primary languages – ¡Vámonos! The musings of Lisibo
 

Category: primary languages

Have you seen the latest issue of Teach Primary? If you have you might have noticed that I’ve been writing again.
This month I’ve provided a lesson plan and resources that link languages (in my case Spanish) with the music of Saint Saëns and specifically the Carnival of the Animals.

For those that have been in primary language teaching for a fair few years might recognise that this lesson is inspired by the QCA Scheme of Work which I used as my starting point before adding my own ideas and twists.

If you don’t have a subscription to the magazine, you can download the lesson and resources for free from Teachwire here
I’ve added the lesson plan below.

I teach Spanish at two primary schools and we predominantly follow the Light Bulb Languages scheme of work. Year 4 are about to start the latter part of Unit 8 Descubrimos los animales. In it, they learn the names of parts of the body, comparing the words in a variety of languages, and then talk about animals, culminating in making and describing ‘strange animals.’ As a bridge between the two, we look at El Bicho de la Fruta, but I was on the look out for another story that might accompany this as Y4 love a story. And I’ve found two!

1. Un Bicho Extraño

ISBN – 978-84-96957-67-1
You can buy a copy here.

I was first made aware of this book via Jesús from the Consejería de Educación in London who spoke about it at a session I attended. It is the story of Un Bicho Extraño (A Strange Creature) who we discover bit by bit. The ‘story’ is written in a single phrase per page. Well, two phrases as you can see from below as the ‘bicho’ is revealed and then disappears as you turn the book around.

Jesús shared materials that have been prepared by a working party to enable teachers to use this text as the basis for a series of lessons. Lots of ideas and resources that are ready to be used. I intend to choose some of the activities, particularly the Pictionary activity and the materials that support descriptions of the Un zoológico de bichos raros as they go well with the scheme. It would make a good analogue alternative to using the website Switchzoo.com to create hybrid animals. (Gutted that BuiLD YouR WiLD SelF is no longer available!)

To present the story I could read the book as it is (There is also a video of the book being read here) or I could try to do as the teacher in this clip has done, building the ‘bicho’ live as I tell the story. This would be a good introduction to pupils creating their own bicho and presenting it.

2. El Carnaval de los Animales

ISBN 978-84-261-3824-8
You can buy this book from Little Linguist here

The second book was a recent purchase as I was writing an article for Teach Primary on integrating languages and music into a series of lessons (harking back to the QCA scheme of work!) I saw the title and it took me back to lessons I used to do based around Saint Saens music. Except the book isn’t just a carnival of animals as we know it.

All the animals have been invited to the carnival – but fancy dress is obligatory. How will the animals disguise themselves? The book is very amusing as animals decide how to disguise themselves, mostly as other animals but not always, and present themselves in their new forms. It’s a fun book to read as it is, and you could play games with it.

For example, can you identify the animal and the disguise?
¿Qué animal es?
¿Y el disfraz?

Es un perro salchicha disfrazado de cebra.

And this would be a simple way to make more ‘strange animals’ as pupils attempt to disguise their animal as something else. A fun activity that could be extended beyond animals for the adventurous. I like the range of interesting animals that are introduced in the story – it’s not often that you get to teach mapache or ornitorrinco, and I’ve never heard the word bogavente* before but I know it’d be a hit with Y4.

I’ll let you know how we get on with these books and how much or little we get to do with them. If you have any ideas of similar texts, do leave a message in the comments, or contact me via Twitter @lisibo.

*Un bogavente is a lobster with large claws. Una langosta (the word I knew for lobster) is a spiny lobster.
Amazing what you learn from children’s story books!



Available from Little Linguist

As a great fan of Eric Carle books, I was very excited to find some bilingual Spanish-English flashcards when I was browsing online. I ordered them in November, and they finally arrived last week! Well worth the wait however, and I thought I’d share some ideas I’ve had for using them. I’m sure you’ll have your own thoughts; please share them via the comments below!

