Everyone did much better, perhaps because we only had to deal with three sounds per word, instead of four .  We'll keep the three-letter format for the time being, and we'll definitely work on distinguishing between the "o" and "u" sounds since many students had difficulty doing so.  Many students, too, did not realize that an apostrophe was needed to write the story's climax.  The story was used in the possessive, not the plural. 

If you used an adjective - Indian; Indonesian, for example - in front of Young People, you received an extra mark since this is the correct way to qualify young people.  Many students simply put the name of the country - India; Australia; Indonesia, for example - in front of young people and I accepted this though it is incorrect.  For those wondering why Hong Kong can be placed in front of young people, we must remember that there is no adjective form of Hong Kong, despite many attempts to create one!

To respond to the question, "What is your goal?" whose answer, by the way, begins, "My goal is..." you need either a gerund or a to-infinitive; a bare infinitive won't do since you need a noun and not an imperative. 

One final thing:  pay attention to the tense which is used in the question and answer the question using the same tense!

I'll try not to confuse everyone with double-consonant words anymore; I'll make it clear that some words require double consonants while others do not, or else I shall simply avoid double-consonant words from now on.  And while on the topic of phonemic recognition, some students could not spell Mcmug; that's sad. 

Students could, however, share the problems in their stories; and I look forward to reading the solutions.  The problems, by the way, emerge during the rising action and then reach their zenith at the climax, which itself is defined as a high point when, usually, characters and problems collide.

We worked on when and while because the misuse of "when" and the underuse of "while" were two points I discerned from reading your short stories.  We simply want to get accustomed to using "when" with a past tense clause and "while" with a past-continuous tense clause.  Actually, there weren't many problems with that, thankfully.

Generally, I can think of (a noun phrase), as well as think about (another noun phrase), and furthermore I can think (that) (clause). 

People couldn't spell prayer!  Pray!

Many people did well on the spelling portion of the quiz; that's good; we'll work on some more challenging sounds next week.

Answers

I think we've reached a point where we've plateaued with regard to our phonemic recognition; since the last two dictations have required you to associated sounds with not just any spellings, for there are many for the sounds we've covered, but the correct spellings of certain words, students who have for the longest time disassociated the spellings of words with sounds now need to struggle to determine which spelling is actually a word, with a definition in the dictionary.  Perhaps in the few days we have left we'll work on language awareness, erading for different words that contain certain phonemes.

There was the usual disregard for tense and subject verb agreement in answers; it's important to check the tense of the verb in the question!