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Sketchnoting for beginners #LW2016

March 24th, 2016
Opening Address by René Koglbauer

Opening Address by René Koglbauer

Two weeks ago I was packing up pens, pencils, paper  and a flip chart ready to travel to Rugby for Language World and deliver a session on Friday afternoon on Sketchnoting.

Today I have finally got around to posting my presentation – apologies for the delay!

I hope the slides make sense without my narration. A quick overview of the session though to help:

  • defining sketchnoting as visual note taking
  • sharing my journey; exploring using my iPad and not enjoying great success so choosing the correct tool for the job and reverting to paper and pen, then developing my own style through colour to using black and white and then adding more images and less text
  • exploring the benefits of visual note taking for learning
  • considering how it might be used in (language) learning and teaching
  • a ‘how to’ guide – digital and analogue
  • time to play (but not long enough!)
Sketchnoting for beginners #LW2016 from Lisa Stevens
You can see my sketch notes from the event in this post, and previous sketch notes by searching ‘sketchnotes’ in the search box.
If you have any questions, please feel free to leave a comment or contact me using the contact form.
Books I recommend on the subject:
Mike Rohde – The Sketchbook Handbook
Sunni Brown – The Doodle Revolution

La Hora del Planeta

March 19th, 2016
tellerinToday is La Hora del Planeta when people are asked to consider their impact on our planet and, a s symbol of their willingness to look after our world, put out their lights from 8.30pm local time for an hour.
La Familia Tellerín and WWF have produced a little video to promote this:

You could use this video to practice using Se debe and No se debe
e.g. Se debe apagar las luces. No se debe malgastar el agua. Se debe cerrar la puerta del frigorífico etc
There are some lovely colouring activities on the environment on this blog and also here
And then Peppa Pig has added her voice, offering advice (and there’s a colouring sheet too!):

I also liked the video below from WWF that explains the initiative in a more detail for older learners.

There’s another video from El Huffington Post and also  this article that looks at the impact of La Hora del Planeta.

¿Quién apagará las luces a las ocho y media esta tarde?

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Language World 2016 #sketchnotes

March 13th, 2016
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Language World was held in Rugby at Dunchurch Park
, a beautiful setting made all the lovelier by the wonderful people who attended the conference. As René Koglbauer said at the (misty) start: ‘There may not be sun but there are lots of smiles!’ (The sun did come out soon afterwards as well!)

Below are the sketch notes for the sessions I attended. Wish I could have attended more sessions but it wasn’t possible without Hermione’s TimeTurner.

And I’ll share my presentation on sketchnoting later in the week.

Opening Address by René Koglbauer

Opening Address by René Koglbauer

The Language Magician: developing a tool for assessing young learners by Louise Courtney

The Language Magician: developing a tool for assessing young learners by Louise Courtney

A window on the world - PLL and SMSC

A window on the world – PLL and SMSC

Show and tell - Clare Seccombe

Primary Spanish Show and tell – Clare Seccombe

Primary Spanish Show and Tell - Jesús Hernández

Primary Spanish Show and Tell – Jesús Hernández

Mary Glasgow Plenary Lecture - Curriculum Innovation by Gareth Mills (NFER)

Mary Glasgow Plenary Lecture – Curriculum Innovation by Gareth Mills (NFER)

Curriculum Innovation: Challenges and Opportunities by René Koglbauer

Curriculum Innovation:
Challenges and Opportunities by René Koglbauer

#ALLConnect KS2 Coordinator's handbook by Katherine Monument and Kirsty Williams

#ALLConnect KS2 Coordinator’s handbook by Katherine Monument and Kirsty Williams

Language is all around by Nadine Chadier

Language is all around by Nadine Chadier

Tackling the issues in KS2 #ALLConnect with Steven Fawkes

Tackling the issues in KS2 #ALLConnect with Steven Fawkes

What's the point of teaching languages to pupils with SEND? by Alison and Patrick Organ

What’s the point of teaching languages to pupils with SEND? by Alison and Patrick Organ

Innovation requires resilience by Anne Lise Gordon

Innovation requires resilience by Anne Lise Gordon

Tartan CLIL by Fiona Moffatt

Tartan CLIL by Fiona Moffatt

Closing remarks with René Koglbauer and Anne Lise Gordon

Closing remarks with René Koglbauer and Anne Lise Gordon

If you want to compare and contrast sketchnotes, and see some from some other sessions too, why not look at Clare’s post too.

