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Posts Tagged ‘primary languages’

En mi pueblo… (preparation)

Tuesday, March 28th, 2017

Year 6 at WCPS are currently working on the unit Mi pueblo and are working towards writing a paragraph about what there is and isn’t in their town/local area.

In the first lesson, they were given a set of pictures and words for places in the town and asked to match them up without any help. They used their knowledge of English (and French and Polish!) plus their skills of deduction to work out the majority and then the last was decided upon by process of elimination! We discussed their tactics and then recapped the definite and indefinite article that we’d covered before Christmas when talking about sport. In the same lesson, pupils were given a further sheet of images and words to match up.

In the second lesson we used hay and no hay to talk about what there is and isn’t in our town. We joined sentences with simple conjunctions such as y and pero before moving on to use sin embargo, también, tampoco and además.

Last week we moved on to extending our sentences by 1. using singular and plural nouns, 2. using muchos/muchas and 3. adding adjectives as well as using reference materials to find more places in the town. This meant that we reviewed the position and behaviour of adjectives in Spanish, something that we’ve ‘done’ lots of times.

Some of the work is below:

These two boys really impressed me with their grasp of adjectival agreements.




This was written by a native Spanish speaker – imaginative but with some interesting spelling mistakes.

And these two young ladies amused me with their use of adjectives!

(Someone else suggested ‘en mi pueblo hay un castillo joven y una pastelería ocupada’)

This is in preparation for creating a town triarama over the next two lesson based on their paragraphs. I’ll post some examples when they’re finished. A bit of carrot and stick as well as a good way of producing work for display…

 

Language World 2017 – one month to go!

Friday, February 24th, 2017

It’s one month to go until the annual Association for Language Learning conference, Language World. Have you signed up yet?

This year the theme is Progress for All (like the clever logo!) As the ALL website says:

Progression in the teaching and learning of languages is a priority for all teachers and ALL as a professional association as we respond to significant curriculum changes and developments at all levels. Progress for ALL is a deliberately broad title, as we aim to serve the needs of all conference delegates. For example, we are including sessions on promoting progress in all aspects of pupils’ learning of languages, ensuring progression in curriculum planning, sustaining progress in curriculum leadership and celebrating progress in building a culture of language learning in a school.

During the two days there will be a mixture of plenary sessions, major talks and workshops with something for everyone from primary to higher education, and this year there is a slot for poster presentations which looks really interesting too.

This year the conference takes place in Nottingham at the East Midlands Conference Centre which is very convenient for me living in the Midlands and once more in the ‘middle’ of the country.

There’s a special ‘call out’ to primary colleagues issued on the ALL page with testimonials from a range of primary colleagues. Have a look at the flyer: 

I’m not speaking this year (apart from a contribution to the Primary Spanish Show and Tell) but I have a special (albeit rather daunting) role to fulfil:

I’m looking forward to attending sessions and trying to capture them ‘live’ ready to post to the timeline in the exhibition area; a shame I can only be in one place at a time though as there are several slots where I’d like to attend two or even three sessions at the same time.

If you’re interested in attending, the programme is below, and booking details can be found here.

Hopefully see you there?

I’m a Primary Language Teacher; help me out here!

Sunday, June 26th, 2016

babcockOn Wednesday I took part in the Babcock 4S conference at Horsley Park in Surrey. My presentation entitled I’m a Primary Language Teacher; help me out here! was well received and can be found below.

The main points were:

  • primary language learning lays important foundations
  • language learning is cyclical with topics being revisited but it is a continuum; it shouldn’t start again from scratch at Ks3.
  • teaching primary languages can be lonely but there is support out there.
  • PoS objectives need to be split into manageable chunks or stepping stones.
  • pupils need to become increasingly independent; phonics and language learning skills from comparing and contrasting languages help this.
  • it’s not just about vocabulary; grammar is needed (receptive and later productive) as cement otherwise it’s just a pile of bricks.
  • intercultural understanding is vital.
I’m a Primary Language Teacher – help me out here! from Lisa Stevens
I sketch noted the other sessions and will share them as soon as I have a moment to tidy them up a bit!

Show and Tell @ Talleres de español 2016

Sunday, June 19th, 2016

CiMOMHAWkAABteHToday I attended the Talleres de español at Instituto Cañada Blanch in Portobello, having been asked to facilitate a couple of Show and Tell sessions as part of the Primary strand in the morning. Having got up very early and had several mishaps and an emergency phone call on the way, I have to admit to being a little frazzled by the time I arrived and then there were technical issues, fortunately resolved fairly promptly and well before my session.

