This evening I presented at The Language Show. For the second year running, this was not at Olympia or Earl’s Court, but from the comfort of my dining room. I was joined by a good number of attendees given the timing (1715 of a Friday evening) including at least one who was enjoying their Saturday morning coffee in the States, others enjoying a cup of tea and another with a G&T. Sounded good to me!
My presentation was on the theme of Using ‘literature’ to support primary language teaching and learning and, having looked at the National Curriculum Languages Programme of Study for some context and a dictionary for a definition, I launched into my talk during which I highlighted a number of types of ‘literature’ and the reasons why we might choose that genre, before giving some examples and some ideas of how they can be used to engage, inspire, teach and provoke in the primary language classroom. I shared some sequences of activities as well as referring to a number of posts that explain in greater detail what I wanted to share.
Below are the slides – if you have any questions or just want a comment, please leave it below or tweet me@lisibo
It’s not too late to sign up for Language Show which continues on Saturday and Sunday. Find out more here.
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!
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) 😉
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:
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!
I’ve just come back from a lovely holiday in Bayern during which I tried hard to use my German – with some success including a heated discussion with a woman in Königssee about passports and plenty of food discussions.
As usual I found myself drawn to bookshops (and dirndls but I resisted those!) and made a few purchases as you can see:
Elefanten-Sommeris a lovely PixiBuch about a little girl called Lina and her elephant, Rufus. They ‘trumpet’ together and are happy until Rufus does something naughty…
And Kasper Mütze is a PixiBuch that contains two stories about Kasper Mütze – Kasper Mütze hat Geburtstag and Kasper Mütze hat Besuch. Each page is very simple and rhymes, the phrases are quite repetitive which is great for me – and for my planned German club who will all be beginners.
Und heut ist Montag – I love Eric Carle books and I’m familiar with this one in English and Spanish so when I saw it in the bargain bin for 2€50 I snapped it up! Days of the week, food and animals – lots of possibilities. And it can be sung too!
And then I saw this book Ich bin das ganze Jahr vergnügt in Salzburg when I was sheltering from torrential rain in a Buchhändlung. Lots of rhymes and songs for different times of the year, some with actions (like In dem Walde steht ein Haus) and others with music. I particularly liked the two above; on the left, a poem with the days of the week, and on the right a poem I could use to introduce a Christmas tradition from Switzerland called Räbechilbi.
Finally, at the airport I found two magazines that I thought might be interesting to children – and me!
National Geographic Kidsis very colourful and has a variety of lengths of text in it as well as quizzes and interesting facts. I particularly like the bilingual facts signalled with the two flags which allow you to compare German and English, and also Check diese kuriosen Fakten. I’m very tempted to enter the competition too – think I might need to find a child to enter for me though…
And Dein Spiegel is the children’s version of the famous Der Spiegel. It’s more complex than National Geographic Kids but there are short news items like the one about the boys in England wearing skirts to school as well as longer articles about Sport, Natur, Kultur, Menschen, Wirtschaft and Politik. I’m hoping that I might learn something about the upcoming elections by reading the section below right. And then there’s the jokes page. Some are a bit complex for me but I like the two below left – my trumpet playing son particularly likes the one about the violin and cello!
I might have spent far more money but tried to restrain myself!
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.
Ever since #ililc5 when Janet Lloyd introduced us to this French song for gaining attention and restoring quiet in the classroom, I’ve been searching for a Spanish equivalent. So far I’ve not found one but it got me thinking about using songs and rhymes to create calm.
I have to admit that I tend to use them to either create excitement and action – see posts about La Vaca Lola and Choco Choco la la, two of my favourite songs, or to teach vocabulary – for example, see these posts on Yo quiero ser by Nubeluz or La finca del Tío Ramón and Hojas Hojas that I subtitled using Amara. However, I began to use this song to start all my lessons in KS1 at the start of the year and noted that as well as signalling the start of the Spanish lesson, it focused us all and calmed everyone down.
Part of the appeal is the routine, but I also think that the actions help. And as I was searching, lots of the songs and rhymes I found were either about or used your hands so I thought that warranted a post!
I came across some lovely songs that I think would certainly work for restoring calm, focusing attention and creating a ‘brain break’ during class:
1. El pourri de las manos
I love this collection of songs which could be used separately or as a whole! Each is only about 40 seconds long and all can be sung/acted on the carpet as well as in seats. Some helpful (opposites) vocabulary too – content/triste, arriba/abajo, abre/cierra, allí/allá.
I also like the way that it starts very calm and then gets a little more animated but not too much!
This is one of the songs included in the above video – I think the ‘band’ will be very popular, and it’s still very chilled with the saxophone and calm actions!
Saco una manito. La hago bailar, / I take out one hand. I make it dance. La cierro, la abro y la vuelvo a guardar. / I close it, I open it, and I put it away again. Saco la otra manito. La hago bailar, / I take out the other hand. I make it dance. La cierro, la abro y la vuelvo a guardar. / I close it, I open it, and I put it away again. Saco las dos manitos. Las hago bailar, / I take out two hands. I make them dance. Las cierro, las abro y las vuelvo a guardar. / I close them, I open them, and I put them away again.
A very very simple song in which you touch each finger together one after the other then all together.
Palmas con un dedo, palmas con el otro, doy con el más largo, luego con el otro,
viene el más pequeño…
¡Y luego con todos!
Éste dedo es la mama,éste otro es el papa,el más grande es el hermanocon la niña de la mano,
el chiquito va detrás.
Todos salen a pasear
4. El zapatero
This song about a shoemaker is the Spanish equivalent of Wind the bobbin up with arm rolling forward and back, pull, pull and then ‘pan pan pan’ as you gently hammer the shoe.
estira, estira y pan – pan – pan
estira, estira y pan – pan – pan
zapatero a remendar los zapatos sin parar
zapatero a remendar los zapatos sin parar
I’ve seen this rhyme before but had forgotten about it. A nonsense rhyme, but with hand actions that require some concentration.
Continuing on the original thought of bringing the class together, this might work as I’ve yet to find a class that don’t want to wiggle their bottoms given half a chance!
Mis manos hacen clap clap clap
Mis pies hacen stamp stamp stamp
Mi boca hace la la la
Cintura hace cha cha cha
Other rhymes using your hands include Los dedos de las manos and there are several more here including Dedo pulgar (the Spanish version of Tommy Thumb) and Cinco ratoncitos in which one less finger or ‘ratoncitos’ comes out each time to play! And the ever helpful Spanish Playground has some other suggestions too.
I was going to talk about clapping rhymes but I think I’ll save that for another post as they aren’t really very calming 😉
I’ll try some of these out in class and let you know what happens.
PS Over the last two weeks Y2 and I have been exploring world dance and this week we did some ‘flamenco’ arm work. There was utter concentration so perhaps that’s another avenue to explore!