La Maravillosa Medicina de Jorge – #WBD2016

March 5th, 2016

IMG_1397My school decided that this year we’d have a Roald Dahl theme for World Book Day on March 3rd. Children came to school dressed as characters from Roald Dahl books – so lots of Oompa Loompas, Matildas, BFGs and Willy Wonkas not to mention a Fantastic Mr Fox appearing around every corner – and lessons were to have a similar theme. Serendipitiously I had purchased a copy of La Maravillosa Medicina de Jorge during my recent trip to Mexico so a plan began to form.

I had originally thought about a dictionary lesson in which children looked up ingredients for there own ‘medicine’ and wrote a list. Suitably purposeful and fun at the same time. Looking at the timetable I realised that I had Year 5 and 6 on WBD so thought I would ‘up’ the challenge. So I did. And I’m really pleased that they rose to said challenge!

Below are details of what we did. There was too much for one lesson; in fact, to do each activity justice I’d say you’d need at least two and a half hours, if not three. One class had 30 minutes…

The lesson began with me reading a chapter of the book – in Spanish of course. The chapter, entitled El maravilloso plan, is near the start of the book and is the one in which Jorge/George considers what to do about his intolerable grandma. He toys with the idea of blowing her up or using snakes or rats to scare her but, realising that he doesn’t have the means to do that, he spies her medicine and hatches a plan. It concludes with a rhyme in which he excitedly shares his plan. It lends itself well to dramatic reading and has illustrations that help with understanding, plus there are quite a few cognates. Additionally, it’s three pages long so manageable!

FullSizeRender_opt1. Listen to and follow a chapter

I copied the text* so that children (in pairs) could follow as I read and also displayed the appropriate image for the section on the whiteboard. I stopped after each section to ensure that they were following the story, and also used lots of actions and acting to ‘animate’ the story. It certainly engaged the classes as there was no chatting during the reading, and they were so engrossed that when I reached the part where Jorge/George jumps on the table and actually did it, they were rather shocked. Did get a few cheers afterwards!

If we’d had more time… I’d have done a ‘find the word for..’ activity, both in English and Spanish.

2. Read aloud a rhyming section

I read the last section then we went back and looked at it again. I decided that the first section was all we could attempt in the time we had. I read each line and the class repeated, then we read it again together. Then the class read it to each other in pairs or threes. It was a real test of their phonic knowledge as they’d only heard it three times, and had four minutes to rehearse before I asked if anyone wanted to have a go at reading it aloud to the class. There were between three and eight volunteers in each class who bravely stood and read it together, some with incredibly good pronunciation that made me want to jump up and down and squeal! I think the children were impressed too, especially as two of the classes had heard their native speaking classmate reading it aloud and hearing that it’s quite tricky to get your mouth around it even when it’s your first language!

If we’d had more time… I’d have worked on more of the rhyme and had groups rehearsing a section for a whole class poem recitation! Fits well with the school literacy policy and current focus on poetry. 

IMG_14023. Listen to a recipe and put it in order

Moving on, I’d created my own ‘maravillosa medicina‘. I cut the instructions into strips and gave each group (threes) a set. As they listened to me reading the recipe, they put the recipe into order. They did this very successfully without much problem. Before we checked our answers using the PPT, I asked children if  they could guess any of the ingredients. They were successful with shampoo and got close to engine oil (¾ said petrol), understood that paper was included and knew that ‘comida de gatos’ had something to do with cats! We went through the recipe and discussed what the instructions meant.

Download la receta

If we’d had more time… we could have done another sorting activity with pictures of the ingredients as an extra challenge, or a ‘fill the gap’ activity with the text if we were feeling extra adventurous.


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4. Write your own ‘maravillosa medicina’

Using some of the vocabulary from my ‘receta’, I made some colour coded cards to guide recipe writing. Green = ingredients  orange = quantities and blue = instructions/verbs. Each table had a pack of words and we discussed how to form phrases using an orange and a green card, or a sentence using a blue, then orange then green card. Children then made up their own recipes for ‘una maravillosa medicina’ on a copy of the final slide. Some chose to work in pairs but others preferred to write their own recipe although they formed sentences together. They worked at a variety of levels: the minimum was to write a list of ingredients. Next level was to specify quantities as well as ingredients. The next level was to give instructions by adding a verb. Some children decided to aim even higher and add sequencing words such as  primero, después, entonces etc. I was really pleased to see that the dictionaries were used very intelligently by which I mean, there were very few children who tried to look up every single word. That’s progress as I find that some pupils are so eager to please that they try to write overly complicated phrases rather than following the structure and adding ‘glittery bits’ as I call them!