I opened proceedings sharing a ‘super lesson’ on colours that I delivered to Y3. Below is my presentation from today.

Los Colores – a lesson from Lisa Stevens

 

You can find the poem in Clare Seccombe’s anthology along with many other rhymes songs and poems.

As well as this, I mentioned various other ideas and links:

Rachel Hawkes’ website – advice resources and more!

LightbulbLanguages resources – not just Primary Spanish either!

Languages in Primary Schools Facebook group – if the link doesn’t work, when on Facebook search for ‘Languages in Primary Schools’ and it will appear. Then all you have to do is request to join. (A tip – if like many teachers, you have very high privacy settings, you’ll be asked to confirm that you’re a teacher so check your ‘other’ folder in Messages a day after your request!)Screen Shot 2016-06-17 at 13.59.09

I shared Erzsi’s ‘phonic balloons’ picture (see right) and here’s her blog

Link to La Roja Baila

 

And then others shared their ideas! Here’s a summary of them:

  1. A activity using handkerchiefs to review colours with younger children.
  2. Using the clothes that children are wearing to review colours – of course, easier if they don’t wear uniform but not impossible even if they do…
  3. Using the works of Miró to talk about colour, shape and prepositions. Rachel Hawkes (see above) and Helen Stanistreet (link) have produced some brilliant resources for this.
  4. ‘La manzana envenada’ ( a game where there are a number of words/phrases on the board, one of which is declared ‘la manzana envenenada’ whilst one pupil is out the room. The object of the game is not to eat/say the word/phrase that is poisoned as the game will end. Erzsi explains how she plays it here. We also talked about how it’s good to get pupils asking questions as they’re much more skilled at answering them than posing them!
  5. I loved ‘dictado chillado’ although it was very noisy! In pairs, learners write a sentence or phrase in Spanish on a post it. It could be anything to do with a topic, or you could say it must include a certain phoneme. Ours were very random! The teacher then muddles up the phrases and hands one to each pair. Everyone then stands against the wall on two sides of the classroom (left/right or back/front) opposite another pair. The idea is to shout your phrase to your partner pair who write it down. I thought my partner pair were yelling ‘Vivo lejos de José’ but they in fact saying Mi conejo se llama José. Either I yelled better than them or it was pair work that won the day as they got ‘Me gusta mucho Gerard Pique’ straight away!

I do feel bad that I’ve failed to sketchnote a session today, especially after my sketch noting was mentioned in by both of the people who introduced me,  but I’ll try and make up for it later with one of the whole day perhaps! In the meantime, you can see some of them in my Flickr album.

I thoroughly enjoyed the session I attended run by Canela Fina, and I think that all conferences should end with an educational wine tasting!

¡Muchas gracias a la Consejería de Educación y la Junta de Castilla y León para un muy buen día!IMG_9995

Babcock 4S Modern Languages Conference – Lisibo Talks 2

Saturday, June 11th, 2016

On Wednesday 22nd June I’ll be in Surrey speaking at a Modern Languages conference organised by Babcock4S.

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As you can see from the flyer above, the conference is entitled The Future of Language Learning and features keynotes by Janet Lloyd and Joe Dale that ‘book end’ three seminar slots.

If you check out the conference website you’ll get a basic overview – more details can be obtained from the following PDF Programme of the day. You’ll see that there are sessions addressing assessment, transition, cooperative learning, technology and specific languages led by a wide variety of speakers including Dan Alliot and Suzi Bewell, and convened by Carine Jacquel and Helen Myers.

My session is entitled “I’m a primary language teacher. Help me out here!”

Paraphrasing Shakespeare, “Some are born Primary language teachers, some become Primary language teachers and some have Primary language teaching thrust upon them” How can all three scenarios lead to confident successful teachers and learners, demonstrating significant progress by the end of KS2? We’ll explore how to plan for progression (in the long and short term), share sources of support and inspiration and discuss how to best meet the challenges of the Languages Programmes of Study.

It’s not too late to sign up (which you can do here) for a day of inspiration and networking.

 

 

 

Language World 2016 #sketchnotes

Sunday, March 13th, 2016
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Language World was held in Rugby at Dunchurch Park
, a beautiful setting made all the lovelier by the wonderful people who attended the conference. As René Koglbauer said at the (misty) start: ‘There may not be sun but there are lots of smiles!’ (The sun did come out soon afterwards as well!)

