storytelling – ¡Vámonos! The musings of Lisibo
 

Category: storytelling

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!

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)

Sunny Bognor Regis!

I was happy to be asked to present at the annual University of Chichester MFL Conference last week, and as I noted in a previous post, thoroughly enjoyed the positive and inspiring sessions I attended.

I delivered two sessions. You can access the resources and ideas from the session entitled Using Technology for collaboration in a previous post  Sadly, TodaysMeet no longer exists but otherwise the ideas, recommendations and apps are the same!

The second session was entitled Tell me a story! and concerned the use of stories and books in the languages classroom.

The presentation is below to view. You’ll also find the links to some helpful posts and bookmarks below. I hope those that attended found the session helpful. Please feel free to leave a comment on the post if you have questions or comments!

Mi Madrid (including newly published videos of the songs!)

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!

Storybird wiki   Watch this space for what happens to this when Wikispaces shuts later this year!

My Storybirds

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!

I was asked to present an idea at the Primary Spanish Show and Tell at Language World in Hinckley last week.

The idea of the Show and Tell is that there are a variety of ideas presented, and on this occasion my fellow presenters were Anne Poole, who presented some fun games that can be played in any language, and Jesús Hernández from the Consejería de Educación who, accompanied by his trusty guitar, presented a few songs as well as activities to accompany a couple of posters that we were all gifted. Jesús also shared news of a new ‘revista’  for Primary Spanish that will be published by the Consejería with ideas like the ones that Jesús shared.

My part of the session focused on how we celebrated World Book Day this year at Whitehouse Common. You can see my part of the presentation below – the whole presentation will be available soon on the ALL website.

I’m happy to share the materials to use with the book, but I can’t share the scanned book as that would break copyright.
Para qué sirve un libro matching

Para qué sirve un libro matching answers

Para qué sirve un libro ideas
Here’s the Sketchnote of the whole session too!

Primary Spanish Show and Tell
It’s hard to sketch note whilst presenting, singing and playing games but I did it!

With World Book Day (#WBD) approaching next week on March 1st, I’ve been having a think over the last few days about what I’ll be doing with the classes I teach on Thursday. Last year we explored the Mr Men and Little Miss characters in Spanish as our focus at school was on illustrators. The previous year we looked at La maravillosa medicine de Jorge – you can find out about it in this post.

I had a look through my bookcases (yes, I have more than one as I have so many books!) and realised that, amongst my collection, I have a number of books about books!

The first isn’t Spanish but as I’ll probably be dressed as Heidi I might just start with this German gem.


Das ist ein Buch

I’ve shared Das ist ein Buch before but it is one of my favourites! In English it’s called It’s a book, and in it, Esel (Donkey) has obviously not seen a book before and wonders if it texts, needs wifi or Tweets; Affe (Monkey) patiently replies Nein, das ist ein Buch until he decides that it would be best to let Esel read the book …

ISBN: 978-3-446-23937-1  Link to buy

 

Now to the Spanish ones:

A Rosa le gusta leer.

This is a short reader style book with short phrases on each page, containing 49 Spanish words that are listed at the end. It’s about a girl called Rosa who, as the title suggests, likes reading. However, her neighbourhood is very noisy and it’s hard to concentrate…

ISBN 0-516-24698-4  Link to buy

Book Fiesta

This is a bi-lingual book, a celebration of Children’s Day/Book Day that is held on April 30th in Mexico. It’s all about reading our favourite books, the languages in which we read,  with whom we might read and where we go to read, in reality and in our imaginations. It’s a colourfully illustrated book and can be read in Spanish or English, depending on your audience.

ISBN 978-0-06-128877-7   Link to buy 

¡Se busca! Lili la liebre, ladrona de libros

I love this book about a hare who loves books so much that she can’t stop reading. She starts visiting houses to read books, and one thing leads to another and she starts to steal them! When she starts stealing the books from a boy called Arturo, she runs into trouble as he is as big a fan of books as she is. What will happen? You’ll have to read the book and find out. I love the humorous illustrations, particularly of Lili’s favourite books.  

ISBN 978-84-9101-044-9   Link to buy

¿Para qué sirve un libro?

I bought this book in Spain last year and forgot I had it (I told you I’ve got a lot of books!) but when I rediscovered it, I remembered why I’d bought it! Each double page has a sentence about what a book is for or what it does, very simply phrased as ‘Un libro es…’ or ‘Un libro puede…’ or ‘ En un libro puedes…’ and I’m planning on using it as the basis for an activity where pupils match the English and Spanish phrases, then make up their own ideas.

