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I'm a Primary Language Teacher - help me out here!

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Presentation by Lisa Stevens at Babcock4S conference 22nd June 02016 on PML

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I'm a Primary Language Teacher - help me out here!

  1. 1. LISA STEVENS BABCOCK4S 22.06.16 I’M A LANGUAGE TEACHER… HELP ME OUT HERE BABCOCK4S CONFERENCE 22ND JUNE 2016
  2. 2. "Some are born Primary language teachers, some become Primary language teachers and some have Primary language teaching thrust upon them"
  3. 3. I’M A PRIMARY LANGUAGE TEACHER. HELP ME OUT HERE! • PoS • how can we deliver it? • support • encouraging and enabling colleagues • embedding • progression
  4. 4. JUST FUN AND FUNKY?
  5. 5. FOUNDATIONS BUILT TO LAST
  6. 6. What should KS2 MFL do? http://changing- phase.blogspot.co.uk/2013/04/w hat-should-ks2-mfl-do.html http://www.expertsubjectgroups.co.uk/docs/ESAGMFLGr oupAssessmentStatement.pdf
  7. 7. Listening • listen attentively to spoken language and show understanding by joining in and responding • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words Speaking • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help* • speak in sentences, using familiar vocabulary, phrases and basic language structures • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases* • present ideas and information orally to a range of audiences* Reading • read carefully and show understanding of words, phrases and simple writing • appreciate stories, songs, poems and rhymes in the language • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary Writing • write phrases from memory, and adapt these to create new sentences, to express ideas clearly • describe people, places, things and actions orally* and in writing Grammar • understand basic grammar appropriate to the language being studied, such as (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English. Listening • listen to a variety of forms of spoken language to obtain information and respond appropriately • transcribe words and short sentences that they hear with increasing accuracy Speaking • initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address • express and develop ideas clearly and with increasing accuracy, both orally and in writing • speak coherently and confidently, with increasingly accurate pronunciation and intonation Reading • read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material • read literary texts in the language, such as stories, songs, poems and letters, to stimulate ideas, develop creative expression and expand understanding of the language and culture Writing • write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language. Grammar • identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied • use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate • develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues • use accurate grammar, spelling and punctuation. KS2 KS3 WITH THANKS TO RACHEL HAWKES
  8. 8. I don’t know where to start… (support)
  9. 9. H E L P A N D S U P P O R T • Association for Language Learning • ALL Connect • Facebook group - Languages in Primary Schools • Twitter - lists and #mfltwitterati
  10. 10. R E S O U R C E S • LightBulbLanguages • TES Resources • BBC Primary languages • Pinterest • Spanish Playground • ALL recommends…
  11. 11. BLOGSANDWEBSITES • ¡Vámonos! - Lisa Stevens • Changing Phase - Clare Seccombe • Janet Lloyd Network • Zapatito Inglés - Erzsi Culshaw • Bonjour Madame - Emilie Woodruffe • PrinceLanguages - Julie Prince • CaveLanguages - Sue Cave
  12. 12. HOW CAN WE DO IT? (EXAMPLE ACTIVITIES FOR POS)
  13. 13. KS2 STEPPING STONESPHOTO - SHARED UNDER CC LICENSE: HTTPS://WWW.FLICKR.COM/PHOTOS/SEATTLEMUNICIPALARCHIVES/3662558333
  14. 14. RIVER KS2 WORD PHRASE/ SHORT SENTENCE SENTENCE OR TWO SHORT PARAGRAPH SHOWING INDEPENDENCE
  15. 15. Pupils should be taught to: • listen attentively to spoken language and show understanding by joining in and responding • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words National Curriculum for England Languages Programme of Study DFE, 10/09/13
  16. 16. Listen attentively to spoken language and show understanding by joining in and responding. 1. Repeat words modelled by a teacher; listen and show understanding of single words through physical response. 2. Listen and show understanding of short phrases through physical response. 3. Listen and show understanding of more complex familiar phrases and sentences. 4. Listen and show understanding of more complex sentences containing familiar words and gist with unfamiliar words. FROM SUE CAVE - SHARING GOOD PRACTIC
