In these strange times, the online conference is the way to go and thus I sat down at my laptop, coffee in hand and attended the ALL Primary Languages Conference a couple of weeks ago. Nicknamed ‘Acapulco’ by Steven Fawkes (there was a reason but nobody can recall what it was!) the conference was based around five pillars as can be seen from the graphic.
Others have shared their takeaways already, including Nathalie aka Nattalingo, as well as their presentations (Suzi’s is here) and I thought I’d share mine in the form of my sketchnotes. Disclaimer: I had to ‘leave’ early so I’m afraid I didn’t do one for Suzi’s session nor Nathalie’s but you can access their slides at the link above!
An excellent conference and really well organised. Not only were the sessions great, the chat was good too with ideas flying so fast it was sometimes hard to keep up with it all! I recommend that you sign up to ALL as there will be future events for members, specifically designed for primary called PHOrum and they will be quality events! You can find out how to join here and also about the other benefits!
Following on from my post last week, here’s another rhyme all about chocolate that I’ve recorded for my pupils. It involves counting and syllables, and a bit of cultural knowledge.
The rhyme goes like this:
Uno dos tres CHO
Uno dos tres CO
Uno dos tres LA
Uno dos tres TE
Bate, bate, chocolate
Bate, bate, chocolate
Actions – count on your fingers for the first 4 lines then rub hands together to mix the hot chocolate with the molinillo. I like this rhyme as it’s simple, has actions and promotes cross curricular and cultural links about chocolate originating as a drink in South America and being brought over to Europe by explorers.
Here’s the video.
And here’s a clip of someone making chocolate caliente – Mexican style.
Next time, I promise the rhyme won’t be about chocolate!
Like many of you, I’ve been trying to keep my Spanish ‘teaching’ going in this time of lockdown and no ‘school school’ by providing activities for them to do at ‘home school’.
Today I was making a ‘hello’ message for one of the schools at which I teach and decided to add a little Spanish activity to it. And then thought I’d share it with the children at my other school. And then thought I’d share it with you in case you think it’s useful.
I’m sure many of you will know the chocolate rhyme; indeed, I’ve mentioned it here before in posts about clapping rhymes (see below). I love the way that you can use other words as well. Mariposa was taught to me by the children at CEP Antonio de Ulloa in Cartagena which led me to think of elefante and caramelo. I’m sure, with more than a couple of minute’s thought I could think of more words too!
Here’s the video! Enjoy!
Here are other posts about chocolate, sweets and clapping rhymes:
Just back from a family holiday in Italy where I once more had to struggle with not being able to communicate as I wished. I understood quite a bit thanks to Spanish and, to a lesser extent, French, but couldn’t formulate sufficiently coherent sentences to say what I wanted to communicate most of the time, thus resorting to a few words and a gesture with a pleading smile. In fact, I found that German was more helpful at times for the first part of the holidays as we were in Trentino-Alto Adige/Südtirol and often people didn’t speak English but understood German. Added to my ‘angst’ was the fact that all my attempts at Italian were met with replies in English, particularly in Bologna – I guess they thought they were being helpful but I was trying hard and it was a little disheartening!
However, I was in my element when I found the bookshops! My poor family tolerated me dragging them into at least four on our wanderings without moaning although I actually think they were glad of the air conditioning and a rest! I had my eye on a children’s book shop in the Piazza Maggiore but it was sadly shut when we returned to Bologna for holidays! Chiuso per Ferie was a phrase we learned very quickly! Nonetheless I still found others and treated myself to three books – I could have bought far more but as I don’t teach Italian, I was restrained and really thought hard about my choices.
Tu (non) sei piccolo is a bilingual book with the Italian in large type and the English a little smaller below. It’s a really simple book about some bears who are arguing about being big or small. What I particularly liked, apart from the bilingualism, was the repetition for the verb to be in 1st and 2nd person singular (I and you) and 2nd and 3rd person plural (you and they) as this gave me a good idea about how the verb ‘works.’ Additionally, the same two adjectives are used which meant that I could draw some conclusions about the behaviour of adjectives – much like panino/panini and cappuccino/cappuccini! It’s amusing too and I liked the illustrations of the different bears. It would be easy to adapt by changing the adjective and/or animal.
