Category: primarylanguages

Thanks to Joe Dale for the photo (and video later)!

I had the privilege on 28th March to speak at the South West London Primary Languages Conference #SWLPLC. My talk was entitled There’s more to PLL than ‘that donkey’ (Tip Top Tips for Primary Language Learning) and took inspiration from my son who when asked what he’d done in French usually replied “oh, we did that donkey again”. I have nothing against Mon âne but there’s more to PLL than singing as I went on to explain, sharing some of my favourite activities and ideas. Below is my presentaion and links to resources I used and sites I referenced.

A lovely day and well worth the early morning; great to see Joe, Rachel, Carmel and finally meet Ceri and Sue, and also to have so many positive comments about Primary Language learning flying around the room.

Habitats matching activity

worksheet LAT SP FR ROM NUMBERS 1-31

el nabo enorme

Oso Pardo pdf

Oso pardo

blank brown bear

Simpsons song

Que colores hay

Links from presentation

Rachel Hawkes’ phonics

httpv://youtu.be/seW6lf_9pSk

Music for Los vocales D.I.S.C.O.

@lisibo teaching Spanish vowel sounds! #SWLPLC http://t.co/KDZAJhpDPd

— Joe Dale (@joedale) March 28, 2014

 Rhabarberbarbara

Jo Rhy Jones phonic activities 

I didn’t get to share my Pinterest pages as they were blocked by the firewall, but here’s the link to my Roman resources for Spanish. And if you flick through, resources for lots of other topics/themes too.

I also recommended looking at The Iris Project and LightBulbLanguages (formerly MFL Sunderland) for other resources that I have found useful for Latin/Greek (former) and Latin, Planets and much more (latter) And check out TES Resources from Joan Miró resources fromHelen Stanistreet and Rachel Hawkes

Boowa et Kwala – Peut tu marchez comme un canard? Fingerpaint song

Padlet.com – for collecting ideas (online post it notes)

Storybird – make up your own stories using illustrators images.

MFL Storybird wikispace

I also mentioned Tellagami, Pic collage and Book Creator app. Check out this post for more details!

Again, if I’ve forgotten to upload something that I promised, please let me know!

(Sorry it’s taken me so long to post – illness, work and OFSTED held me up!)

Last Friday (21st) saw me charging from Stafford to Marston Green, and then running at high speed (wearing inappropriate shoes obviously!) from the carpark to Hall3 for TeachMeetEdShow.

Fortified by hugs from various people including Simone (who is as bonkers as me which helps) and Buncey (who is exceedingly clever but also daft as a brush) as well as a bottle of beer, I soon recovered and managed to speak (sort of) coherently for 2 minutes and then 7 minutes.

My slides are shared above – I’ll summarise what I said as the slides alone don’t really speak for themselves (especially the first part)

Keeping in touch

In my two minute presentation I shared the importance of staying in touch at a time when teachers feel very ‘got at’ and need all the support they can get. I shared how social media was wonderful when I was in Switzerland as distance didn’t matter; I knew what was going on, and felt included despite my physical distance. I talked about the support and advice offered, and the care given by people who you’ve never met but feel know and understand you, who notice when you’re a bit quiet or disappear for a while and send a quick “you OK?” message to check. As a community was laugh together, rant together and we cry together. And in the week that we lost Bev Evans, the most selfless caring generous positive star, I encouraged others to join in the community of support, on Twitter (or anywhere else actually) and look out for each other. I’m @lisibo if you fancy following! (Seems very appropriate that I post this on the day that we say #goodbyetoBev)

Felt a bit shaken after that and the discovery of a half eaten dark chocolate Bounty didn’t help. However, I blew my nose and the evening continued with great presentations about exciting science, reuseable QR codes and Whipsnade Zoo. And a real hedgehog.

Using the right tool for the job

My seven minute presentation was about choosing the right tool for the job. I shared the series of lessons with Year 3 Spanish on the theme of Mythical Monsters. We began with learning parts of the face with a song – and I made everyone sing which was amusing! I explained how song is a great tool for learning as, combined with gestures, all the learners could recall the words simply by singing in their heads and gesturing to bring the word to mind before sharing the book that inspired the next part of the sequence. Based on Go away Big Green Monster, I wrote  a simple story called Señor Cabeza Naranja using auto shapes on Smartboard which repeated greetings, parts of the face and adjectives. From this learners used 2D shapes to make their own Señor and Señora Cabeza (insert colour) on large paper, photographing each step with an iPad and annotating the picture as they went along. We then used BookCreator app to create eBooks; we imported the photos, added the text that learners had rehearsed on the large paper, and then added sound as the pupils told their stories. The result wasn’t perfect but that wasn’t the point. It was a journey that continues using the right tool for the job to move forward.