ISBN – 978-84-16490-27-1   Link to buyQué leen los animales antes de dormir

My final book arrived this morning and I love it! It’s all about different animals and the types of books that they read. It’s humorous and has some very clever puns that I love. Some are accessible to beginners with a clue or two whilst some are a little more obscure. I’m looking forward to sharing this with my classes and seeing if they can guess which animal reads which type of book.

ISBN 978-8426138446   Link to buy   (Although I bought the last one – sorry!)

When I’ve finished my plans and finalised my resources, I’ll share them here (although I won’t be able to share my images of the stories unless you own the books)

I’ve made a Pinterest board of all the links I’ve gathered for #WBD and, whilst I was looking at a link to materials related to ¡Se busca! Lili la liebre, ladrona de libros, I came across a board called Libros que hablan de libros that has more ideas of books about books. And also reminded me that I have another book about books – Regalo Sorpresa (link to buy)

Perhaps you have some suggestions to add in the comments below? And please share your ideas for World Book Day too!

 

 

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Another of my purchases in Bilbao was Las vacaciones  which comes from a series called Colección Pictogramas described the publisher, CEPE (Ciencias de la Educación Preescolar y Especial) as forming part of a series  “para favorecer la integración de los alumnos con n.e.e. [Necesidades Educativas Especiales], sobre todo los que presentan dificultades lectoras y/o de comprensión” (to support the integration of students with SEND, especially those who have difficulties with reading and/or comprehension.)

I was drawn to the book as it has a very simple text and is on the subject of holidays and the seaside which one of the topics covered by Y1 at my school. However the thing that drew me most was that the text is accompanied by pictograms, small images to support understanding of the text.

At both of my schools we use pictograms or widgets for visual timetables to support all pupils in following the flow of the day as well as on key rings for individual pupils who use them to communicate. At one of my schools we use Communication in Print (now called InPrint3) just as Las Vacaciones does to support reading and comprehension across the curriculum. I’ve used it in RE lessons to retell stories from the Bible and Quran with success but have found it more fiddly with Spanish as it doesn’t recognise the words. A while back Clare Seccombe talked about finding a Spanish version and when I bought the book, I had this in mind but couldn’t find the name of it. Fortunately, she wrote a post about it a few days ago!

Pictotraductor will enable me to translate resources to support my pupils, but also to support non specialists who deliver Spanish lessons, much as the resource below helped the Y1 teachers to use the story of Ricitos de Oro until they discovered the Pictocuentos version (and subsequently enjoyed Caperucita Roja and El Patito Feo!)

And here is a video version of the story using pictograms as the characters and activities using pictograms that I found on this blog that shares resources for ‘Educación Especial’. In this post he recommends using Adapro or  AraWord (with the library of images from ARASAAC), both of which are freely downloadable from SourceForge. I do think that Pictotraductor looks easier to use as you don’t have to be at a specific computer but you need to be online to use it whereas the options above are downloaded programmes on your computer so could be done on a train for example.

I wish I’d bought more of the series of books but I’ve found the website and catalogue online so will perhaps get more when I’m next in Spain or persuade someone to take delivery and post them to me 😉

 

One of the books I bought in Bilbao was Un bicho extraño by Mon Daporta, a book which first came to my attention at Language World last year during the Show and Tell when Jesús from the Consejería shared it.

It’s a charming book that fits in well with the work we’re currently doing in Y4 about describing our faces and body parts. I love the video below of the story being told using a picture onto which body parts are stuck/removed as the story develops. And the wonderful thing is, the Consejería have produced a series of activities to use the book as well, including activities for pre and post reading. Some lovely ideas, and the instructions are bilingual too so no need to worry if you’re not fluent in Spanish!

I’ve also found this Slideshare that discusses ideas for using the story, and culminates with making your own version of the book using felt, buttons, ribbons etc.

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.

If you’ve read the July edition of UKEDmagazine you may have read my article entitled Top ten tips for Primary Language Learning. If you haven’t, you can read the unedited version below or the official version at this link

Top ten tips for Primary Language Learning

A wide variety of people teach languages in Primary schools, probably more than in any other ‘subject’. Whether you’re a class teacher with or without language skills, a reluctant language coordinator or a visiting language specialist (to name but a few possibilities) here are my top ten tips for primary language teaching and learning.

