, short vowel and long vowel sounds, and appropriate use of word building and word building-spelling. Review the examples in your text as a guide.

Part 2: Rationale

In a 250-500 word rationale, summarize how each dialogue is effective and developmentally appropriate for teaching phonics, word recognition, and spelling.
Explain how you will use your findings in your future professional practice.