A dictogloss is a strategy that can works well with upper level students and allows the teacher to focus on multiple modes of communication within one grammar lesson. In addition to hitting multiple modes of communication, it also engages students in some metacognition as they complete a mistake analysis. If you're new to dictogloss, check out this post for a more detailed explanation. When creating dictogloss lessons I like to have a template from which I work. It helps me know the direction my lesson is going in and helps my students have a familiar format (which cuts down on the time spent explaining directions). Let's go a little further to understand the template and the flow of these lessons. Part 1: Creating your scenario
When writing your scenario, here are a few things to keep in mind
Part 2: Writing your dictogloss When creating your text be sure to...
Part 3: Planning for the co-construction When students are working together to rewrite the story, circulate the classroom but try your best not to help. You want to see where their errors are because that is important at a later part of the lesson. Part 4: The follow up dictogloss Keep your similar processing strategies in mind when you do your second dictogloss. Remember, this second one should be a continuation of the first script. This is a good area for you to focus on another area related to your targeted grammar. For example, if you are working with object pronouns maybe your first one focuses on feminine nouns and your second is on masculine nouns. Or if it's double verb constructions, maybe your first one focuses on the verb "should" and the second one is on the verb "to be able to". Part 5: The co-construction When you are going over everything as a class, ask students to go part by part. Have them give you answers in short chunks. It's ok if they can't give you a complete sentence. If someone gives a wrong word, ask if anyone has a different word. If a student misses a word, leave a blank and see if anyone has an additional word to add to the sentence. Also, highlight your new grammar point and work with students to co-construct some kind of rule. This is where some explicit teaching can come in handy to help students notice the new grammar and understand it in the context of the dictogloss scripts. Part 6: Mistake analysis Once you have the complete text, ask students to look over their version and the correct version and see if there are any patterns in terms of what they missed. Did they tend to miss articles? Did they tend to misspell words? Did they forget accent marks? Ask students to find these patterns and ask them why they might have forgotten them or missed them. Part 7: Extension activity Now that you've done a lot of work with the scripts and have noticed the new grammar, you don't want students to stop there. Take the information from your texts and have students work with them. Create an extension activity where students write something back to the person or use that information to complete a follow up task. In an ideal world, students would also be using the new grammatical structure to complete that task. Using the template can help create a flow to the lesson and help set expectations for future dictogloss lessons for teaching grammar in context.
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