Dictation/Dramatization Student Outcomes
1. Children learn that stories come from thoughts and experiences and that those
thoughts and experiences can be written down, illustrated, and/or dramatized.
2. Participation in dramatization of written text allows children to learn
 listening comprehension skills,
 an understanding of narrative,
 sequencing,
 an understanding of characterization, setting, and plot,
 about dialogue,
 voice projection,
 use of imagination,
 new vocabulary,
 to analyze (What do I need to do to be the princess?),
Synthesize (quiet ad lib after pricking finger on pretend spindle “Oh, I’m so
sleepy!” then falls to the floor), and evaluate (after pretend kiss from the
prince, louder ad lib, “I’ve been waiting for you.”) (Children can also develop
evaluation when asked to share what they liked about the story or about the
dramatization.), and
 social skills involved in being a part of an audience.
3. Participation in dictating their own stories in a one-to-one situation with the
teacher allows children to learn
 what they are thinking about and have to say is important,
 that text is oral language written down,
 how to craft a story,
 conventions of print:
* top to bottom
* left to right
* words and spaces
* use of upper and lowercase letters
* punctuation,
 phonological awareness,
 phonemic awareness,
 letter recognition,
 phonics,
 grammar,
 spelling,
 name recognition,
 sight words,
 uses of punctuation,
 logical thinking,
 elaboration, and
 revising and editing.
4. Regular participation in dictation and dramatization activities allows children to
 understand the power of words,
 understand what their classmates think about and are interested in,
 experience some “power” when being the author to choose their own casts and
direct the dramatizations of their dictated stories,
 learn about social conventions and ways to become a part of the group,
 develop a feeling of confidence in a one-to-one time with the teacher and
when in front of a group,
 develop their imaginations,
 develop proficiency of oral expression and proficiency with the English
language,
 expand vocabularies,
 develop abilities to “think on their feet” by being encouraged to elaborate
when dictating and to ad lib actions and lines when acting,
 develop abilities to understand how narratives develop with the constraints of
have to do all the physical (writing) and mental (spelling, punctuation,
grammar, logical development, correct sequence, etc.) work by themselves,
and
 experience reading and writing activities as enjoyable.
5. Children in “storytelling classrooms” are motivated toward independent reading
and writing. They become enthusiastic consumers and producers of the printed
word, reading and sharing their dictated stories as well as stories, cards, letters, etc.
that they write independently.
Compiled by Margaret Immel and Patsy Cooper, School Literacy and Culture Project,
Rice University. Center for Education