Download medicina cards

We ran out of time in the lesson to do this part – most classes had about 20 minutes but the vast majority went for it and there was some great work. I asked everyone to finish their medicine for next lesson and I’ve promised to award prizes for the best entry in each class. To help, we looked at how to use wordreference.com 

If we’d had more time… we’d have spent time making and sharing phrases with the cards before starting to write the recipes. We’d also have spent more time in class on writing the recipes. It’s always risky letting children take work home to finish…

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Next week I will share the completed medicines but I hope that you get a feel for what we did in this post. I enjoyed the lesson and I’m pretty sure that the pupils did too as there was no one off task in any of the four classes, and there was a buzz of discussion about ingredients and how to construct correct sentences throughout the day. I only wish we’d had more time.

So, I wonder what the theme will be next year?

* As I photocopied one chapter of the book only, this was not a breach of copyright. Schools have a CLA license and, as I own the book, it is acceptable as detailed below. The illustrations in the presentation come from that chapter too. For more information see http://www.copyrightandschools.org

copyright rules

PS I did dress up as a Roald Dahl character, but not from George’s Marvellous Medicine. Can you work out who I am? (I’m the one in mortal danger!)

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Building firm foundations for strong buildings #ALLMFLSW16

February 29th, 2016

IMG_8436On Saturday 27th February, I delivered a workshop at the #ALLMFLSW16 conference in Bristol. I’d been asked by Marie-France Perkins if I could talk about primary languages in the context of the new curriculum which is planned as a continuum from KS2 through KS3 and onto Ks4 and hopefully KS5. I called my session Building Firm Foundations for Strong Buildings, harking back to a talk I did a number of years ago called Bricklaying for Beginners!

Below is my presentation, and under that I’ve written a brief summary of what I said.

I hope you find it useful. If you have any questions, please feel free to comment or send a message via the contact form. 

Firm foundations for strong buildings – the importance of Primary Language Learning. from Lisa Stevens
I began by talking about the importance of foundations, and the role they place in keeping buildings upright and stable. Although they are often unseen, they are the last things that are destroyed by time and erosion; I shared my own experience of primary language learning and how my 4 years of middle school French have stayed with me. We moved on to considering why starting language learning at primary is so important before considering what should be taught/covered at KS2, referencing a survey by Clare Seccombe and also a document compiled by the ESAGMFL group.
Looking directly at the Programmes of Study, we used Rachel Hawkes’ helpful “KS2 and KS3 side by side” document to look at the progression of skills and I shared the document below with participants, acknowledging the source as Rachel’s website.
Handout_1_Curriculum14_Overview
For me, my most important task as a primary language teacher is to nurture a passion for languages and an excitement about learning and communicating in other languages. That, however, does not mean that it’s all  ‘fun and funky singing, dancing, cutting and sticking ‘ with no substance. There is a clear rationale to what I teach and I shared some ideas linked to each of the four skills as well as grammar.
Listening
  • animal symphonies – clapping the syllables of words to encourage listening and awareness of word patterns
  • using rhymes to listen out for phonics and respond physically
  • using songs as a way of introducing topics e.g. ¿Cuántos años tienes?
  • stories as a way of encouraging listening carefully and responding – ‘safe’ due the familiarity and repetition
  • branching listenings or minimal pairs (slide24)- I first encountered these last year at ILILC in a session by Julie Prince, and I shared two examples from LightBulbLanguages – colours (Spanish)  and jobs (French) Learners listen to a series of words – or phrases – and at each step choose between two alternatives until they arrive at the bottom line and give the number they reached.
Speaking
  • PHONICS! So important! The keystones of the foundations as they enable understanding of the spoken word, pronunciation, enable learners to read effectively and also spell. Rachel Hawkes once more had burning ears!
  • vowels and setting them to DISCO by Ottawan
  • phonic islands and mats, referencing Sounds and Words by Lynne Erler and Julie Prince
  • “stress punching” to demonstrate intonation and stress patterns
  • “Spanish glasses” to read Spanish – chocolate is spelt the same in English and Spanish but pronounced differently (slide 30 ) also false friends like gift and Gift in German.
  • tongue twisters to practice ‘getting your mouth around’ certain sounds
  • using Trapdoors to practice sentences – learners will play long after you’d think they’d be fed up!
  • using board games to practice the question form (I shared a Snakes and ladders board game worksheet from Eurostars with learners asking a question when they land on a square rather than giving an opinion)

