As you know, it is important to assess students both formatively and summatively throughout the course. That doesn’t mean you always have to give a quiz. It can be a simple thumbs up or thumbs down sometimes. However, when you want to know more information about a student’s progress, it is helpful to do something that will give you the data you need. For me, one thing that never fails me is the dictée activity.
Traditionally, a dictée means you read out some sentences and the students do their best to try to copy down what you said exactly as you said it. Then, they turn it in, you grade it, and give it back and the kids mumble and groan because it often meant a poor grade.
However, the new way to do a dictée will change all that. It lowers the affective filter so students don’t feel anxious. They try their best and then most of them get a 100. How?
I did not invent this method. I don’t claim to be the originator of it, just putting that out there. It may have come from one of the gurus like Tina or Martina.
First, you create a powerpoint with all your sentences on them. I recommend no more than 5 sentences and keeps them at a manageable length. The sentences should be words and content that the students are familiar with.
Second, read the sentence slowly and repeat sections of the sentence multiple times. Students should be trying to write the sentence the best they can.
Third, reveal the sentence on the screen. Then, ask the students to copy it again, directly under the sentence they just wrote so they can compare the words. Even if they think they got it 100% correct, they should still copy it. This prevents students from just waiting until the answer is revealed to copy it down. It also gives the valuable repetition needed to acquire language.
Fourth, students should examine the two sentences and then circle, underline, or highlight words in their original sentences that were wrong.
Finally, go on to the next question and repeat each step.
Eventually, students will do better on the dictée. I generally do dictées once every two weeks. If you do it everyday or every week, it will become tedious.
The students have done the grading for you. I explain to them that I do not count off for their original sentence. I would only count off if they made any errors in their second sentence from copying incorrectly or if they do not have two sentences for each question.
Students will learn a lot from this activitiy and you will see the results in their own free writes.
John