There are 50 cards in the pack featuring words from some of Eric Carle’s books including The Very Hungry Caterpillar / La Oruga Muy Hambrienta and Brown bear, What do you see? /Oso Pardo ¿qué ves? Each card is double sided with the word in English and an image on one side, and the word in Spanish (complete with definite article) and the same image on the other. It’s easy to distinguish the Spanish side from the English as the word is white in a coloured strip on the Spanish side, but in colour on the English side.

Learning vocabulary
*Learn new words by studying the cards and then testing yourself on the Spanish.
*Pupils could work in pairs and take it in turns to say the word in Spanish.
*Show the image and say the word.

Name the book
*Show a card – which story does it come from? You could start with one card and add another if necessary. perhaps you could award 3 points if the book is guessed after 1 card, decreasing the points the more cards are seen.
*True or false – when looking at a particular story, show a card; is it in the story? Hay un una abeja en Oso Pardo ¿qué ves? ¿Verdad o mentira?

Which book features all these animals?
(Answer – El artista que pintó un caballo azul)

Sort the cards
*By gender – this is fairly easy as the Spanish word is accompanied by the definite article, but ‘los globos’ may throw a spanner in the works for some.
*Animate and inanimate / ¿animado o inanimado? – could lead to an interesting discussion about whether a leaf is alive or not! Is it dead the second it leaves the tree?
*Manmade or natural / ¿artificial o natural?– not quite the same as the above!
*By story – I can find images from The Very Hungry Caterpillar, The Artist who Painted a Blue Horse, Brown Bear, The Busy Ladybird, From Head to Toes, and there are others that I can’t identify (I think they’re from an ABC or colour book that I don’t have!)
*by colour – of the image, or of the ‘word strip’
*words with an accent – reviewing why Spanish words have accents is always useful.
*by phoneme – jirafa, oveja, pájaro, abeja, naranja, hoja would make a group for example.

Make up a sentence/story
*choose two or three cards and try to make a sentence in Spanish
La jirafa pone la araña en la nube would be an example using the cards above.
*alternatively choose more cards, six perhaps, and try to make up a sequence of sentences or even a short story. This would be a fun activity for Y6 who’ve learned how to manipulate verbs and are ready for a challenge preKS3!

So these are just a few ideas I’ve noted down quickly that come to mind. Some can be done with a whole class, but most I envisage being done by pairs or small groups of children. I’ll let you know if I think of any more ideas, and I’m sure the children will soon devise their own games to play!

Thanks for the photo Nathalie!

It seems a long time since Language World 2019 (it is three weeks I guess) so I apologise for the delay in uploading my presentation here; I’ve had a few website issues.

However, here it is, and below are some notes that you may find helpful in recalling what I said, or trying to decipher the slides! You’ll also find below Clare Seccombe’s lovely sketchnote of the session which summarises what I said as well!

Thanks Clare!

Links on Pinterest that accompany this presentation : https://www.pinterest.co.uk/lisibo/supporting-storytelling-lw2019/

La Belle au Bois Dormant resources from Bernadette Clinton

A post I wrote related to using Pictogramas – Leyendo con Pictogramas

Examples of stories and poems in pictograms – Coleccíon de Cuentos con Pictogramas and also Super colección de cuentos realizados con pictogramas Y ACTIVIDADES

Pictocuentos
Pictotraductor
Pictoaplicaciones
Unfortunately I haven’t managed to find an equivalent for French or German.
WidgetOnline is a subscription website that allows you to make visual stories similar to the Pictoaplicaciones suite but in English, or other languages with an add on pack.

I wanted to share more about using Makaton and to highlight that there are a number of free as well as reasonably priced resource packs that can be downloaded from Makaton.org
I got the materials to accompany my retelling of Dear Zoo/ Querido Zoo from there and then translated them/applied them to the Spanish story.
And there’s an article on Using Makaton in Storytelling that you might find interesting.

