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Scripting Dialogues Table | Part 1 and 2
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Scripting Dialogues Table
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 will learn about “Birthday Soup” from the
book
Little Bear
. It shows that how so Little Bear has started to
make soup in the big black pot. Bear and big starts with /b/
sound. Watch my mouth and say /b/.
Student: /b/
Students: “/b/”
Teacher: “Every time I touch the letter p, say /p/.” Touch the
letter
p
card several times.
Students: “/b/”
Students: “/b/”
Students: “/b/”
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Short Vowel
Teacher: Today we will learn about short vowels. The short
vowels will be pronounced by me and you will repeat that after
me. Say /t/ then start with act, apt, rat, cat. Then say /b/ and start
with bat, bag.
Student: /t/ /b/ (act, apt, rat, cat, bat, bag)
Long Vowel
Teacher: Today we will learn about long vowels. The long
vowels will be pronounced by me and you will repeat that after
me (ay, ei, ie, igh, oa and ow)
Student: ay, ei, ie, igh, oa and ow
Word Building
Teacher: It is regarded as the procedure that helps to frame a
word. It is used to make a language more flexible. Spell flexible
as /f/
Student: /f/
Student: /f/
Student: /f/
Student: /f/
Word Building -
Spelling
Teacher: Word building is adding a word before the word (dis,
pre, re as well as co). The words are redo, dislike, cooperate as
well as presume
Student: redo, dislike, cooperate as well as presume
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.
Van der Meij, H., Veldkamp, S., & Leemkuil, H. (2020). Effects of scripting on dialogues, motivation and
learning outcomes in serious games.
British journal of educational technology
,
51
(2), 459-472.
Part 2: Rationale
According to Graves, Juel, Graves & Dewitz (2010), scripting dialogues helps to bring life to
students. This in turn helps to develop brain as it does not create monologues. This is mostly
created to initiate grammatical choices as well as expand their writing skills. The students are
able to develop dialogues as well as initiate role plays. This helps to motivate the students that
help to initiate substantial conversations thus persuading students. This in turn engages in rich
dialogues with their peers thus being able to recognize common understandings develop major
information. It is obvious for the teachers to comprehend that it is not possible to be expert in the
© 2019. Grand Canyon University. All Rights Reserved.
subject area that they have been dealing with. The major strength of learning small as well as
long vowels is the aptitude to engage students in academic discourse. This in turn redefines the
professional development of the students thus improving their knowledge skills (
Van der Meij,
Veldkamp & Leemkuil, 2020
). The goal that is related to word building is to prepare students to
solve their issues thus helping them overcome the unforeseeable challenges that they have been
witnessing. The knowledge transfer has been lacking for a longer time in the areas that deal with
retention as well as comprehension. The rationale is to develop a type of discussion-based lesson
that helps to improve linguistic skills with the help of guided discourse.
© 2019. Grand Canyon University. All Rights Reserved.
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