Dictation is a decode-recode activity. It is the act or method of dictating a material to another material for transcription. “A psychologically realistic system of ordering linguistic elements in a meaningful way, time and relation to non-linguistic contexts.” There are three factors involved in dictation.
- Filter: There is a task to filter unnecessary information.
- Organizer: There may be errors, but you unknowingly process the information.
- Monitor: Make conscious edits. Unsafe students may use more monitors.
The benefits of dictation have long been underestimated. These are some of the general dissenting opinions about this activity.
Objection to dictation
- This can cause high-impact filters, especially for “scary” and “uneasy” students.
- No talent or information from the teacher is required.
- Only listening skills develop in dictation.
- He is archaic, boring, uncommunicative, and teacher-centric.
The different forms of dictation
Here are some dictation ideas if you’re looking for inspiration.
Dictation of syllables or words:
In the programs of cycle 2, it is advisable to activate the “recall by short and frequent dictations of syllables or words.”
Learning to read (decoding) indeed involves writing (encoding). To practice on a notebook.
The text is composed of frequent words known, studied before, or whose spelling can be deduced logically.
The text is analyzed collectively before dictation.
The teacher shows a word for a few moments, reads it, and then hides it. Students must rewrite it.
Alternative: each student has two envelopes—one with word tags to learn and the other for already memorized words. The pupil draws from the first envelope, practices, recopies the word. Then he hides it and writes it: if it is correct, he puts it in the second envelope. In the second session, he has to read the word, hide it and write it down without training. You can take your kid’s dictation test To check his performance.
Text prepared and learned collectively then returned individually.
Restore a text analyzed before and already copied—very good training in lexical spelling.
Dictation of the day/phrase of the day:
You can use similar sentences (using the same words) or emphasize the same concept over the same week
The dictation trick:
A “false dictation” containing ten errors is distributed. The pupils “play” at the teacher by correcting mistakes.
The redacted dictation:
The text is distributed to each student and posted on the board. A debate follows on the difficulties of the text. Then, the pupils mask with black marker the words they are certain to write correctly and leave visible the words that seem too complex. The text is then dictated. Students can rely on their texts for difficult words. These forms may also help you in 2nd grade spelling words dictation for your kid.
Students write the dictation individually then get into groups and dialogue to render a single dictation. Example in a CE2 class:
Full-text reading by the teacher, then read the first sentence. Students write this first sentence. Re-reading time: the pupils can question the teacher ( the questions must not be directly related to the correct answer but must constitute a reflection aid to find it). Then the first sentence is corrected collectively, and you continue in the same way with the rest of the text.
Dictation in dialogue with the students:
Same approach as before, but this time the teacher withdraws. The students wonder among themselves. Again, the questions should focus on thinking about the language rather than the correct answer. The process is demanding and requires having been prepared through dialogue dictation. The Spell Quiz is the perfect application that helps your kid in learning dictation words and makes your work easy.
Write the text of the dictation on the board. Gradually erase the key components that are the subject of a particular work. If necessary, replace them with a drawing to keep track of them. Ask students to rewrite the missing items.
The teacher dictates. The text is available to students at the back of the class. The pupils can see the text as many times as they want, but without bringing their notebooks. Each time the student goes to see the text, he makes a mark on his notebook. When the student is sure of himself, he submits it for validation.