I chose Mio! Mio! Mio! as it’s also very repetitive and easy to understand. The little frog finds an egg and claims it as his own – Mio! But all the other animals say it’s theirs until it ends up hitting the elephant on the head – then nobody wants it and frog at last can have it. Then it hatches… I enjoyed comparing animal names with the Spanish – l’elefante, l’aquila, il serpente – and discover a new one that none of my translating apps could work out – il varano which is a monitor lizard! The grammar was also similar – è mio! / ¡es mío! for it’s mine ; è suo! / ¡es suyo! meaning it’s his; I saw a similarity between chi for who and qui in French, and Allora te lo restituisco was easy to decode as I’ve give it back to you with the link to restitution. Finally, it also tickled me that it featured ‘un uovo’ as the boys were asked every morning if they’d like one in our wonderful B&B (if you’re ever going to the Dolomites, I can thoroughly recommend Agriturismo Florandonole )
My final choice recognises the wonders of Italian food and drink. Non piangere, cipolla (Don’t cry onion) is a book of poems and verse organised in alphabetical order starting with Acqua and ending with Uva. These poems will need more concentration (and a dictionary!) to translate but I can get the gist of many of them. A couple of my favourites are below.
I’ve enjoyed reading all these books aloud, trying out my Italian pronunciation (which still needs work) and listening to how they sound. I’m looking forward to reading them ever more accurately, and also to understanding a little more as I reread them.
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!
Thanks for your participation and questions. Photo credit – Russel Tarr
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
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)
I shared the Chocolate rhyme previously but I think it’s worth sharing again as it’s been so popular with Y2. And, as this post shows with ‘mariposa’, any other four syllable word works. It would work with cucuracha, elefante or even Barcelona! The clapping is the same as for Double double this this in English so pupils find it less tricky than you’d think!
Today I had a ‘random’ lesson with Y6, one of those times in a two form entry school where I only have half the year group so need to do something different.
A series of happenstances made the choice easier:
A tweet from Janet Lloyd that Primary Language Network were offering a free resource about snowflakes
A flurry of snow
Recent work on infinitives and (se) puede.
So I decided that this afternoon, Y6 would work on the poem Los mágicos copos de nieve that I’d downloaded from PLN.
I removed the snowflake image and the header from the PPT slide so there was no clue to the topic other than the words and asked pupils to discuss in small groups what they thought the poem was about.
They immediately picked up it was something magical; someone suggested it was about a magic carpet; a fair guess. Someone else had picked up blanco and suggested it was about nine white rabbits, misreading nieve as nueve. Another picked up ‘repaid’ meant fast and another group that ‘frío’ meant cold. Between them they worked out it was about snowflakes.
We then looked together at the middle section where each sentence had the structure ‘Un copo de nieve puede + infinitive’
We identified the infinitives, reminding ourselves that infinitives in Spanish end with -ar, -er or -ir, and tried to deduce the meanings. Bailar and cantar had been met before. We linked girar to gyrate and gyroscope, and I was able to give a clue to volar by linking it to ‘un avión’ that we’d met last week in a lesson on transport and ‘una mariposa’ that we’d met when we drew mini beasts with finger prints: un avión puede volar; una mariposa puede volar’ Planear was a bit trickier but a dictionary soon helped!
We read the poem and then I let the pupils loose on the dictionaries with their imaginations. We only had 35 minutes but you can see in this post some of the outcomes.
Some chose to use the same verbs as in the poem (the resource from PLN has the 5 from the poem already in the template but I removed these to allow for more freedom) but others used their dictionaries to come up with some alternatives. One lad wanted to write ‘calm’; we discussed why that wouldn’t work and I suggested using it as an adverb by adding mente to the end. So he chose a suitable verb and added the adverb. He also decided that he wanted to use ‘despacito’ like how he paired it with ‘bailar.’