Reading

  • using poems like Doña Pitu Piturra that have a rhythm and a rhyme, and a pattern that can be followed – and the example also shows handwriting which fascinates and is worth discussion
  • using Tarsia and dominoes
  • using storybooks isn’t a bad thing – even Y6 like a story, especially if you link it to reading to younger pupils or making something to be shared.
  • books don’t have to be fiction – non fiction is important too. Books on e.g. planets can be accessed as learners have learned the facts in Science and can therefore make deductions about vocabulary etc. Plus there are diagrams and images to support.
  • the importance of making mistakes and discussing WHY you thought something
  • instilling the idea that you don’t need to understand every word, and linking in to literacy skills of comprehension: where will I find the answer? what are my clues? what’s the context? is there a word in the question that helps me?
  • making your own texts using storybird.com – I shared ¿De dónde viene el yak? There are other MFL Storybirds shared on the wikispace both fiction and nonfiction. Well worth a look.
  • dictionaries can be glossaries, picture dictionaries and encyclopaedia/thematic type ones as well as the ‘tradition’ bilingual ones. I shared an activity linked to a colour poem which Y3 had rewritten using a combination of picture dictionaries and bilingual dictionaries.

Writing

  • writing texts from other texts e.g. rewriting stories by substituting nouns and or adjectives (El bicho hambriento), or writing a story in the style of another (rewriting El Nabo Gigante to feature a teacher stuck in the PE cupboard who calls for help to pull him out!)
  • the value of whiteboards and technology to allow for quick correction without committing it to their book – rehearsing and making mistakes
  • giving structures using card, human sentences to physically demonstrate word order e.g. making sentences negative, or the noun-adjective order in Spanish compared to adjective-noun in English
  • scaffolding
  • memorisation – I shared another activity from LightBulbLanguages to demonstrate a way of supporting learners in memorising spellings by giving them the shape of the word

Grammar

  • Grammar is the cement that holds all the bricks together!
  • link it to English – and/or other languages e.g. making plurals
  • using songs is quite effective e.g. ¿Por qué es mi mochila tan pesada? introduces Es+ singular noun and Son+plural noun – learners picked it up without me saying a word!
  • I also shared songs for verbs in Spanish, German and French
  • using parallel texts to compare language
  • making verb spiders or flowers – if you teach South American Spanish you can use a hand!
  • verb drilling isn’t wrong – Y6 quite enjoyed it last year and treated it like a code or game that they conquered as they did it more!IMG_8437

I then talked about the importance of promoting language learning in general and that no one language is an island – let’s celebrate the multilingual nature of our schools and draw out the experiences of our EAL learners. Comparing and contrasting languages is one of the things my learners enjoy more than anything else, and it’s language learning skills that are going to be key for their future success, especially as most of my learners will start a new language at KS3. I briefly highlighted the importance of including culture in whatever you do as languages need a context and it’s jot just about words!

Finally we considered that not all foundations are the same – some are more basic than others i.e. some pupils will arrive at KS3 with less language learning, or perhaps with gaps in the expected knowledge (whatever that may be!) Some may have experienced lots of vocabulary and not much structure, some may have had a very sporadic language input, some may have encountered several languages and some only one. Whatever the experience, and however many ‘cracks’ there may be, my plea was to not destroy what has gone before but repair it, and shore it up.

 

The final part of my presentation (which I admit we don’t reach due to overrunning previous sessions) considered the need for Ks2 and KS3 to communicate. KS2 can’t moan about what happens at KS3 if they don’t tell their secondary colleagues what has been done, and KS3 can’t throw their hands up and say it’s impossible to deal with all these children if they don’t talk to KS2 and give an idea of what would be helpful to them. On p69 of Language Trends survey  it says:

“The need to promote effective transition in languages between Key Stages 2 and 3 is not yet high on the agendas of either primary or secondary schools….the introduction of compulsory language learning has not yet stimulated increased contact between language teachers in state primary and secondary schools.”

