Promptogloss is a technique structured for reading classes after being inspired by the technique Dictogloss (is a classroom dictation activity where learners are required to reconstruct a short text by listening and noting down key words, which are then used as a base for reconstruction*). But Promptogloss focuses on improving Reading Skills like skimming, scanning, understanding the gist, focusing on the key vocabulary, then allows students to develop their performative skills either orally or in written form.
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Focuses more on visual retention.
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Uses a prompter (just like news presenters or politicians use).
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Reading pace is determined by the teacher
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Key words are highlighted
In order to answer questions about a reading text, we don’t have to understand every vocabulary item. So in this technique teachers use their own discretion to eliminate or highlight some words that help students understand the gist and does not hinder the meaning. Please see the example and answer the questions below it. (image Reading Keys by MacMillan)
1.Who chose Madhavi’s husband? 2.What is her husband’s name? 3.Where does he live? 4.Where does she live? 5.When did she go to India? 6.Who met to discuss the marriage? 7.What did they talk about first? Answers: (1.Her uncle 2.Darpak 3.Bombay 4.London 5.In the summer vacation 6.Darpak, his mother, aunt, Madhavi, her mother and uncle 7.Where to live, his job…)6 Stages of PROMPTOGLOSS
1. Introduce the topic by showing videos or photos, and target/key vocabulary.
2. Identify key vocabulary then hide or highlight the them in the text. (Tip2: see below if you don’t want to type the whole text in the book)
3. Reflect the text on the board using any text viewer (PPT with flowing effect or online prompter) www.easyprompter.com Determine the text flow speed and text size to be reflected. (do it twice) See image below.
4. Learners just read the text reflected on the board and when it is reflected for the second time they can take individual notes. Teacher determines the speed of text flow depending on the level of students or order of display (first or second time) Then students form groups and combine their notes to create a text as close to the original text.
5. Teacher reflects the questions, usually not detailed, focusing on highlighted vocabulary or main idea.
6. Reflect the still text and let them check their answers.
Tip1: If you can’t read the text because of your sore throat or want do something different in class, you can use online Text to Speech technology. Here is a nice website in which you can select the accent and gender of the speaker. Some sound almost natural some sound very robotic. www.naturalreaders.com
Tip2: If you don’t want to type a long text into your computer, here are a few free mobile and desktop tools that convert images to text. For best results in all images please remember to make sure lighting is adequate and the text on a surface as plain/white as possible.
Warning: Please use offline software if you think your document is very important.
Computer: Online converters like (www.newocr.com www.onlineocr.net www.convertimagetotext.net)
Android: Text Fairy allows you to take photo with your phone and converts it into texts within seconds.
iOS: Scan Text OCR App
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What is Dictogloss?
Stages of DICTOGLOSS 1. Show a photo of a polar bear in the Arctic, to set the scene and establish key vocabulary. 2. Read (Tip1: see below if you don’t want to read the text aloud) the text once through at normal speed. Learners listen but don’t write anything. 3. Read the text again at normal speed, but this time pause after each sentence to give time for learners to make brief notes (they shouldn’t try to write out the whole sentence). 4. Learners sit in small groups and compare their notes. Working together, they try to reconstruct the story, with one person in the group acting as ‘secretary’. If possible, they should write it on a computer or an OHP transparency. It doesn’t need to be precisely the same as the original, but it should convey the meaning as closely as possible and also keep the same style. 5. One person from each group shows their version (or reads it out). The others comment on it and correct any grammatical errors. 6. Show the class the original story to compare, and focus on any features of vocabulary (e.g. a long way, kept … still, stick … out of, sure enough) or grammar (e.g. past progressive tense).***********************************************************
* http://www.teachingenglish.org.uk/knowledge-database/dictogloss