Ten in the Bed songs :
In Spanish – Diez en la cama
In French – Dix au lit
In German – Zehn im Bett
Download the Makaton signs here to accompany the story/song
And watch the story told in English and Makaton by Rob Delaney below:

Finally, I had a pile of books to share but completely forgot with the pressure of time so here are screenshots from a couple. Firstly, Don Quijote de la Mancha which has the 2 USPs of being an authentic Spanish text, and also being written in Spanish ‘handwriting’, and El Pájaro, el Monoy la Serpiente en la Selva which is a charming story about living and working together.

If you have any comments or questions, please leave them below, or you can contact me via social media!

This is the third in a series of three posts about Julia Donaldson books that I have recently purchased in Spanish.

ISBN – 978-8-4941634-7-0
Available from Little Linguist

Lo que Escuchó la Mariquita is the Spanish version of What the Ladybird heard and is a ‘farmyard thriller; a crime set on a farm‘ according to Julia Donaldson, the author. In it, two robbers, Hugo el Zurdo and Len el Largo plot to steal the prize cow from under the farmer’s nose. But they hadn’t reckoned on the very tiny, very quiet ladybird.

All the other animals on the farm are very noisy…
‘pero la mariquita no decía nada de nada.’

One night the ladybird hears the thieves plotting and relays the story to the animals who all make a loud hullabaloo – and then they hear the plan which make use of all their noisiness! Will they outsmart Hugo el Zurdo and Len el Largo? I’ll leave you to find out! It’s a great story and I love the rhyme and rhythm of the text.

How would I use this story? I’d probably read it much the way that Julia Donaldson does in the video below – but in Spanish!
The story is a wonderful opportunity to work on animal vocabulary as well as the always popular topic of animal sounds. It always amuses children that animals ‘speak Spanish’ too and make slightly – or sometimes very – different noises in Spanish. You could even sort the sounds into groups according to how similar they are. You could use puppets or masks to involve individuals in retelling the story or even a set of fingerpuppets or finger scribbles for each child to join in physically, or even use actions (my latest obsession with Makaton would come in handy here!) Nonetheless with little preparation of that kind, it’s easy to encourage learners to join in with some noises and sound effects!

Here’s Julia Donaldson reading her story in English with some ideas for how you could use the book with audience participation, using puppets, animal noise prompts and action!
Here’s the story read to you so you can get an idea of the story. Or you can actually read part of the book yourself on Issuu
And this version has an ‘on screen’ narrator!

Follow up activities might include vocabulary matching at word level, some simple substitution sentences with animal and sound [La vaca] dice [Muu] or [El perro elegante] dijo [Cuac] or even some simple descriptions
La vaca es bonita y premiada. Es blanca y negra con manchas grises. Tiene un cabestro azul y un premio rojo. La vaca dice Muu.
Alternatively you could ask comprehension questions with Sí/No Verdad/Mentira responses, or at a higher level, require a response in a phrase or sentence.
And finally, how about making a map of the farmyard and giving directions around it in Spanish, or making it into a game and guiding a blindfolded classmate using only animal noises (but don’t try and confuse them like the animals in the book!)
There are lots of art ideas that go with this book – you can see one below.

This video shows how one class responded to Lo que escuchó la mariquita at C.E.I.P. Miguel de Cervantes de Navalmanzano Segovia. Loe the idea of making ‘mariquitas’ out of footprints!

Looking for ideas of how to use the book, I found lots of ideas for using the English version What the Ladybird heard. I’ve collected them together on a Pinterest board.
It included the video below of Julia Donaldson and her husband singing a song based on the story – anyone fancy writing a Spanish version?

Some other posts and reviews of the book:
Tell Bake and Love
Ediciones Fortuna

La Mariquita appears in two further books – Lo que Escuchó la Mariquita Despúes and Lo que Escuchó la Mariquita en Vacaciones.

Do you have a favourite Julia Donaldson book? Do share in the comments if you do!

This is the second in a series of three posts about books by Julia Donaldson that I have recently purchased in Spanish.

