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!
Whilst I know that many schools do not celebrate Halloween (mine don’t!) I thought I’d share these ideas that I’ve used, made or seen over the years.
A Halloween Storybird.
Songs about ‘calabazas’
Songs about ‘esqueletos’
In 2012 I made this Storybird at the request of the Reception teacher at my school. I say ‘my school’ but at the time I lived in Switzerland and they were missing me!
I happily created it and shared it with them, and then with you via my blog in this post.
Unfortunately in the intervening years, Storybird has changed the way you can share so the link was broken so I created a PPT of the pages and added some activities and extra slides today, then narrated it. The link to it is at the bottom of the post.
I’ve shared the first of these songs before when I subtitled it (using a tool that doesn’t exist anymore so it’s lost 🙁 However, you can switch on the CC subtitles now and whilst, not perfect (the third ‘calabaza’ is ‘enojada’ and the subtitle read ‘que no y no’) they serve the purpose!
As you can see, each ‘calabaza’ is expresses a feeling using the phrase ‘se siente…’ and you could follow up this song with asking ¿Cómo te sientes? (How are you feeling?) with children responding “Me siento…”
Here are the lyrics: Cinco calabazas sentadas en su casa Una calabaza se siente muy cansada. Cuatro calabazas sentadas en su casa Una calabaza se siente asustada. Tres calabazas sentadas en su casa Una calabaza se siente enojada. Dos calabazas sentadas en su casa Una calabaza se siente muy frustrada. Una calabaza sentada en su casa Una calabaza se siente sorprendida Cinco calabazas duermen en su casa Cuando sale el sol, se sienten muy felices.
I’ve just discovered this second video, also about ‘calabazas’ and emotions. This time the ‘calabazas’ are more animated, and express their feeling using the verb estar. Some interesting vocabulary used including gruñona, a great word meaning grumpy or cranky! Another opportunity to discuss feelings, asking ¿Cómo estás? with children replying Estoy… It also offers an opportunity to look at the present continuous Estoy+gerund.
Here are the lyrics: Letra: Una calabaza, sonriendo, sonriendo. x3 Una calabaza está feliz.
Dos calabazas, gruñendo, gruñendo. x3 Dos calabazas están gruñonas.
Tres calabazas, bostezando, bostezando. x3 Tres calabazas están con sueño.
Cuatro calabazas, llorando, llorando. x3 Cuatro calabazas están tristes.
Cinco calabazas, riendo, riendo. x3 Cinco calabazas están jugando.
I’ve long been familiar with the Babelzone song about ‘Los Esqueletos’ that has a skeleton coming out of the ‘tumba’ every hour of the night as the clock strikes, and have shared it many times! The version below has a bit more ‘movida’ and also uses ‘desde…. hasta’ to give a range of time (from … until) rather than ‘cuando el reloj marca…’ Certainly an earworm!
I also like this version as it’s a rhyme rather than a song; great to work on rhythm and link language learning to music. You could find the percussion instruments and really get a beat going! And then it becomes a song encouraging you to dance. First moving your ‘cintura’, then your ‘cabeza’, ‘rodillas’ and finally your ‘cuerpo’
And linking ‘los esqueletos’ to parts of the body, you could try “El Baile del Esqueleto.” To the tune of Dem Bones, the song encourages you to move and dance whilst simply talking about how your bones are connected to one another. You could use it as part of a science lesson on the skeleton, or as an exercise in finding the word for or working out what the lyrics mean using scientific knowledge.
And not entirely a song about ‘esqueletos’ but here’s a ‘Halloween’ version of 5 babies jumping on the bed with skeletons and a ghost Mummy telling them off!