That has to change!

My final thought was from an article about building foundations:

“The three most important purposes of foundations are to bear the load of the building, anchor it against natural forces such as earthquakes, and to isolate it from ground moisture.”

I’d categorise those three things as future learning at KS3 and beyond, wavering confidence as ‘it gets a bit serious’ and the ‘rising damp’ of adolescence! Ultimately, we want learners to ride those storms and sit proudly atop their magnificent linguistic skyscrapers, not falling like Humpty Dumpty never to be put together again!

 

 

 

More IKEA inspiration!

February 7th, 2016

I had to go to IKEA to buy a chair for my son and, as well as the obligatory meatballs and scented candles, I always end up buying something to use in the classroom. I now own every puppet that IKEA has produced and a large number of their cuddly toys not to mention various storage solutions (boxes and pop up tubs) and stationary items. So what could I possibly discover this time?

  1. Flowers 
  2. Postcards
  3. An insect hat

IMG_8159I bought a bunch of artificial Gerbera daisies (my favourites) to use in teaching colours to Y3. No brown, grey or black but every other colour I need. They’ll make a change from flashcards 😉

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IMG_8197 FullSizeRender

I have a set of 5 Tolsby frames as each of my schools have five tables of 6 pupils in each class. I use them for instructions when we have a carousel activity but thought that these postcards would be good to give them Spanish specific table names. The fruit and vegetable ones will be great with year3/4 as we look at fruit words in both year groups, and the animals for year 4/5.  The animal ones in particular will be good for phonics too – conejo, pájaro, zorro, ardilla, reno (or is it a ciervo?) I’ll put the words for the fruits over the English word for the fruit ones I think.

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And then there’s this hat. Would go well with work on mini beasts or describing animals (as we are currently doing in year 5) or just as a prop to go with the moustache and beard I bought last time I went. I was very tempted by the bat cape but restrained myself. This time…

No doubt I’ll have to visit IKEA again soon so watch out for more ideas. I’m already planning a lesson involving scented candles 😉

La lotería de Navidad

December 22nd, 2015

Sorteo-Navidad-Foto-EFE_MDSIMA20111127_0145_4For many, Christmas in Spain really starts today with El Gordo, the special lottery draw.

The prize is big and, unlike other lotteries, it is not won by a single person but shared amongst thousands of people. Also, unlike other lotteries,  the numbers are sung by school children as you can see in this clip from the BBC.  

“You don’t buy it you don’t win…simple as that” said Costis Mitsokakis the only man in his village not to win four years ago. I wonder if the makers of this year’s advertisement had that story in mind when they came up with the story of Justin?

I love this video and used it in assembly a few weeks ago to talk about giving without expecting anything in return.

Stop press:

The winning tickets for this year’s El Gordo was sold in Roquetas del Mar, Almería. You can watch the whole thing here on the El País website. The winning number — 79140 — appeared on 1,600 tickets, with each ticket holder winning 400,000 euros.

 

Christmas in Mexico

December 21st, 2015
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My ‘angelito’ from Chignahuapan, home of the glass ‘esferas’ that hang on ‘arboles’ around Mexico.

Want to know about Christmas in Mexico?

Here are some useful links:

Why Christmas? offers a simple description including key events.

Read this article to find out about Christmas in Mexico, including the unique Noche de los rabanos in Oaxaca.

Find out about Christmas in Mexico here and then ‘turn the page’ to compare it with the celebrations in Spain. In which ways are they different?

Mexican Christmas recipes anyone?

And here’s a cute video with some facts and singing!

This article explains the importance of the poinsettia to Aztecs who called it cuetlaxochitl which means “mortal flower that perishes and withers like all that is pure.”

Here’s a story about The Legend of the Poinsettia:

And another story, this time about Las Posadas.

This site has links to lots of articles if you want to explore more, but I’ll leave you with a couple of Mexican Christmas songs.

The song that is sung during posadas:

A short radio programme with some suggestions of carols from the childhood of Betto Arcos en Veracruz, including  Los peces en el río

And how could I not include Feliz Navidad?