I also managed to win the raffle (a Hue webcam) which was nice with my Twitter comment about the event 

As promised, my presentation from Stafford last week! A quick whip through some of my favourite activities with a view to inspire and also keep everyone awake after lunch 😉

Links –

Rachel Hawkes’ phonics

Music for Los vocales D.I.S.C.O.

Rhabarberbarbara

Jo Rhy Jones phonic activities 

Oso Pardo pdf

Boowa et Kwala – Peut tu marchez comme un canard? Fingerpaint song

Padlet.com – for collecting ideas (online post it notes)

Storybird – make up your own stories using illustrators images. MFL Storybird wikispace

I also mentioned Tellagami, Pic collage and Book Creator app. Check out this post for more details!

Again, if I’ve forgotten to upload something that I promised, please let me know!

And here’s my session on Making links across the curriculum.

I didn’t get to share my Pinterest pages as they were blocked by the firewall, but here’s the link to my Roman resources for Spanish. If you click through the presentation, you’ll find links to things like the music for The Carnival of the Animals, a slideshare of Querido Zoo, links to BuildyourWildself and Switchzoo for making hybrid animals and a cheesy song in Spanish about the planets.

Some resources that I said I’d share –

habitats matching copy worksheet

LAT SP FR ROM NUMBERS 1-31

I also recommended looking at The Iris Project and MFL Sunderland for other resources that I have found useful for Latin/Greek (former) and Latin, Planets and much more (latter) And check out TES Resources from Joan Miró resources from Helen Stanistreet and Rachel Hawkes

If I’ve missed anything out that I promised to post, please let me know!

On Friday I was fortunate to attend the Stafford Primary MFL conference. I spoke twice, the after lunch keynote and then a workshop on cross curricular links, but really enjoyed listening to others and learning from their brilliant ideas.

I like to share what I learn when I go to conferences. Sometimes I tweet madly and fail to make notes, and other times I try to take notes. On this occasion I started out trying to do both but went for the latter in the end.

So here are my notes (without much editing!) I hope that they make sense!

Lorna Harvey – A link with Geography

We looked at the PoS for languages and also for Geography, and looked at areas where they overlap e.g. “inspire in pupils a curiosity and fascination about the world and its people” from the Geography PoS fits well with language aims.

Ideas –

En France …. on trouve? in French

Link to other countries in French – where might you find these features? as a starter activity for Geography

En Afrique je voudrais visiter…. – looking at the rest of the world rather than just UK and USA.

Where might you go on safari? Learn the phrase Je voudrais… and survey table about the most popular place to go

Make up a song! (tune of Pop goes the weasel)

Have a little conversation (about where you’d like to go on safari and what you can see) and video it – basic phrases but great acting and lots of repetition

Write a mnemonic for walking around France – BLGSIS

One idea was – Big lions growl scarily in SouthAfrica

Why visit France? Create an advertisement – given rubric of requirements – cross curricular

Lorna Harvey – A world of celebrations

This began with the question – How can we integrate languages into KS1 each week with little time and little language?

Can we find a festival every two weeks form Christmas to Easter?

• created a list of festivals
• learned songs and performed plays (Christmas),
• made une fève – figurines for La galette de rois and described it using colours,
• Chinese names for Chinese New Year – became a panda bear and chose a name; Chinese New Year song
• Japanese snow festival – looked at images and guessed where they were, used video clips to introduce – linked to hot/cold and played game.
• Germany for Karneval – learn some phrases for princess eg Prinzessin, Hase, and children asked to bring in one item to become that character/person the next week
• Spain for Fallas – text and video clip with questions – what can we work out? learned days of the week to the Macarena (lunes, martes x2; miércoles, jueves x2; viernes, sábado x2; eeeeee domingo)

To pull together, look at a map of the places and label them – where would you go if you could choose?

Karine Guillot  – Role play! Role play!

