Dictoglos

 =Strategy Name: Dictoglos =

Strategy Description:
Dictoglos is an after reading strategy that helps student improve listening comprehension. The students listen to a text, take notes, and share notes in small groups.

Course:

 * 8th grade Applied Communications--9 week writing class that all 8th grade students take as part of their Fine/Applied Arts rotation.
 * 1 class of 30 students.
 * Class includes English Language Learners (basic to intermediate)

Rationale:

 * Middle school students love to work in groups!
 * I'd like to connect the reading and writing as much as I can--reading to learn.
 * The strategy offers scaffolding. When students need support in comprehension, they get it from other students and when they feel more confident, they can use their peers less.
 * I can create small groups to aid the comprehension.
 * I want to incorporate poetry and will need to read aloud so this strategy is perfect--it actively engages the students as they listen.

Diverse Learners:
Auditory learners will do well with this strategy that involves listening and speaking. There is some movement as students share in groups which will help kinesthetic learners. My ELLs will really benefit from the repeated readings and the discussions in groups.

<span style="font-family: 'Comic Sans MS', cursive;">Procedure:
<span style="font-family: 'Comic Sans MS', cursive;">
 * 1) <span style="font-family: 'Comic Sans MS', cursive;">The teacher (or a fluent reader) reads the text aloud while students take notes.
 * 2) <span style="font-family: 'Comic Sans MS', cursive;">The reader reads the text again (and again).
 * 3) <span style="font-family: 'Comic Sans MS', cursive;">During each reading, the students can add to their notes--key words and phrase.
 * 4) <span style="font-family: 'Comic Sans MS', cursive;">After listening, the students have an opportunity to share their notes in groups of two.
 * 5) <span style="font-family: 'Comic Sans MS', cursive;">In the pairs, the students should work together to reconstruct the original text.
 * 6) <span style="font-family: 'Comic Sans MS', cursive;">Now let the students form groups of four to re-write a reconstruction.
 * 7) <span style="font-family: 'Comic Sans MS', cursive;">Each group takes turns reading their version.
 * 8) <span style="font-family: 'Comic Sans MS', cursive;">Discuss--strategies and insights.

<span style="font-family: 'Comic Sans MS', cursive;">Potential Issues:

 * <span style="font-family: 'Comic Sans MS', cursive;">Students who struggle with listening will struggle with the strategy (hopefully, repeated readings will offset this).

<span style="font-family: 'Comic Sans MS', cursive;">References/Materials:

 * <span style="font-family: 'Comic Sans MS', cursive;">**Strategy from:** Fisher, D., Brozo, W.G., Frey, N., & Ivey, G. (2007). //50 content area strategies for adolescent// //literacy.// Upper Saddle River, NJ: Pearson.


 * In binder:**
 * 1) <span style="font-family: 'Comic Sans MS', cursive; background-color: #ffff00;">"How to do the strategy" from source. ||