Below are the sketch notes for the sessions I attended. Wish I could have attended more sessions but it wasn’t possible without Hermione’s TimeTurner.

And I’ll share my presentation on sketchnoting later in the week.

Opening Address by René Koglbauer

Opening Address by René Koglbauer

The Language Magician: developing a tool for assessing young learners by Louise Courtney

The Language Magician: developing a tool for assessing young learners by Louise Courtney

A window on the world - PLL and SMSC

A window on the world – PLL and SMSC

Show and tell - Clare Seccombe

Primary Spanish Show and tell – Clare Seccombe

Primary Spanish Show and Tell - Jesús Hernández

Primary Spanish Show and Tell – Jesús Hernández

Mary Glasgow Plenary Lecture - Curriculum Innovation by Gareth Mills (NFER)

Mary Glasgow Plenary Lecture – Curriculum Innovation by Gareth Mills (NFER)

Curriculum Innovation: Challenges and Opportunities by René Koglbauer

Curriculum Innovation:
Challenges and Opportunities by René Koglbauer

#ALLConnect KS2 Coordinator's handbook by Katherine Monument and Kirsty Williams

#ALLConnect KS2 Coordinator’s handbook by Katherine Monument and Kirsty Williams

Language is all around by Nadine Chadier

Language is all around by Nadine Chadier

Tackling the issues in KS2 #ALLConnect with Steven Fawkes

Tackling the issues in KS2 #ALLConnect with Steven Fawkes

What's the point of teaching languages to pupils with SEND? by Alison and Patrick Organ

What’s the point of teaching languages to pupils with SEND? by Alison and Patrick Organ

Innovation requires resilience by Anne Lise Gordon

Innovation requires resilience by Anne Lise Gordon

Tartan CLIL by Fiona Moffatt

Tartan CLIL by Fiona Moffatt

Closing remarks with René Koglbauer and Anne Lise Gordon

Closing remarks with René Koglbauer and Anne Lise Gordon

If you want to compare and contrast sketchnotes, and see some from some other sessions too, why not look at Clare’s post too.

La Maravillosa Medicina de Jorge – #WBD2016

Saturday, March 5th, 2016

IMG_1397My school decided that this year we’d have a Roald Dahl theme for World Book Day on March 3rd. Children came to school dressed as characters from Roald Dahl books – so lots of Oompa Loompas, Matildas, BFGs and Willy Wonkas not to mention a Fantastic Mr Fox appearing around every corner – and lessons were to have a similar theme. Serendipitiously I had purchased a copy of La Maravillosa Medicina de Jorge during my recent trip to Mexico so a plan began to form.

I had originally thought about a dictionary lesson in which children looked up ingredients for there own ‘medicine’ and wrote a list. Suitably purposeful and fun at the same time. Looking at the timetable I realised that I had Year 5 and 6 on WBD so thought I would ‘up’ the challenge. So I did. And I’m really pleased that they rose to said challenge!

Below are details of what we did. There was too much for one lesson; in fact, to do each activity justice I’d say you’d need at least two and a half hours, if not three. One class had 30 minutes…

The lesson began with me reading a chapter of the book – in Spanish of course. The chapter, entitled El maravilloso plan, is near the start of the book and is the one in which Jorge/George considers what to do about his intolerable grandma. He toys with the idea of blowing her up or using snakes or rats to scare her but, realising that he doesn’t have the means to do that, he spies her medicine and hatches a plan. It concludes with a rhyme in which he excitedly shares his plan. It lends itself well to dramatic reading and has illustrations that help with understanding, plus there are quite a few cognates. Additionally, it’s three pages long so manageable!

FullSizeRender_opt1. Listen to and follow a chapter

I copied the text* so that children (in pairs) could follow as I read and also displayed the appropriate image for the section on the whiteboard. I stopped after each section to ensure that they were following the story, and also used lots of actions and acting to ‘animate’ the story. It certainly engaged the classes as there was no chatting during the reading, and they were so engrossed that when I reached the part where Jorge/George jumps on the table and actually did it, they were rather shocked. Did get a few cheers afterwards!

If we’d had more time… I’d have done a ‘find the word for..’ activity, both in English and Spanish.