Reasons to use role play –

• to develop pupils’ spontaneity
• to develop pupils’ authenticity when speaking French

We looked at

• phrases to get someone’s attention including yelling Coucou!
• likes and dislikes – je hais – I hate (stronger than je déteste)
• suggestions  – Et si on….? How about….. Et si on jouait au ballon? Et si on mangeait un snack?
• agreeing and disagreeing, using lots of gestures as French are dramatic  e.g. ça ma branche (that plugs me in!) I’m up for it!   Non, pas aujourd’hui – no, not today

Traditional French games –

le jeu d’oie

le jeu de la marelle (like hopscotch) throw une pierre starting at 1 whilst standing on TERRE to arrive at CEL

le jeu des dames (draughts) with les pions (draughts/counters)

le jeu des échecs – roi, reine, fou, cavalier, tour, pion (pawn)

les cartes – pique (spades) trèfle (clubs) couer( hearts) carreau (diamonds) l’as (the ace)  le valet / la dame/ le roi

using boards games like Jeu de l’escargot – same board but new questions each time

David Moss (BEST Midlands) – 10 easy to organise classroom games for Gramur and Spelin (sic)

1. Monkey school

• Like hangman
• one monkey whoop for each letter
• if one correct letter, you whoop saying letter in position!
• best to choose from a list or a theme

2. Scene of the crime – MFL

• mixed up word – detectives have to solve the word by unscrambling it
• can up level by  adding a blank or two to challenge
• Ps can prepare for you by writing their own word and swapping in the room and across school
• can be any words – cross curricular
• as above, best to choose from a list/theme

3. Great Wall of China

• like Chinese whispers but you trace letters on hand and pass it down the line, a letter at a time
• be clear where the words come from – a list/ theme

4. Order Order!

• like a human sentence, spelling a word
• use accented letters to make more challenging
• can also sellotape to pupils’  backs and the class reorder them by giving instructions

5a. Accents forever

• using a Powerpoint with rotating words and two flyswats
• swat the accent according to instruction e.g. I’m looking for a circumflex over the letter e

5b. Apostrophes forever

• same as accents forever but for English!

6. On the march 

• assign physical actions to parts of speech e.g. march for a verb, hands on head for a noun
• call out a word and pupils respond with the action
• in English, a word like ‘light’ can have three actions!

7. O and X

• Say the word/phrase in the position you want to win the square

8. Sword drill

• using a dictionary as a sword
• march! attention! salute!
• possible instructions – find the word for…. what page is it on? what gender is it? spell the word and so on
• perhaps photocopy page, or word list, or put your finger in the page in the early stages

9. I need a better actor

• act out the phrase – three people all act out
• eg the girl plays football slowly
• after first, you call “I need a better actor!”
• can vote for best with clapping
• react using different adverbs

 10. Blankety Blank

• have a panel who write their word to fill a gap (from a list on the board) on a mini whiteboard.
• teams try to match with as many of the panel as possible

Lorna Harvey  – Show off your language learning!

How to celebrate language learning with the community

e.g. her school had previously used The Gruffalo in French with y3 and 4 as learners with parents invited to watch like at an Inspire – how can we teach parents and learners at the same time?

Some ideas shared:

•  Languages and countries
• carnivals around the world
• Martinique and France
• instructional language – making smoothies
• Paris

Parent workshop:

• made and gave opinions about cocktails – like and don’t like
• fashion show – introduced each other (linked to carnival clothes)
• tour operators – persuade the parents to go to your venue! Very impressive but two verbs (c’est and visiter)

 Some possible activities-

• using a phonic focus
• using words that we want to use rather than the ones in the book!
• used FLA to talk about Martinque and Carnival there
• classify fruit into countries
• like/dislike
• order instructions
• made own cocktail!
• match descriptions of places to France or Martinique – which would it likely be?

A really great day! I’ll share my presentations in my next post!

I’ve spent today at University of Leicester talking to Primary PGCE students about using technology as part of a yearly event organised by Doug Dickinson aka @orunner. I took part in the original one and have missed the last two as I was in Switzerland so it was good to be invited back this year for the fourth year.

(Thanks to Oliver Quinlan for the very ‘serious’ photo!)

Below is my presentation and below that, some links to sites and apps I referenced.

