- QUESTION
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Scripting Dialogues
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 practicing 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.
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.
Support your findings with 2‐3 scholarly sources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
| Subject | Learning strategies | Pages | 3 | Style | APA |
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Answer
Scripting Dialogues Table
Part 1: Scripting Dialogues Table
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Single-Letter and Consonant Digraphs
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Teacher: Class, we have today read the “Birthday Soup” from the book Little Bear. One of the guests for the birthday is the “cat” who has come to participate in eating the “cake.” “Cat” and “cake” have the same sound /k/ sound. Class say /k/.
Students: /k/
Teacher: Now look at the k card I am holding and note the “k.” This letter k stands for the /k/ sound in both “cake” and “cat.” Again, say /k/.
Students: /k/
Teacher: I want you to repeat after me and say /k/.
Students: “/k/” Students: “/k/” Students: “/k/” Teacher: Now, the “little bear” asks “mother bear” where she is and what she can do. Both “where” and “what” have the consonant sound /wh/. Please say /wh/.
Student: /wh/.
Teacher: now look at the consonant diagraphs card I am holding and repeat the /wh/ sound several times.
Students: /wh/ Students: /wh/ Students: /wh/ |
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Short Vowel |
Teacher: Let us now examine the hot water in the black pot used to cook the soup. The words “hot” and “pot” have a short vowel /o/ sound. Please say /pot/.
Student: /pot/
Teacher: Please repeat, /pot/.
Students: /pot/ Students: /pot/ Students: /pot/ (Teacher should repeat the same for “hot”). |
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Long Vowel |
Teacher: Finally, “mother bear” comes with a beautiful birthday cake. The word “cake” has a long a /ei/ vowel sound /keik/. Say /keik/ three times.
Students: /keik/ Students: /keik/ Students: /keik/ |
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Word Building
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Teacher: Now look at the word “birthday” as used in the story. The word is built by three clusters: bir-th-day. Please say bir-th-day.
Student: bir-th-day Students: bir-th-day Students: bir-th-day |
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Word Building -Spelling
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Teacher: One of the ingredients or the birthday soup is the “tomatoes.” The word is spelt as t-o-m-a-t-o-e-s. students please try spelling the word, t-o-m-a-t-o-e-s.
Students: t-o-m-a-t-o-e-s Students: t-o-m-a-t-o-e-s Students: t-o-m-a-t-o-e-s |
Part 2: Rationale
The various conversations are is effective and developmentally appropriate in teaching phonics, word recognition, and spelling. For instance, the single letter and consonants digraphs conversation is appropriate as it starts with a single letter and then moves incrementally to consonant diagraphs (Tompkins et al., 2014). Additionally, the short vowel and long vowel sounds enable learners to start from the short and simple vowels to the long and complex ones. As a result, learners are able to use the knowledge they have gained from the short vowels to learn the long ones (Graves et al., 2010). The word building and spelling the conversations are effective as they start with the simpler aspects and then go to the complex ones. As such, learners will start by getting background information and then using it to learn more complex aspects.
In my future professional practice, I will use the findings of these conversations to help my learners in incrementally learning about various phonics, word recognition, and spelling. In specific, I will use the findings to ensure that I start by teaching the learners the simple aspects of the phonics and then providing them with background to be able to learn more complex terms and words as well as spellings (Roskos & Neuman, 2014). I will ensure that I not only use the scripted dialogues to impart knowledge on the learners on different concepts but also use the findings to develop the most effective and appropriate dialogues in developing appropriate phonics, word recognition, and word building which are suitable for the learners.
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References
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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.
Roskos, K., & Neuman, S. B. (2014). Best practices in reading. The Reading Teacher, 67(7), 507-511.
Tompkins, G., Campbell, R., Green, D., & Smith, C. (2014). Literacy for the 21st century. Pearson Australia.
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