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Dictogloss , Running Dictation, and Jigsaw Listening: Strategies for Writing in the Second Language Classroom

Dictogloss , Running Dictation, and Jigsaw Listening: Strategies for Writing in the Second Language Classroom. Prof. Myrna Monllor Jim énez Prof. Helen Avil és Abreu Borinquen Writing Project. Curriculum Cycle. Building the field Modeling the text type Joint Construction

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Dictogloss , Running Dictation, and Jigsaw Listening: Strategies for Writing in the Second Language Classroom

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  1. Dictogloss, Running Dictation, and Jigsaw Listening: Strategies for Writing in the Second Language Classroom Prof. Myrna Monllor Jiménez Prof. Helen AvilésAbreu Borinquen Writing Project

  2. Curriculum Cycle • Building the field • Modeling the text type • Joint Construction • Independent Writing

  3. Dictogloss • Provides a model for writing (the model should be taken from a topic being discussed in class) • Helps the students construct a text • Excellent way to practice listening comprehension, reading comprehension and writing. • Good way to practice with particular grammar patterns.

  4. Running Dictation • Provide a short text on a large piece of paper, starting each sentence on a new line. • Divide the class into teams. • Place the short text outside the work area. • The first members of each team go outside read the first sentence, run back and try to recreate the sentence. The procedure is repeated until all the sentences have been read. The first team that finishes wins. • Emphasis is placed on meaning, not memorizing, as each team needs to read and understand the sentence within one minute. • Time can be given to compare the original text to the one produced by the students or for additional text reconstruction or independent writing.

  5. Jigsaw Listening • Groups are given different audiotapes or videos to watch on the same subject. • Each group listens and take notes individually. • Once each group finishes taking notes, they discuss the information and correct their notes. • A member of each group is selected to form new groups. • These new groups will now have more information to add to their notes which can be the basis for Joint Construction of a text or for Independent Writing.

  6. Exercise • http://www.youtube.com/watch?v=E3PAW7zjgPw&feature=fvw • http://www.youtube.com/watch?v=g2iOdiFaGYw • http://www.youtube.com/watch?v=tW8KYtvAsrw

  7. Instructions • Provide an information grid or have students construct a brainstorming web. • You can also provide questions: For this exercise think of the following • What is the topic? What is the video’s attention getter? What arguments does the video present? How does it conclude?

  8. Bibliography • Richard-Amato, Patricia A. and Marguerite Ann Snow. Academic Success for English Language Learners: Strategies for K-12 Mainstream Teachers. New York: Longman, 2005.

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