4 Pictures 1 Word free app
PicCombo free app
Ruzzle free app

Padlet
Popplet – also app lite (free)  and paid (£2.99)

Festisite
Tools for Educators

Storybird
BookCreator – app (free to try) and paid (£2.99)
PicCollage  app (free)
PicLit

Tellagami – app (free)
Morfo – app (free)
Voki

Any questions, please feel free to leave comments below or message me via Twitter @lisibo

My second session at #ililc4 was entitled Something old, something new and concerned the new 2014 curriculum.

My presentation is below, and I’ll explain briefly what I said as I couldn’t attach the notes without making the Slideshare look ugly!

And there are lots of links ideas and resources at bit.ly/oldlisibo (should have thought out that URL more carefully!)

As I explained on the day, when you have to submit your idea so far in advance and aren’t entirely sure how your idea will pan out, it is quite tricky to come up with a witty/apposite title. My choice of Something old Something new was mainly because I envisaged sharing some old ideas and some new ones plus some borrowed from others. However, as I came to think in more detail I began to think more about weddings!

Primary languages have had a bit of a torrid love life, being loved and then rejected by the primary curriculum, nearly getting up the aisle in 2010 but being jilted at the last moment when all was going so well. So I set out to explore the ‘prenuptial agreement’ (or Languages Programmes of Study at KS2), how we can make this ‘marriage’ work, how to convince those that are nervous about married life and how we’ll keep the spark alive.

So I began by looking at the Programmes of Study, highlighting parts of the  document that I found interesting.

Purpose of study – Intercultural Understanding is still really important – it’s a vital part of language learning. Providing learners with building blocks AND mortar is key if they are to be able to express what they want in the foreign language. And ‘great works of literature’ doesn’t mean Don Quijote de la Mancha, A la recherché du temps perdu or Mein Kampf at Year 3; poetry is great literature and we regularly use an extract tom Machado in Year 5 as stimulus for writing.

Aims – It’s about a balance and variety of things; a breadth of experience that leads to progression. No arguments there!

The lack of detail in the Attainment target section could be seen as a bit disconcerting but doesn’t give much guidance. However, I’m hanging on to my Key Stage 2 Framework which is still a great document; follow that and you can’t go far wrong. Measuring progress in terms of I can statements is also helpful, and there’s been a great discussion on Primary languages forum this week on what we should be looking for in terms of skills progression. (Want to join in? Join the forum or ask to join the Sharing Primary Languages wikispace)

Subject content – I highlighted that whilst it says ‘substantial progress in one language’, this does not mean that looking at other languages is precluded; in fact, I’d positively encourage it as making links between languages  is a vital language learning skill. We discussed how a balance of skills can be achieved when some are more comfortable with speaking activities than the written word which seems more ‘serious’ and permanent. And we mentioned ‘the grammar question’ – it’s not such a bad thing! Nor is looking at languages such as Greek and Latin; very useful for understanding the formation of languages as I discovered on my year abroad at Universitat de les Illes Balears. Finally in this section we thought about laying those foundations for KS3. I referred back to a presentation I’d made at Language World called Bricklaying for Beginners and how bricks need mortar, and how it’s not a wall that needs demolishing at KS3; reinforcing but not knocking down!

I then took each  ‘pupils should be taught to..’ statement and split them into listening, speaking, reading, writing and grammar, suggesting ideas and activities that might meet them.

There are lots of links on the wiki to many of the ideas but here are some comments:

• ‘joining in’  is very important and builds confidence as does repetition e.g storytelling, reciting rhymes and poems
• making links between graphemes and phonemes is important to enable increased fluency e.g. listening out for phonemes in songs/rhymes, sorting words, reading with your Spanish/French/German glasses so you view graphemes not as you would in your own language
• confidence with phonics is vital to teacher and learner; syllables and stress patterns too – hence my pupils’ love of stress punching!  (a post about this and ‘animal symphony’ will follow shortly)
• books are brilliant – not just fiction though! Non fiction is very popular with boys and also is great for linking to other curricular areas: going back to my analogy, this ‘marriage’ is about give and take! If you can’t find suitable books, make your own as with my Storybird ¿De dónde viene el yak?
• learners can decode more complex texts without knowing every word if you provide them with the confidence to do so, embed language learning skills and discuss how languages work  from the very start.
• writing doesn’t have to be in a book; whiteboards, post-it notes, mini books, Padlet, labels, paper chains, posters, your partner’s hand; they all count!
• structuring and scaffolding is fine – trapdoors are great as starters as is making human sentences and physically rearranging words. The Human Fruit machine with 3+ learners holding a large dice with 6 images of nouns/adjectives/verbs etc on them and spin is a great way of making make random sentences and exploring how you can substitute words in existing sentences to make new ones!
• I loved grammar at school; I liked the logic of it all and the patterns. So why not exploit that and make verb flowers, grammar songs and raps, dice games and so on. Use highlighters/colour to clarify grammar ( I lived by my red=accusative, green=nominative and blue=dative when learning German) be it nouns, adjectival placement, verb endings/groupings or spelling.
• Use activities that are used in other areas of the primary curriculum; learners up level sentences in Literacy all the time so why not in the foreign language? Word pyramids starting with a word and extending to a complex sentence at the base? And card sorting activities too.