ISBN 978-84-261-4373-0
Available from Little Linguist

Las tres cartas del Oso is a very simple board book with flaps. It has two short sentences per page and colourful illustrations by Axel Scheffler. Oso writes three letters and sets out to deliver them. We follow him, counting the letters as we go and trying to guess to whom they are addressed by the home in which they live. Are we correct? Opening the flaps gives us the answer! But why has Oso written to Ardilla, Rana and Topo? All will be revealed as the book concludes with cake!

I bought this book to read to FKS/KS1 as it is very simple and also short. It reinforces counting to 3 and also could be used to introduce the names of some animals. I’d introduce the animal words before the story, with images to support, and then display them so that children can choose from the ‘gallery’ which animal they think the letter should go to. We could act out delivering the letters too, and reading them. And, as the purpose of the letters is revealed to be Oso’s birthday, it would be a good opportunity to talk Spanish birthday songs and traditions.

Here’s a Spanish birthday song – with cake ballet and dancing stars!

Feliz, feliz en tu dia 
Amiguito que Dios te bendiga 
Que reine la paz en tu dia 
Y que cumplas muchos más 
If you want Happy birthday to you in Spanish, here is it with lyrics on screen!

This video is nearly 10 years old but still helpful in showing a birthday celebration in Spain – and allows a comparison. https://www.bbc.com/bitesize/clips/zmvtsbk

A couple of traditions that I like that are quirky – instead of being given ‘the bumps’ and being thrown in the air, children in Spain have their ear ‘pulled’ the number of times that corresponds to their birthday. And in Mexico, I’ve discovered that they have the tradition below:

And speaking of Mexico – I learned Las Mañanitas from my Mexican friends on my birthday. A lovely song about the beauty of the morning! You can find the lyrics here .

Tres cartas del Oso is one of a series of books set in El Bosque de la Bellota (Acorn Woods) that includes El Zorro se viste, ¡Quiero dormir la siesta! and Juguemos al escondite.

ISBN 9788469621431 Available from Little Linguist

When I saw this book on the Little Linguist stall in July (yes, I’ve had it that long without sharing it!) it immediately sparked ideas in my head so I had to buy it. And now I’ve got around to sharing them!

The Spanish version of The Smartest Giant in Town, it’s written and illustrated by the wonderful Julia Donaldson and Axel Scheffler, famous for The Gruffalo/El Grúfalo and Room on a broom/¡Cómo mola tu escoba! The main character is Maxi who always wears the same clothes and same sandals, and is fed up of being the scruffiest giant in town. When a new shop opens, he buys himself some lovely new clothes, becoming el gigante más elegante. Feeling happy and content, he leaves the shop to go home… but he keeps meeting animals who need help on the way home. Item by item he happily gives away his clothes, singing as he does it. Then he gives away his belt… and he’s no longer happy as he’s cold now. However, there is a happy ending as he finds his old clothes, and all the animals he has helped thank him with a crown and a lovely card.

My immediate thought was how well it would fit with other activities I do based around clothes – using Te visto y te como, doing activities to accompany Juguemos en el bosque and singing ¿Qué hay en la lavadora? from ¡Español Español! (Have a look at this link to see how Y2 did this!)

Reading the story reminded me of El Pequeño Petirrojo which is my favourite Christmas story, and one of my favourite books full stop as the robin in that gives away all his clothes too. It works really well for acting out with props; I’ve even got a knitted robin and vests with which to dress him! (See my blog post about it!) So I could see us doing something similar with this book. The video below shows how the story has been used as a class assembly – I think that would be easy to do in class too!

And like El Pequeño Petirrojo, there’s a message to El Gigante más elegante. Both el gigante and el petirrojo happily give their clothes to others in greater need than them, end up sad, but are praised and rewarded for their selflessness. Therefore they are both a good way to link to the PSHE curriculum and be creative with the curriculum! Perhaps learners could write a simple thank you letter to el gigante, following a model/scaffold, and then write one to someone they’d like to thank.