During lockdown I recorded a number of stories for my pupils and, like many people, had some online shopping sprees when I couldn’t get out. I combined these when a colleague discovered that I had bought a Julie Donaldson/Axel Scheffler book that is her favourite and asked me to record it for her so she could hear what it sounded like. I’ve uploaded it here for the next few weeks if you’d like to use it. After that, you can have a look at this version which is animated with pictures from the book (but also has some spelling mistakes!) or this one. If you have a Twinkl subscription there is a set of vocabulary to accompany the story here and the bottom of this post has a couple of craft activities too. Obviously, activities for the English version Room on a Broom could also be used and/or adapted, especially craft activities as they have no text on them; here are some examples KiddychartsScholasticTeaching Ideas
During this strange half term when we’ve been at school but not at school, I’ve been setting Spanish work for KS2 using Showbie. That’s been great as I’ve been able to make use of lots of resources including the wonderful Learn Spanish at home videos made by Clare Seccombe that accompany her scheme of work. I’ve been able to set the work and collect it via the app.
Showbie allows you to send written comments but also images and voice messages. The latter not only save time but have been particularly popular with the children. In the early stages I had so many comments that ‘it’s lovely to hear your voice!’ and ‘hearing you made me smile!’ This, combined with a wish to stay in tough with the younger children made me think.
I’ve taught Y1 quite a bit this year and they love anything active so I started by recording rhymes as a challenge (see previous posts) Then I moved onto stories like the ones about Elmo and Elmer.
They proved so popular that I decided to try and record one each week and share it via the school website/Twitter. I didn’t always succeed but I’d recorded quite a few by the end of term. Even if they were only viewed by a few children it was worth it.
If we go into lockdown again, I’ll start up once more. And it’s given me an idea for next term when assemblies are banned – I’ll be recording some assemblies based around books that can be played to the children in class. I’ve got quite a pile of suitable ones!
Here’s one of my videos that I really enjoyed recording as it’s one of my favourite books and allows me to be really dramatic. And if you think I pull some amazing faces, you should see some of the ones sent to me via ClassDojo (the platform we used with KS1) 😉
Continuing on the theme of colours, the next story I decided to share with the children is all about Elmer the elephant. In the book, we meet Elmer and his multiple colours, and then discover things that are that colour like snow, an ice lolly and fruit.
Here it is:
Since recording it, I’ve discovered the video below which takes the book towards the story of Elmer in which he wants to be the same as everyone else to fit in. [You can find that story here.] They each colour in a picture of Elmer and explore the idea of being the same but different
Then I found this song that is really lovely and worth sharing with children as it speaks about the value of diversity.
The lyrics are:
De mil colores es su piel se llama Elmer y es genial un elefante quiere ser de igual color que los demás. (2 veces)
Para ser feliz no hay que ser igual para sonreír no hay que ser igual para divertir no hay que ser igual porque el color no importará. (2 veces)
(Elmer, el elefante de colores – Canción del cuento de David McKee Autor: Juan Rafael Muñoz Muñoz Arreglo: Luis Miguel González)
I also like this version of the songs with pictograms to aid understanding. If you’d like another version of the story I shared, here’s a little child reading it. Very different style to me – far cuter! And I also found a couple of activities here that you could do related to the story.
I’ve written another lesson plan in the latest issue of Teach Primary. This one is based around the book Veo Veo by Antonio Rubio and Oscar Villán.
You may have read my previous post a couple of years ago on the subject. It’s a really simple board book about two ‘media lunas’ or half moons that go for a walk to the park and play I spy. They spy a series of random objects in unexpected combinations. This lesson plan expands on some of the ideas and adds some new ones.
The latest edition of Teach Primary magazine has been out for a couple of weeks and features a MFL focus section between pages 140 – 153. There’s an article about the relevance of language learning in Brexit-era Britain, another on a language awareness model of Primary language learning and one from Clare Seccombe on Putting Pen to Paper (writing) in the primary languages classroom as well as a couple of pages of ‘Partner Content’ from Primary Languages Network and Language Angels about why you should use their schemes. Oh, and as you can see above, there’s also an article by me about storytelling! It’s on purple paper (my favourite colour) and I even got a ‘trail’ on the front page!) You can read it above.
I’m going to have to take out a subscription as I have to keep begging copies from friends, and don’t know I’ve been published until someone congratulates me.
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.
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?
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!
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!
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.
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!
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)