So that’s the session in a (pretty big) nutshell!

(Written whilst lying flat on my back in pain so please excuse typos!)

My first session at #ililc4 was aimed at beginner users of iPads in the Primary classroom.

My presentation is below, and under that I’ll briefly recap the session.

You can find helpful links, ideas and tutorials at bit.ly/lisiboipad

After looking at some of the pedagogy behind using iPads in the classroom, we watched a video from Cedars School that outlined some of the reasons that such technology is so helpful. And then it was on to the iPad itself.

We talked about how to take screen shots (hold down on/off switch and home key) how to add websites to your iPad as a bookmark and also with an icon so they appear as an app (use ‘box with arrow coming out of it’ icon and Add to home screen) as well as how to add images to the camera roll (hold finger and Save image) as well as copy and paste images and text (hold finger and Copy; hold finger where you wish to put it and Paste) I also explained how to add accents to letters by holding the letter until a popup menu of accented letters appear and then sliding to the option you want, and how to add different keyboards in General – International – Keyboards – add new keyboard then scroll between them using the globe icon next to the space bar when typing thus avoiding auto correction of your Spanish into English for example.

I shared how you might project the iPad in the classroom using Apple TV, Reflector / AirServer or a VGA/HDMI adaptor, and we discussed the advantages/disadvantages of each (I demonstrated the importance of having two options as Reflector wasn’t working so my adaptor was essential!) I also explained a variety of ways to get things off your iPad using email, Dropbox and Foldr for example. We might also have discussed Showbie but it was for beginners!

Then we talked apps – we looked at some specific language apps like Mindsnacks French for French vocabulary learning,  Lectura Mágica for phonics in Spanish and Wortzauberer for German spelling/phonics. There are lists on the wikispace of specific language apps.

I made my love of generic apps very clear however as they are so much more versatile and can be used across the curriculum so it’s easier to justify any cost.

We looked at Popplet as a mind mapping tool, useful for vocabulary lists, sharing plans for units, mapping ideas, planning work. We discussed how you can add images from the camera roll or take a picture as well as text, and how to change the colour of the bubbles, and then how to export it as a jpg or pdf via email or to the camera roll as a jpg.

Then we explored Tellagami (which was behaving contrary to reports that morning and unlike Popplet which kept crashing!) an app that allows you to make an talking avatar using text to speech (not so good for languages other than English) or by making up a recording of up to 30 seconds. I explained how I use it in the classroom to record pupils speaking as it allows me to record their task and review it later, and is also very motivating for them, allowing them to rehearse and refine their speaking. I also warned that it is quite addictive making Tellagami avatars so to make sure that the objective of the exercise is clear to learners – to speak Spanish (in my case) not to make a beautiful avatar! We also  had a quick look at Morfo Booth, another tool that encourages speaking, and I demonstrated how you could animate a picture – the result was rather scary I have to say!

Then I shared my favourite app, BookCreator. So versatile and useful, not just for writing stories but for all kinds of writing – making speaking word books, dictionaries and glossaries, information books, stories, explanations and so on. The ability to add text, sound, videos (directly from the camera roll), hyperlinks to URLs and also the ability to merge books to make a collaborative book makes it a really powerful tool, not just for language learning. And in BookCreator version 3 you can even draw and write on your book using the pen tool! I’ve talked about how I’ve used this app with Year 3 to write their own ebooks previously, and I’ll be sharing more at Language World in April in Lancaster in a session with Joe Dale and Helen Bates. Books can be shared in a  variety of ways and can be easily shared as a PDF. However, this does not allow for audio/video to function and you need either an i-device or Chrome and the app Readium to read the books as fully functional eBooks at present.