  17. 17. EXPLORING LANGUAGE RHYTHM PATTERNS STRUCTURES REPETITIONImage credit
  18. 18. Eins, zwei, Polizei drei, vier, Offizier fünf, sechs, alte Hex' sieben, acht, gute Nacht! neun, zehn, auf Wiedersehen! count the phonemes pass something every time you hear a phoneme do a different action for each phoneme eg stamp, clap
  19. 19. Debajo de un botón, ton, ton que encontró Martín, tin, tin, había un ratón, ton, ton, ay que chiquitín, tin, tin ay que chiquitín, tin, tin era el ratón, ton, ton que encontró Martín, tin, tin debajo del botón, ton, ton
  20. 20. Pupils should be taught to: • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help* • speak in sentences, using familiar vocabulary, phrases and basic language structures • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases* • present ideas and information orally to a range of audiences* National Curriculum for England Languages Programme of Study
  21. 21. PHONICS THE KEYSTONE TO SUCCESS VIDEO RachelHawkes
  22. 22. A , E , I , O , U ( X 8 ) A , A R A Ñ A E , E L E F A N T E I , I D E A O , O L V I D A R U , U N I V E R S O L I N K ( S T A R T S A T 1 . 3 0 - I S H )
  23. 23. PRACTICE BUILDS CONFIDENCE
  24. 24. BEWARE THE FALSE FRIEND!
  25. 25. La lettre J comme… J’aime bien le mois de juin. On peut jouer dans le jardin. multilingual tonguetwisters video
  26. 26. PROGRESSING IN SPEAKING
  27. 27. S T R U C T U R E S un jersey azul grande Llevo un pantalón verde enorme Lleva un vestido rojo y pequeño un sombrer o amarillo minúsculo un bikini negro largo
  28. 28. ASKING QUESTIONS TOOLS FOR EDUCATORS
  29. 29. Pupils should be taught to: • read carefully and show understanding of words, phrases and simple writing • appreciate stories, songs, poems and rhymes in the language • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary National Curriculum for England Languages Programme of Study
  30. 30. Read carefully and show understanding of words, phrases and simple writing. 1. Read and show understanding of familiar single words. 2. Read and show understanding of simple familiar phrases and short sentences. 3. Read and show understanding of a complex sentence using familiar language. 4. Read and show understanding of a series of complex sentences using familiar language. Read and show understanding of a series of complex sentences using familiar language. Read and show understanding of a series of complex sentences using familiar language. FROM SUE CAVE - SHARING GOOD PRACTIC
  31. 31. ‘WORKS OF LITERATURE’
  32. 32. DECODING TEXTS DO YOU REALLY NEED A DICTIONARY?
  33. 33. EXPLORATION OF LANGUAGE - EXPLAIN *WHY*
  34. 34. NON FICTION TOO!
  35. 35. DIY TEXTS
  36. 36. DICTIONARY SKILLS
  37. 37. Pupils should be taught to: • write phrases from memory, and adapt these to create new sentences, to express ideas clearly • describe people, places, things and actions orally* and in writing National Curriculum for England Languages Programme of Study
  38. 38. UNDERSTANDING AND CREATING TEXTS
  39. 39. Y1 - SINGLE WORDS Y2 - SOME PHRASES
  40. 40. Y3 - SHORT PHRASES Y4 - GUIDED WRITING
  41. 41. Y4 WRITING - WITH SCAFFOLDING
  42. 42. Y5 - SENTENCES WITH SOME FROM MEMORY Y6 - STARTING TO ‘GO IT ALONE’ AND USING MULTIPLE REFERENCES USING OWN
  43. 43. ¿DÓNDE VIVE…? STRUCTURES PATTERNS GAINING CONFIDENCE
  44. 44. Pupils should be taught to: • understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English National Curriculum for England Languages Programme of Study DFE, 10/09/13
  45. 45. BRICKS WITHOUT MORTAR GRAMMAR IS THE MORTAR THAT STOPS IT BEING A PILE OF BRICKS!
  46. 46. ¿POR QUÉ ES MI MOCHILA TAN PESADA?
  47. 47. GRAMMAR! AVOIR SONG 1 USING STORIES
  48. 48. ALAIN LE LAIT - AVOIR
  49. 49. THE VERB SEIN
  50. 50. CONJUGATIONS BACK
  51. 51. Raising the profile of language.
  52. 52. That’s all very well but…
  53. 53. PASSION CARBONNYC
  54. 54. CULTURE LANGUAGE IN ISOLATION IS NOT GOOD!
  55. 55. CULUL CHUCLATI ROSAS CULUL SALMON CULUL ABU CULUL UBI NTSUNDU PINKI ORENJI NGWEVU MFU COKLAT MERAH MUDA ORANYE ABU ABU UNGU KHAVE RENGI PEMBE TURUNCU GRI MOR BRUN ROSA ORANSJE GRÅ LILLA KAPAMPANGAN XHOSA MALTESE INDONESIAN TURKISH NORWEGIAN
  56. 56. EXCELLENCE AND ENJOYMENT ENGAGEMENT
  57. 57. “We’re Secondary ready; are you Primary aware?”
  58. 58. WHAT DOES THIS TELL US? Changing Phase Language Trends survey
  59. 59. WHAT DO WE WANT? HOW WILL WE ACHIEVE IT?
  60. 60. PRIMARY LANGUAGE EDUCATOR AND CONSULTANT LISIBO@ME.COM ¡VÁMONOS! - LISIBO.COM TWITTER - @LISIBO LTD

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