I loved the illustrations pupils used to show the meaning of the verbs. I particularly liked the ones with faces, and the shhh for susurrar!
If you want to download the resource, it’s available here.
On my trip to London on Tuesday I paid a flying visit to the fourth floor of Foyles where all the language books are found. Although I was limited in the time I could spend there – 25 minutes! – and I imposed a spending limit on myself too, I still managed to come away with a couple of books.
Mi dragón y yo is a very simple book about a boy who doesn’t want an ordinary pet and dreams of having a dragon. He sets out to explain what kind of dragon he would like. He talks about what it would not be like first before saying all the things it would be able to do, all the things he’d do with it and how he would train it. It’s written in the conditional
– me gustaría, tendría, le daría, le enseñaría – but I don’t see that as a problem as the illustrations make it clear, and in fact the conditional is sometimes easier to decode as the infinitive that you’d look up in the dictionary is easier to identify (usually!)
It’s a great book to read as part of a topic on pets and could lead to pupils rewriting the story
“Algunos niños quieren un perro. A otros les gustaría un gato. Yo quiero….” inserting their own animal before going on to describe it:
Sería ………. – It would be ………. This could be colour and character.
Tendría……….. – It would have …………… Here they would describe the pet; a tail? a big head?
Le daría el nombre ….. – I’d call it……
Le enseñaría a …. – I’d teach it to….. Add some verb infinitives
Le compraría … – I’d buy it ….. Clothes? Food? Toys?
Comería… y bebería……. – It would eat…. and drink ………..
Viviría …………. – It would live….
and so on.
Very simple and easily done with some dictionary skills and a bit of imagination, and easy to extend with some conjunctions, negatives and so on.
For younger learners you might just read the story and invite them to draw or colour their own dragon then describe it orally using colours and size or in written form by labelling it or filling in a gapped sentence. Here are some dragon templates you might use:
There are lots of other dragon ideas and resources around.
In a quick search I found many other dragon stories including several on Youtube. I’ve pinned a lot of them onto a Pinterest board Dragons but a few highlights are below:
Ramón el Dragón is a lovely song about a dragon called Ramón (obviously). It rhymes and has a very simple chorus, telling the story of Ramón’s very simple life. You can see the lyrics on screen but can read it as a class poem using the lyric sheets here.
And I like this story about El cumpleaños del dragón as it is simple, is in Spanish with English subtitles and has a message about having tantrums!
There are lots of ideas too; Janet Lloyd’s Primary Languages Network shared some excellent ideas based around How to train my dragon for world Book Day last year. Erzsi Culshaw shared some clothes peg dragons to celebrate San Jordi. And Ruth Kidd has shared some lovely French triaramas of her Y5s describing dragons on the Languages in Primary School group. In fact, if you search ‘dragon’ on LiPS you’ll find several more ideas!
Hope you found that helpful. It certainly kept me occupied during a rainstorm!
Oh, and I almost forgot! I saw another book that I was really tempted to buy. It’s a lift the flap book about dinosaur poo! Perhaps another time…
The National Curriculum Language programme requires learners to:
discover and develop an appreciation of a range of writing in the language studied
and the KS2 section specifically states that pupils should be taught to:
explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
appreciate stories, songs, poems and rhymes in the language
I’m trying to include more whole class poems that we read and recite together in light of this and also as a way of supporting the English curriculum which requires learners to recite poetry.
So when I saw a series of books called Lee con Gloria Fuertes I decided to purchase a couple. It was hard to decide which to choose but I settled for one on nature and one on weather.
Below are my favourite poems from the books. The first is a list of wishes entitled Todos contra la contaminación which fits well with the eco focus at both my schools and would work well as a reading/drawing activity with learners choosing a line or two to illustrate. The second poem is called Gatos constipados and is about two poorly cats who get thrown out for coughing too much!