I liked this activity that I found on Twitter. Good exercise in manual dexterity!

I think that having read the story, younger learners would certainly enjoy designing clothing for el gigante, labelling them in Spanish with nouns and adjectives, and beginning to write simple sentences with a scaffold. Equally, work around the animals, their names and the noises that they make would also work. Older learners might like to link emotions to parts of the story:
El gigante está muy contento feliz cuando da su …. al …..
La cabra está muy preocupado porque su barquito no tiene vela.

I also thought it might be fun to think of other uses for the giant’s clothes by different animals. El mono necesita el cinturón para escapar el cocodrilo.
Being even more adventurous, I think that this could be a good story to retell (in a simplified version) using Talk4Writing as it has repetition and would be fairly easy for learners to adapt.
This blog also gives some further ideas of how you might use the story, both before and after reading.
And I love the ideas suggested by Teaching Ideas – they’re for the English text but many of them, such as drawing and labelling a map of the tow, trying to sing the giant’s song, and making a scarf for him, are easily adaptable to another language.

This video tells the story in Spanish with the English text on the screen. It’s not exactly the same as the Spanish translation but it could be used by those who are less confident in reading Spanish, and also as an activity in listening to Spanish.

I have another two Julia Donaldson books that I’ve recently purchased. Hopefully it won’t take me six months to share those…

If you found this post interesting and/or helpful, please comment. And if you have ideas for using the book, please let me know too!

“As lovers of all things British AND foreign, especially languages, the team at bsmall publishing are leading a crusade to keep foreign language learning alive in the minds of our kids and parents at home.”

Thus starts the press release from bsmall publishing, announcing their new series of books entitled Hello Languages.’

I’ve blogged about bsmall products in the past including the I can read series and their dual language books for older KS2 pupils, and I also helped them with some advice a couple of years ago, so I was really pleased to be contacted for my comments on this latest publication.

bsmall have approached the creation of these materials with the following in mind:

“Kids like cool facts and fun things to do. That’s why language learning books for kids should … take the essence of the language… [and] be bright, bold, fun and colourful..filled with practical examples of language in everyday life and [encouraging] kids to just have a go without fear of making mistakes.”

The Hello languages series is available in three languages – English, French and Spanish – and is bold, colourful and fun. It’s intended to be used independently by children rather than as a classroom resource, and comprises four books;

  • Beginner’s guide
  • Picture dictionary
  • Workbook
  • Colouring book

I was sent the Hello French! materials to have a peek before they were released.

The Beginner’s Guide is organised under 6 topics and takes one aspect for each double page; for example, in Viens chez moi there are pages on Ma famille, À la maison, La cuisine et le salon,  and Ma chambre et la salle de bains. It gives vocabulary and some useful phrases as well as a very short explanation or comment in English at the start of each topic as well as for certain themes such as the weather and time. The vocabulary is supplied as labels on a vibrant illustration, in French, English and with a guide to pronunciation.* There is also a word list at the back of the book for reference.

*I’m not a great fan of this as I think it can lead to confusion – how many of you have seen children laboriously copy out the phonetic version of words from a dictionary, and also over pronounciation – grassy arse? However, given that this is a resource for children to access on their own, without phonics input or a spoken example, perhaps supported by a parent who is also unaware of how to say the words/phrases, I can see the value of including the ‘how to pronounce’ notes.

The Workbook goes alongside the Beginner’s Guide, giving children an opportunity to apply what they learn in a series of Challenges – as the front page says ‘Practice makes perfect!’ On completion, children can check their answers at the back of the book and are invited to assess how they’ve got on by colouring or circling one of three faces – Bien, Pas mal or pas super.

The Colouring Book takes some of the topics and themes from the Beginner’s Guide and offers the opportunity to colour the illustration used in the latter as the child wishes, reinforcing vocabulary which is labelled as in the Beginner’s Guide.