  1. Phonics are vital

It doesn’t matter which language you teach, making the correct sounds of that language is key. Working on phonics from the start builds a strong foundation on which learners can build, enabling them to see new words and say them accurately. Have a look at Rachel Hawkes’ website where there are links to free resources covering French Spanish German and Italian. http://www.rachelhawkes.com/Resources/Phonics/Phonics.php

 

  1. Songs and rhymes motivate and teach

A good way to increase confidence in reading and speaking the language is by sharing songs, poems and rhymes. This is also a good way to reinforce phonic knowledge and explore the rhythms of the language. Mama Lisa has songs and rhymes in many languages, often with a sound file giving the correct pronunciation and a translation into English so you know what you’re saying! There are also many songs and rhymes on Youtube on channels such as Basho and Friends or by searching for the artist such as Alain le lait

 

  1. Dramatic stories

Using stories – in translation or original language – is another great tool for language learning as they are familiar and often very repetitive. My favourites include Oso pardo, ¿qué ves?, Le navet enorme and Kleiner weisser Fisch as they lend themselves to acting out (even Y6 like acting!) and are easy for learners to adapt into their own stories. For example, Y5 invented stories based on Le navet enorme that included a child who didn’t want to get in the bath and had to be pulled to the bathroom, a teacher stuck in the PE cupboard and a car that broke down and needed to be pushed.

 

  1. Technology has its place

There are many opportunities for using technology to enhance language learning such as recording, reviewing and refining speaking activities using Audacity or an app like VoiceRecordPro, or performing speeches and role plays using Tellagami, YakitKids, or Puppet Pals.  BookCreator app is an excellent tool for creating multimedia books including text, sound, video, hyperlinks, doodles and pictures; incredibly easy to use and suitable for young children as well as those who are less confident with technology. And why not use Build Your Wildself or Switchzoo to create hybrid animals then describe them in the language.

 

  1. Share!

Using technology is also a great way to enable sharing of the great things that go on in language learning. Whether it is via the school website or VLE, tweeted or shared on a class/school blog, celebrating language learning gives it status and also provides an audience and a purpose for learning. Additionally, learners are able to take their learning home with them digitally; the excitement of pupils when we made our first podcast nine or ten years ago was great. “I’m on my Gran’s iPod!” was my favourite comment.

 

  1. Use anything you can get your hands on

The primary classroom is full of things that can be used and adapted for language learning. Number fans are great for counting and also giving feedback with numbered images for example. Mini whiteboards allow learners to write and correct without committing it to paper as well as drawing images to show understanding of vocabulary or instructions. Unifix cubes can be used for ordering ideas or vocabulary and cushions make great impromptu puppets for speaking or islands for phoneme sorting!

 

  1. Grammar isn’t a dirty word

Primary learners are very familiar with grammatical terms and enjoy comparing the grammar of other languages, making links and finding differences. Sorting words into boxes according to gender, making human sentences to explore word order and creating verb flowers or spiders are just some ways of making grammar fun and memorable.

 

  1. Integrate language learning into the curriculum

Language learning shouldn’t be seen as a standalone but, as much as possible, integrated into the primary curriculum. As there is no prescribed content in the KS2 PoS, it’s possible to teach the skills through whatever topic if you use a little imagination. And where full integration is tricky or where a specialist delivers the lesson, a class teacher can always build language into routines such as PE warmups, lining up, the register and so on, even if their knowledge of the language is limited.

 

  1. Make links

Don’t just make cross curricular links, but also cross country and cross cultural links. Making contact with children that speak the language you’re learning is very motivating and gives a real purpose to learning. It also increases learners’ understanding of other cultures as well as considering their own in new ways. The British Council SchoolsOnline is a good place to start the search for partners.

 

  1. Celebrate all languages

Most of all, celebrate all languages. Many learners already speak more than one language which is a valuable skill. Encourage them to share how to say things in their languages; comparing and contrasting numbers or colours in a variety of languages is a fun activity as learners try to group similar words together.

This article first appeared in the July 2015 Edition of UKEdMagazine

If you’d like to read more of the magazine that includes other articles about language learning including one of target language by @reebekwylie and Progress in MFL by @jakehuntonMFL the links are below.

You can buy a printed copy of the magazine by clicking here, or

Freely read online by clicking Here

Screen Shot 2014-12-11 at 21.40.17It’s nearly Christmas again so out comes my favourite story – El Pequeño Petirrojo.

Checking back, my previous posts have lost all the links/content so it’s worth sharing again I think. Added to that, this year there are new ideas and added fun!

El Pequeño Petirrojo is the Spanish translation of Little Robin Red Vest by Jan Fearnley (read here by Emilia Fox) I first discovered it whilst watching The Tweenies with my boys and then on a Spanish Tweenies video La Nochebuena that my parents bought me back from Spain in 2004(ish) In this particular episode, Santi Claws, as Jake calls him, picks up the Tweenies from their houses on Christmas Eve and takes them to the North Pole where he tells them the story.