 

Christmas in Spain

December 20th, 2015

Loving this short summary of key events over the Christmas/New Year season in Spain!

Christmas in Spain in 30 seconds

Xmas in Spain12 grapes, coal and red underwear? Watch this video to understand Christmas in Spain in 30 seconds! 😉 #XmasInSpain ⛄

Posted by Spain.info on Thursday, 17 December 2015

Some other related posts:

El pequeño petirrojo 2.0

Los Reyes Magos

A few years ago I posted a different Christmas carol in Spanish in the run up to Christmas – the 10th day was Fum Fum Fum and you can go back through the previous 9 days from there.

A lovely retelling of the Christmas story in Spanish and in video form too

A bit of Bublé singing Feliz Navidad or a version on iPods/iPads/iPhones

The story (in Spanish) of how Father Christmas thought about moving Christmas to July

Inspired in IKEA 2.0

December 13th, 2015

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I love visits to IKEA as, along with the scented candles and plastic bags, I invariably come away with all sorts of unexpected items.

In 2008 I posted Inspired in IKEA and quickly followed it up with Inspired in IKEA part 2. I continued being inspired in on A visit to IKEA in 2010 and with Breakfast from IKEA and En la granja de IKEA in 2011. And then there was my (continuing)  love affair with Señor Brócoli.

On Friday I decided it was time for the annual trip to buy gingerbread for the tree – and a gingerbread house too as my domestic goddess status doesn’t extend that far.

I always get excited when I approach the children’s section but this time I nada surprise as I met the LATTJO collection  mid way around. What an exciting development!

This little video showcases the new range

IKEA have started a collaboration with world class storyteller DreamWorks Animation highlighting the power and importance of play. DreamWorks Animation brings the LATTJO world to life through more than 25 short animated stories that celebrates and expands the imaginative world of the LATTJO characters.

Well, first of all I saw the Jenga-like stacking game with coloured bricks adding to the fun. I know that Jenga is used widely in language teaching – see Eleanor, Amanda and Erzsi‘s blogs! – and this could well add another dimension to its use. IMG_7377
Then I came across these cones – great for directions, target practice with a bean bag (for practising colour, number, counting up the score etc) IMG_7378
Screen Shot 2015-12-13 at 20.54.45 And then I saw these number ‘sleeves’. The suggestion was to put them around bottles of water to make skittles which is a great idea.

I immediately thought of using them as arm bands and making human ‘skittles’, not to be knocked down but for counting activities. For example, give a sum in Spanish/French/German and the answer has to stand up, or children have a pile of cards with word problems in Sp/Fr/Ger that they have to assign to the correct ‘skittle’

I was also rather taken with the large inflatable die and the giant sacks but then I saw the dressing up! Oh my! I actually started jumping up and down!

I find puppets and dressing up to be an excellent way to get children talking in an imaginative way as I’ve shared before and here for example. So what did I see?

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Moustaches and beards. I think I look rather fetching with a beard, and you can still talk and see the mouth even wearing it!

And then there were wigs…

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…and other made head gear! I was particularly taken with the snail head, and also the brain which I decided to try on but I think – well, know!- I have a very big head as it kept popping off!

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And then if you’re feeling like splashing out more than £3-£6, you can get full dressing up costumes! The parts are available separately too 😉

You can also be an eagle or a bat, and you can add monster claws to make your rat scary!

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Queen

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Robot

 

Getting away from the dressing up and LATTJO, I made it to the children’s department where I found some great cushions. I bought the sunshine one and I’m going to use as an incentive/ to reward excellent work. Impress Sra. Stevens and make her smile like the sun, and you get to sit on the cushion next lesson. I may yet add the cloud to my collection for excellent ideas, but, as with everything, it’s where to put it between lessons! IMG_7395
IMG_7393 My final inspiration came in the shape of these piglets. Can you guess my thoughts…?

Indeed. Los tres cerditos. (Their Mummy is available too!)

Oh, one last idea – these GLON templates for a house, some flats, a church-like building and a mosque-like building look great for describing the town, particularly thanks to the variety of building shape that accommodates the shapes the children I teach see around them!IMG_7396

I hope I’ve managed to communicate my excitement. I didn’t buy all the items but I may well do over time. I do have the moustache and beard, brain hat, sunshine cushion and two sets of the number sleeves though!