The French-English Picture Dictionary is organised by topic with nine vocabulary items per page, and an alphabetical word list of the 350+ vocabulary items in French-English and English-French at the end.

This is a resource that I could happily recommend to a parent who wants to encourage their child’s language learning at home. It’s suitable for younger learners with some adult support in part (the workbook is labelled 6+ due to the required level of literacy) and could be used in the language being learned at school – for my pupils, this is Spanish – or in a new language – in my case, French.

You can find out more on the bsmall website – www.bsmall.co.uk  and, on their language learning pages, you see their other language resources including books, dual language texts, play scripts, sticker books, activity books  and card games and download a catalogue.

 

A couple of months ago, Clodagh from ALL contacted me and said that Teach Primary were looking for someone to write a primary languages lesson plan for their magazine, and would I be interested? I said yes and last week, the new edition came out, complete with my lesson on p76-77.

It’s a lesson that I used on World Book Day 2016 when my school went with a Roald Dahl theme.  Whilst I teach Spanish, and the resources are therefore in Spanish, it’s an idea that could easily be done in French, German, or any other of the 58  languages into which Dahl’s work has been translated!

You can access the lesson and resources here on TeachWire .

And if you’ve come to my website via Teach Primary, welcome! There are lots of other ideas for lessons here, including more for World Book Day here.

And if you’ve never seen Teach Primary, have a look at the lesson plan for KS2 French on directions from last issue, by Amanda Barton or this lesson by Liz Black that links French and juggling!

Hopefully there’ll be another of my lessons published in the near future…

PS Thanks to Clare for sending me her copy so I have one for posterity!

Thanks to Russel Tarr for capturing me telling a  story!

My session at #PracPed18 was entitled Tell me a story! You can find the Slideshare below.

In it, I shared some ideas about the use of stories and books in the languages classroom. Beginning by discussing why you would use stories, we moved on to choosing books, and then some ideas of how you could use stories in the classroom to enhance language learning. Finally we talked about how to write your own stories; this part was a little shortened so I have added some notes below. You’ll also find links to some helpful posts and bookmarks below. I hope those that attended found the session helpful, and those that didn’t feel able to ask questions! Please feel free to leave a comment on the post if you have questions or comments!

Helpful links:

Pictocuentos website – stories told with widgets to support understanding.
The German Project – German stories online
 Talk for Writing – accompanying storytelling with actions and storymaps.
Link to resources for El artista que pintó un caballo azul as a text to discuss diversity.
The book I mentioned that was recommended and demonstrated by Nathalie Paris at Language World was called Poux by  Stephanie Blake– check out the sketchnote of her session here, and follow her book blog and podcast here for more great book ideas!
My primary language book collection, classified by language type and theme.

The Storybird wiki   has been shut down but you can access the links etc here. mostly Spanish with a couple of German ones.

My Storybirds mostly Spanish with a couple of German ones.

ALL Literature Wiki

Pinterest links to research on Storytelling and stories in language learning

Pinterest board of online stories

Blogposts on books on ¡Vámonos! – lots of posts including book reviews, ideas for using stories and how to write your own!

Thanks for your participation and questions.
Photo credit – Russel Tarr

Notes:

Slide 18 – I skipped this one in my presentation as time was flying. This week, Merriam Webster shared a “time machine’ dictionary that tells you the words that were put into the dictionary during the year of your birth. I wrote a story using just nouns from my birth year, shared via tweet. This gave me the idea of giving children a list of words and challenging them to write a story with those words. A good way for more advanced pupils to practice verbs. I will share further when I have developed that thought!

Rewriting a familiar story. Photo credit – Russel Tarr

Acronyms:

GPS – grammar punctuation and spelling

PSHE – Personal, Social and Health Education

ICU – Intercultural Understanding

Key Stage 1 – children aged 5-7

Key Stage 2 – children aged 7-11 (languages are a compulsory part of the curriculum in English state schools)

WBD – World Book Day (April 23rd)

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