progression – ¡Vámonos! The musings of Lisibo
 

Category: progression

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)

Evernote Snapshot 20151016 104158My session at the wonderful Practical Pedagogies conference centred around the use of technology to enhance Primary Language Learning.

Key points I made included:

  • technology is not  just for the pupils but also for the teacher;
  • it is just one tool we have to use;
  • it is not always the best tool for the job.

I went on to suggest online tools as well as apps that might be useful in a range of contexts and situations.

My presentation is below and there is wiki with links to tutorials, examples and ideas that accompanies it. Feel free to ask questions via the contact form or @lisibo on Twitter.

And thanks to Marisa for sharing her notes (and photographs!) here.

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.

Screen Shot 2014-02-16 at 14.09.01

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!)


Wondering if any of you would like to add to a debate I’m having at the moment re QCA schemes for KS2. I’m trying to help someone choose the best way to present materials on a site to satisfy as many Primary MFL teachers as possible. Having drawn their attention to the KS2 Framework and the QCA units and their thematic and skills rather than topic based approach, they’re now in a quandary as to how to best present things.




In your experience, do teachers tend to still take a topic based approach?

Are people using the QCA schemes?

They’ve just been updated – how long do you think their shelf life will be?

And, here’s a tricky one! – do you think if we get a change of government that the policy and therefore Framework / SoW will get changed again?

If you were planning resources with the aim of them being used universally, would you go for topic based approach or would you choose a number of themes loosely based on the QCA schemes of work, covering a number of topics, and follow their order to get the progression through the years right.

Any insights more than welcome. You can leave comments or contact me privately if you’d rather!

Gracias xx

¡Vámonos! The musings of Lisibo ©2019. All Rights Reserved.
Powered by WordPress. Theme by Phoenix Web Solutions