And that was it as it was time for tea!

I also wanted to share Pic Collage, Puppet Pals HD and Sock puppets but we ran out of time so here are a few notes!

I’ve used Pic Collage a lot recently to encourage learners to write in Spanish; some of my pupils have only had 6 weeks of Spanish so far and their repertoire to write is limited. They used PicCollage to make a poster using what they knew (and bits that they’d found in the front of their exercise books – impressed me!) They enjoyed it and felt confident, and they were proud to see their work projected onto the IWB.

Puppet Pals HD (with Director’s Pass) and are great digital storytelling apps, taking my use of puppets to a different level. Both allows you to make ‘puppet shows’, SockPuppets with socks and Puppet Pals HD with characters within the app.  In Puppet Pals you can also add your own characters from images from camera roll, cutting them out as well as backgrounds. In SockPuppets you can change your voice, higher or lower according to the level you set for each puppet.

And the final slide said – it’s not the technology that’s important, it’s what you do with it as this video demonstrates!

httpv://youtu.be/itUMO7VLl0M

This lovely video caught my eye. It explains (in clear Spanish) the story of the Reyes Magos (Wise Men / Kings) in the Bible as well as sharing how they are important in the celebration of Christmas in Spain.

The video is linked to an iPod/iPad app called Los Reyes Magos de Oriente that costs £1.99 and is an interactive version of the story with activities for young children. (Haven’t investigated it yet as it costs money but I’m tempted…)

Although the video is simple, it is 7 minutes long so I wouldn’t necessarily play it in its entirety to my classes as they’d be overwhelmed I think, but I’d definitely play it in sections.

httpv://youtu.be/TJ_UKn0Y23M

Another video that’s a bit long to play in one chunk is Dora la Exploradora Salva el Día de los Reyes Magos – but it’s great fun, and certainly worth using in chunks.

httpv://youtu.be/HI6mC1uFTzM

And I have to say that I love this clip too, although I’m always reluctant to show it in class as I don’t want to shatter illusions…

httpv://youtu.be/jYaOa-V5slI

Resources

Thanks to MFL Sunderland and Clare Seccombe for this lovely colouring activity featuring a stained glass window style image of the Reyes Magos.

Crayola has a craft activity to make 3 stand up Wise Men whilst Kids’ Crafts have a template to make Three Kings paper chain dolls. And for the more adventurous, why not make cup and ball Reyes?

Other related posts

Two 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

Last night I braved the cross city traffic and went to King Edwards Five Ways (nowhere near the Five Ways I know!) for TeachmeetBrum. Organised by @frogphilp aka Steve Philp of Paganel Primary, it was an intimate affair (but that’s not a bad thing!) but that’s a good thing as we all talked to one another!

I admit to spending longer on cupcake production than on my presentations, but I often do my best work when hoofing it and speaking from my heart.

I talked about using apps like PicCombo, 4Pictures 1Word and Icomania (iOS and Android) to inspire learners at the start of lessons as well as increasing vocabulary. I used them when teaching English last year; M+M loved the puzzle of working out how the picture were linked and then discussing what a duster and a red and white flag had to do with one another (answer – polish/Polish) There is a French, German and Spanish version of 4pictures 1word available in the Swiss (Fr/Ger) and Spanish (Sp) iTunes stores – you can download them if you have an account with that store. Alternatively, you can do as Dannielle Morgan did and create your own! She has made some for Year 7 French ,  Year 8 French and Year 9 French that she kindly shared on TES Resources
I didn’t make a new presentation but recycled part of an old one – see below!

My second presentation was also recycled from MFL Show and Tell in Coventry – and I make no apologies for it as I think it was a really successful unit of work that both the kids and I enjoyed. Inspired by Go away Big Green Monster in Spanish, and the learning journey topic of Mythical Monsters, Year 3 and I embarked on a mission to write books in Spanish. See how we did it below, using non-technological means as well as iPads!

The PPT of Señor Cabeza Naranja is all over the place for downloading (some with my name removed which bugs me no end!) – just Google it. However, the updated version is below!

Hopefully I managed to inspire someone, and failing that, hope someone enjoyed my cupcakes 😉