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10 thoughts on “dOLD – Dictée Option to Look and Discuss”
What is the purpose of a dictation? I have never really understood its purpose.
I have a couple of purposes for a dictation:
1. Help students associate the sound of the language with the look of the language. (That’s also why I read out loud to the class rather than asking students to read, especially at the lower levels.)
2. Provide another avenue of comprehensible input. (The dictation is a passage that we have been working with and have already read.)
3. “Trick” students into listening intently and actively to a comprehensible chunk of language.
4. Give me (and them) a break when other activities are not working; it helps re-focus.
5. Have a “sample of student work” to show admins and parents when they want to see what the students are doing.
Any or all of those may be in play at a given moment.
It also helps me see who is still thinking in English when they hear German, and I can find out what needs more repetition.
Wouldn’t it be dOLD instead? “Dictation Option to LOOK and Discuss”?
Right you are James! Thank you! I’ll fix.
What I like about dOLD is how easy it is to know that on days when I am going to do dOLD like later today it’s like “Oh, I don’t have to work today. All I have to do is stand next to the painting (I have a beautiful book of French paintings on transparencies for the Elmo) and ask questions and give some dictation and then have them read for awhile in our novel.” That class will be over in what will seem like five minutes.
Susan asked about dictée and Robert gave a great answer and I fully concur but my main thing, don’t tell anyone, is that when I give dictées I can literally zone out and relax and think about whether Peyton will outbest Andrew this weekend in Indianapolis. At my core I am an intensely lazy person and a lot of all this TPRS stuff for me is about not having to work. Just sayin’.
I would also like to point out that what Ben is doing is also justifiable in terms of Common Core. If he is looking at paintings by French-speaking artists, he is using an authentic text*. By discussing it, he is doing a “close reading” of the text. The various activities involving the dictation sustain focus and help students achieve depth and integrity of inquiry, which is the rigor piece.
*Foreign language teachers often have too narrow a definition of “text”. It is not just words on a page. A text can be a painting, a film, a photograph, a score of music, a performance of music, a performance of a play, a graph, a map, etc. I was at an inservice for Common Core on Monday, and the presenter (Nancy Frey, professor of literacy in the School of Teacher Education at San Diego State University) reminded us of this: “‘text’ is not just squiggly lines on a piece of paper.”
A significant element of what we need to do is learn how to “align” our work with whatever the current movement in education is. Susan’s question about what a dictation accomplishes was excellent. If we can articulate what each part of our plan does and show how it meets state standards, we are on solid ground in all encounters with administrators. Could they really tell us to stop meeting the standards? (And some of you may have to couch it in precisely those terms.)
Love the painting idea. Not just hitting that wide definition of “text” ala Common Core, (plenty of inservices around here, too,) but also earning a huge check in the culture column. Tons and tons of cultural elements in Chinese paintings.
I think all of my fridays until winter break are set now.
I switched to a Look and Discuss last Friday as a bail out and I don’t feel like we “finished” so I am going to continue with the image and try to DoLD today. Question – do you tell them when to write? Or do they just feel out every fourth sentence? Do you put the corrected sentences on the board or just collect and grade what you get? Thanks!
Q. Do you tell them when to write?
A. I choose certain sentences that come up in the L and D activity. Some sentences really lend themselves to dictation iwth NM and IL kids because there is stuff I want them to know but haven’t taught them yet, like advanced subjunctive forms, etc. So I try to choose grammatically appropriate sentences for these advanced students and seize them if and when they happen. It’t the grammar teacher in me. But really I just feel it all out as far as when to dictate a sentence. The focus is and should be when they are in their first 1000 to 2000 hours on the listening and reading and not so much on the writing. They are still years away from being able to write properly, and I can’t speed up that natural unfoldment (writing) by force of my will because I “need” them to be writing. Except for the four percenters, they aren’t ready, and the four percenters aren’t ready either.
Q. Do you put the corrected sentences on the board or just collect and grade what you get?
A. I quickly write the sentence on the board after dictating it in the usual dictee way (see that category for details), they make their corrections, I collect them and usually throw them away unless I need to feed my grade book.
Regarding L & D but for wee ones… I was in our school library and eyed a new Fairy cupcake kids’ cookbook. It was the last day before spring break and class counts were low (a lot of families had already left town). Since the story/picture book/ Readers’ Puppet Theater we’re creating is about a hippo who brings cupcakes to school as a birthday treat, I decided to delve into this [barely related?] book under the doc camera.
There were towers of cupcakes, chocolate n vanilla cupcakes, cupcakes in the shape of monkeys and elephants, a rainbow of different color cupcakes, other lil cookies and bars added in for interest and variety, and the piece de resistence – an enormous cake in the shape of a cupcake -decorated with every candy you could imagine…what a feast for the eyes! I got tons of spontaneous output chunks: “Tengo muuuuucha hambre!” [I’m very hungry!] “¡No es justo! [It’s not fair!] “¡Quiero el panquecito!” [I want the cupcake!] and was able to just hang out n discuss + PQA these fabulous creations using mostly Super 7 and a few other acquired verbs. Talk about compelling input!!!
Non-fiction photo books, cook books, animal/habitat books, architecture books, costume books, toy books…the possibilities for book talk without a story are without end!