| Instructional Decision-Making | Before Reading | During/After Reading | Letter/Word Work | Reading/Writing Connections |
|---|---|---|---|---|
In dictated guided writing, each child in the group individually writes the same story, while the teacher provides support and teaches into each student’s particular needs. Dictated sentences are useful, especially in larger groups, to allow the teacher to control the work children will need to do and the strategies they will practice using as they write.
Emily Garrett and Katie Babb are both teaching guided reading groups as intervention for struggling readers now reading level 3 texts, and both use the book, Jack and Billy. Not surprisingly at this level, letter formation, high frequency words, and hearing sounds through a short word are all issues of concern in both groups. However, as you watch the lessons and analyze the students’ journals, you will note how the teachers differentiate support to address the individual challenges each child faces.
Supporting Documents: Text transcript of Jack and Billy; Student writing journal pages for Jack and Billy
How does guided writing with a dictated sentence support struggling emergent readers and writers?
What did the teacher learn from the writing to inform future teaching?
How does guided writing with a dictated sentence support struggling emergent readers and writers?
Video: High Frequency Words, Level 3; Transcript,
First Grade,Emily Garrett
Video: Elkonin (Sound) Boxes, Level 3; Transcript,
First Grade, Emily Garrett and Katie Babb
Video: Letter Formation, Level 3; Transcript,
First Grade, Katie Babb
Video: Words Given by the Teacher, Level 3; Transcript,
First Grade, Emily Garrett
What did the teacher learn from the writing to inform future teaching?
Video: Learning from Children’s Writing, Level 3; Transcript,
First Grade, Katie Babb