2. Read aloud a rhyming section

I read the last section then we went back and looked at it again. I decided that the first section was all we could attempt in the time we had. I read each line and the class repeated, then we read it again together. Then the class read it to each other in pairs or threes. It was a real test of their phonic knowledge as they’d only heard it three times, and had four minutes to rehearse before I asked if anyone wanted to have a go at reading it aloud to the class. There were between three and eight volunteers in each class who bravely stood and read it together, some with incredibly good pronunciation that made me want to jump up and down and squeal! I think the children were impressed too, especially as two of the classes had heard their native speaking classmate reading it aloud and hearing that it’s quite tricky to get your mouth around it even when it’s your first language!

If we’d had more time… I’d have worked on more of the rhyme and had groups rehearsing a section for a whole class poem recitation! Fits well with the school literacy policy and current focus on poetry. 

IMG_14023. Listen to a recipe and put it in order

Moving on, I’d created my own ‘maravillosa medicina‘. I cut the instructions into strips and gave each group (threes) a set. As they listened to me reading the recipe, they put the recipe into order. They did this very successfully without much problem. Before we checked our answers using the PPT, I asked children if  they could guess any of the ingredients. They were successful with shampoo and got close to engine oil (¾ said petrol), understood that paper was included and knew that ‘comida de gatos’ had something to do with cats! We went through the recipe and discussed what the instructions meant.

Download la receta

If we’d had more time… we could have done another sorting activity with pictures of the ingredients as an extra challenge, or a ‘fill the gap’ activity with the text if we were feeling extra adventurous.


IMG_1389
4. Write your own ‘maravillosa medicina’

Using some of the vocabulary from my ‘receta’, I made some colour coded cards to guide recipe writing. Green = ingredients  orange = quantities and blue = instructions/verbs. Each table had a pack of words and we discussed how to form phrases using an orange and a green card, or a sentence using a blue, then orange then green card. Children then made up their own recipes for ‘una maravillosa medicina’ on a copy of the final slide. Some chose to work in pairs but others preferred to write their own recipe although they formed sentences together. They worked at a variety of levels: the minimum was to write a list of ingredients. Next level was to specify quantities as well as ingredients. The next level was to give instructions by adding a verb. Some children decided to aim even higher and add sequencing words such as  primero, después, entonces etc. I was really pleased to see that the dictionaries were used very intelligently by which I mean, there were very few children who tried to look up every single word. That’s progress as I find that some pupils are so eager to please that they try to write overly complicated phrases rather than following the structure and adding ‘glittery bits’ as I call them!

Download medicina cards

We ran out of time in the lesson to do this part – most classes had about 20 minutes but the vast majority went for it and there was some great work. I asked everyone to finish their medicine for next lesson and I’ve promised to award prizes for the best entry in each class. To help, we looked at how to use wordreference.com 

If we’d had more time… we’d have spent time making and sharing phrases with the cards before starting to write the recipes. We’d also have spent more time in class on writing the recipes. It’s always risky letting children take work home to finish…

IMG_1387 IMG_1386
IMG_1404 IMG_1403

Next week I will share the completed medicines but I hope that you get a feel for what we did in this post. I enjoyed the lesson and I’m pretty sure that the pupils did too as there was no one off task in any of the four classes, and there was a buzz of discussion about ingredients and how to construct correct sentences throughout the day. I only wish we’d had more time.

So, I wonder what the theme will be next year?

* As I photocopied one chapter of the book only, this was not a breach of copyright. Schools have a CLA license and, as I own the book, it is acceptable as detailed below. The illustrations in the presentation come from that chapter too. For more information see http://www.copyrightandschools.org

copyright rules

PS I did dress up as a Roald Dahl character, but not from George’s Marvellous Medicine. Can you work out who I am? (I’m the one in mortal danger!)

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Inspired in IKEA 2.0

Sunday, December 13th, 2015

IMG_7381

I love visits to IKEA as, along with the scented candles and plastic bags, I invariably come away with all sorts of unexpected items.

In 2008 I posted Inspired in IKEA and quickly followed it up with Inspired in IKEA part 2. I continued being inspired in on A visit to IKEA in 2010 and with Breakfast from IKEA and En la granja de IKEA in 2011. And then there was my (continuing)  love affair with Señor Brócoli.

On Friday I decided it was time for the annual trip to buy gingerbread for the tree – and a gingerbread house too as my domestic goddess status doesn’t extend that far.

I always get excited when I approach the children’s section but this time I nada surprise as I met the LATTJO collection  mid way around. What an exciting development!

This little video showcases the new range

IKEA have started a collaboration with world class storyteller DreamWorks Animation highlighting the power and importance of play. DreamWorks Animation brings the LATTJO world to life through more than 25 short animated stories that celebrates and expands the imaginative world of the LATTJO characters.