There are lots more books in the series so I may well purchase more in the future.
You can find more poems specifically for children by Gloria Fuertes here and others here. In this post there are a number of downloads of her poems along with links to other Gloria Fuertes poems including here (poems about time) and here (poems about professions). You can find a PDF of more of her work here plus here which also has a reading guide.
Another purchase on my travels to Bilbao was this book entitled Veo Veo. It’s a really simple board book about two ‘lunas’ or moons that go for a walk to the park and play I spy. I liked it for the simplicity of the languages, for the repetition and also for the simplicity of the images.
So how would I use it?
A book to read as the introduction to a guessing game: a number of images on the board and the leader says Veo Veo to which everyone answers ¿Qué ves tú? (the refrain in the book) before someone guesses which picture has been chosen. This limits the number of vocabulary items that need to be known to play the game.
As a variation on the above, the leader could say what letter the item begins with Empieza con … or say what colour it is Es (de color) …. or give other simple clues.
As above but using the whole rhyme that I shared in a previous post some time ago. (Sadly at the time of writing the link to the East Riding materials in the post is broken and I haven’t managed to track down if they are still in existence. EDIT: Now updated as I’ve found it!) It’s a call and response with the leader saying the parts in red and everyone else responding with the blue words before someone guesses. Veo veoI see, I see,¿Qué ves? What do you see?Una cosita. A thingY ¿qué cosita es? And what thing is it?Empieza con la ……. It begins with ………
¿Qué será? ¿Qué será? ¿Qué será? What can it be? (x 3)
It could even lead into a Wake up Shake up style activity or PE warm up using the MiniDisco video below; I can see my KS1 classes enjoying being letters and waggling their fingers (and their bottoms!)
Getting away from the song/game Veo Veo, I also thought that the book would be a good stimulus for some writing.
The story has the ‘lunas’ seeing two items, one on top of each other, then on the next double page, a third item has been added underneath, and then another so that by the end there are five items:
Una estrella sobre un pez. Un pez en la nube azul. La nube sobre un ciempiés. El ciempiés sobre un iglú.To limit vocabulary, you could provide a number of labeled images that pupils could cut out and stick in a tower as in the book. At the most basic level they could label the items and at the next level describe using simple prepositions like en and sobre in the style of the book: [noun] [preposition] [noun]
A little more complex would be to add some time conjunctions primero, luego, después, finalmente etc to sequence the items.
And to add extra difficulty pupils could choose their own items to arrange and describe, perhaps not restricting themselves to placing them on top of each other but also placing them a la izquierda or a la derecha, al lado de, entre etc to introduce further positional prepositions, and adding a verb to the sentence; for example, Hay un sacapuntas debajo del arco iris or La silla está al lado de la naranja.
The texts from the above activity could be used for listening activities with pupils sat back to back, reading out their description for the other pupil to draw before comparing images at the end.
Another listening activity would be with the teacher describing a stack of items (as in the book) from a bank of given images and pupils arranging the images according to the description. Or it could be a reading activity involving drawing or sticking the items.
Or if you’re feeling adventurous and have a big space, what about giving instructions to place larger items in a tower (being careful of H&S of course!); this might be a good idea for a smaller group or club.
An added challenge for pupils would be to make the items rhyme with each other; for example Una vaca debajo de una butaca. Un payaso en un vaso. Un sartén sobre un tren.
There’s a PDF of rhyming words in Spanish here which is helpful as it gives meanings, and this post gives a download of some rhyming cards as well as more suggestions on rhyming word activities. More advanced learners could use Buscapalabras, but the meanings are not givens it’s hard for a (near) beginner to choose suitable words for their sentence.
And finally, why not have pupils making their own books – using an app like BookCreator if you want to use technology or a mini book if you want to go ‘analogue’ – using all of the above, and perhaps having the own characters.
So, there are my ideas. Have you got any to add? Leave a comment below.