It’s the story of a little robin who washes and irons his seven warm vests the week before Christmas. Each day he puts on a different coloured one and goes out into the cold, only to meet another animal who complains of being cold. And each day, he gives away his vest to the other animal, until he is left on Christmas Eve with no vests left, cold and alone! The story ends happily though as Father Christmas comes along and takes the robin to the North Pole where Mother Christmas knits him a very special red vest that will always keep warm.

I immediately saw the potential of this story in my classroom. I taught Kindergarten to Year 6 at the time and could see how it could be used with all these age groups. Initially, I downloaded clipart pictures of the animals and made flashcards, then drew different coloured vests. I laminated them all and told the story with these, moving the vests from robin to rabbit, mole, frog etc. It’s a great story as you can count the vests over and over, discuss the colour of the next vest and guess the next animal. It’s good for repetition – the refrain ‘Tengo frío’ is soon taken up by even the youngest children, who also like to join in with Gracias (good manners!) and it encourages concentration and memorisation as the children try to recall what happens next. And there’s the ‘moral’ element too – the robin showed the true spirit of Christmas by giving selflessly to help others, and was rewarded with his very special red vest.

Screen Shot 2014-12-11 at 21.41.15A few years after I started telling the story, I made a Powerpoint with animations and sound files. I was helped at the time by the lovely Bev Evans who shared one of her many talents by making me the coloured vests clipart. She sadly died this year so this Christmas it was particularly poignant as I opened the file and started telling the story.

I began collecting the animals that are in the story a few years ago but never got a full set, and they were merely props; I still relied on my trusty laminated vest and animal flashcards. I had a two year break from using the story whilst in Switzerland and last year still didn’t have a full set of animals.IMG_0270

Years ago, Jackie Berry, a fellow primary language teacher from ‘down south’, made me very jealous when she shared pictures of a little knitted robin and vests that someone had made her. And this year, Jackie moved to France and decided to sell her primary resource collection. I was more than happy to give a new home to the vests and robin. In fact, I was ecstatic. And, spurred on by now having vests, I completed my animal collection.IMG_0278

Additionally I recently purchased some PE bibs with mesh pockets into which you can put cards.

So this year we moved on to El Pequeño Petirrojo 2.0!

In one classroom the projector was broken so I couldn’t show the presentation so went straight for the trusty flashcards and laminated vests to present the story. In the other class, I started with the presentation.

The second ‘reading’ of the story involved 10 children acting it out as I read the story and the class joined in with the repeated parts. Each actor (7 animals, the robin and Father and Mother Christmas) had a bib with their character card in the pocket. Additionally all the animals had a cuddly version of themself to hold, whilst the ‘pequeño petirrojo (PP)’ had his vests and Mamá Noel had a red vest which they both promptly put in their bib pocket too.

IMG_0279We put a washing line across the IWB and pegged up the vests as the class counted them, and then each day, PP removed the appropriate vest and put it on the knitted robin. The PP then skipped across the classroom as everyone chorused ‘La la la la la’, meeting an animal on the way. They greeted each other before the animal said ¡Tengo frío!, a refrain that was chorused by the class as well. Some recalled ¿Me puede ayudar? as well. PP replied ¡Aquí tiene! whilst removing the vest from the knitted robin and handing it to the animal. The animal responded ¡Gracias¡ and put it on their cuddly. Again, the class joined in with the repeated sections.
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This pattern continued until Nochebuena when PP finds him/herself without a vest and cold. Great acting from my PPs who looked suitably glum and then brightened up as Papá Noel ‘flew in’ on his sleigh; one Papá Noel started humming Jingle Bells which was a great touch! They ‘flew off’ to the North Pole where Mamá Noel produced the red vest from her bib pocket and presented it to PP who said ¡Gracias!

IMG_0280Everyone really enjoyed it and all wanted to join in. We didn’t have time but next week we’ll revisit the story with new actors. And I loved it too as everyone, irrespective of their ability, was able to join in.

 

I made some simple worksheets to accompany the story:

just pictures (line drawings) el pequeño petirrojo pix only

pictures (line drawings) with names in Spanish  el pequeño petirrojo

pictures (line drawings) with a sentence saying what colour vest each animal is wearing el pequeño petirrojo sentence colour

colour sentences to label the colouring sheet labels el pequeño petirrojo

 

And here’s the Powerpoint. El pequeño petirrojo final

You can also find it on Slideshare where it’s been viewed 2,670 times! (There’s a French version too!)

 

I’m looking forward to sharing it with Year 2 at WCPS next week, and rerunning it with Y3 at WPS on Wednesday morning.

 

 

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