Well, first of all I saw the Jenga-like stacking game with coloured bricks adding to the fun. I know that Jenga is used widely in language teaching – see Eleanor, Amanda and Erzsi‘s blogs! – and this could well add another dimension to its use. IMG_7377
Then I came across these cones – great for directions, target practice with a bean bag (for practising colour, number, counting up the score etc) IMG_7378
Screen Shot 2015-12-13 at 20.54.45 And then I saw these number ‘sleeves’. The suggestion was to put them around bottles of water to make skittles which is a great idea.

I immediately thought of using them as arm bands and making human ‘skittles’, not to be knocked down but for counting activities. For example, give a sum in Spanish/French/German and the answer has to stand up, or children have a pile of cards with word problems in Sp/Fr/Ger that they have to assign to the correct ‘skittle’

I was also rather taken with the large inflatable die and the giant sacks but then I saw the dressing up! Oh my! I actually started jumping up and down!

I find puppets and dressing up to be an excellent way to get children talking in an imaginative way as I’ve shared before and here for example. So what did I see?

IMG_7375 IMG_7382 IMG_7376

 

Moustaches and beards. I think I look rather fetching with a beard, and you can still talk and see the mouth even wearing it!

And then there were wigs…

Screen Shot 2015-12-13 at 21.16.42 IMG_7383
IMG_7385 IMG_7380 IMG_7386

…and other made head gear! I was particularly taken with the snail head, and also the brain which I decided to try on but I think – well, know!- I have a very big head as it kept popping off!

IMG_7387

And then if you’re feeling like splashing out more than £3-£6, you can get full dressing up costumes! The parts are available separately too 😉

You can also be an eagle or a bat, and you can add monster claws to make your rat scary!

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Queen

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Robot

 

Getting away from the dressing up and LATTJO, I made it to the children’s department where I found some great cushions. I bought the sunshine one and I’m going to use as an incentive/ to reward excellent work. Impress Sra. Stevens and make her smile like the sun, and you get to sit on the cushion next lesson. I may yet add the cloud to my collection for excellent ideas, but, as with everything, it’s where to put it between lessons! IMG_7395
IMG_7393 My final inspiration came in the shape of these piglets. Can you guess my thoughts…?

Indeed. Los tres cerditos. (Their Mummy is available too!)

Oh, one last idea – these GLON templates for a house, some flats, a church-like building and a mosque-like building look great for describing the town, particularly thanks to the variety of building shape that accommodates the shapes the children I teach see around them!IMG_7396

I hope I’ve managed to communicate my excitement. I didn’t buy all the items but I may well do over time. I do have the moustache and beard, brain hat, sunshine cushion and two sets of the number sleeves though!

Do you teach Primary Spanish?

Saturday, December 5th, 2015

british-council-logo-2-color-2-page-001-hrAn exciting opportunity for anyone whose primary school teaches Spanish.

If you’re interested, please respond to Vicky Gough at the address below.

 Support for Spanish in your primary school!

The British Council has lots of positive experience in delivering language lessons to pupils remotely. We are planning to pilot a programme that would enable schools to have a native speaker teacher live from one of our teaching centres in Argentina for one or two sessions a week to support the school in the teaching of Spanish.

For this pilot we are looking for two or three primary schools, preferably at different stages in their development of languages at primary level, to help us develop this offer for schools in the UK. This is likely to involve one or two weekly sessions for a 5 or 6 week period in the Spring term.

If you are interested and can meet the requirements below, please send an email to vicky.gough@britishcouncil.org by December 14, giving details about how Spanish is taught in your school.

Technical requirements:
· Videoconferencing equipment which works on H323 or SIP protocol and can connect with external equipment via a SIP or public IP address
· Videoconferencing equipment must be connected to a projector or display that is big enough for the whole class to see
· 2MB dedicated upload/download speed, preferably on a fibre optic dedicated connection

Other requirements
· Support of the Head teacher
· A teacher who can be present in the classroom during sessions (either a Spanish teacher or the class teacher)
· Spanish teacher/class teacher to be available for a 20-minute weekly coordination meeting outside the regular session/s
· A school representative to attend a planning meeting at the start of the pilot and an evaluation meeting at the close

#PracPed15 – Using technology to enhance Primary Language Learning

Wednesday, October 21st, 2015

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.

Using technology to enhance Primary Language Learning from Lisa Stevens
And thanks to Marisa for sharing her notes (and photographs!) here.