What do you prefer ? POP UP questions
Making an Easter Movie
Several years ago with a Year 6 class and a French language assistant from the local High School we created an opportunity for the class to generate movies of simple animal songs which were sung to a very familiar refrain - 10 Little Indians
The class loved ICT and as you can see from the example below were able to create simple movies using windows movie maker that explained the song they heard the language assistant sing . It was helped by the fact that the language assistant had a beautiful voice too.
It was a simple song known by a lot of us in French we then changed and to describe different animals and their associated movements :
As a class we were practising nouns for animals ,linking these to action verbs and looking at regular er verbs in French - so we had rabbits that jump, lambs that run and birds that fly in our three songs .It was Easter time - hence the lambs !
We used this simple book to explore animals and their movements .The book is still on my book shelf and is still used with classes as they love learning about real animals and exploring simple real factual information in the target language contained in the book
Recently looking at all the new APPS that we can use to create movies with the children I decided that it would be good to challenge the language teachers and assistants that work with me to challenge their classes to create their own Easter Movies .
An APP like Story Creator would be ideal - for children to record the story with pictures and then on the final page to sing the whole song
With Year 3 the children can sing the song , record themselves and then create their own group movies
With Year 4 the children can alter the song - change the animal and the action and create their own group movies
With UKS2 the children can work on writing their own songs about an animal and an action and create in pairs simple movies .
Extending listening sticks
The verb to have and a wizard's potion . Practical primary progresson
We are busy making practical primary progression in foreign language learning within our network .
We are trying to support children in their language learning and encouraging them to be creative and effective .
The new DfE POS specifies that children should make "substantial progression in one language in KS2 , that we should lay foundations for future language learning in KS3 and that we should enable pupils to understand and communicate ideas, facts and feelings in speech and writing focused on familiar routine matters, using their knowledge of phonology , grammatical structures and vocabulary
Over the last year I have been developing approaches to "Drama and Grammar" and "Creativity and Grammar"
In a previous blog I shared our Grammar Stepping Stones nouns , adjectives ,verbs in the voice of the child which will allow you to understand more about our approach to the development of primary grammar.
This week some of my colleagues shared with secondary colleagues the creative approaches, activities and outcomes they have generated with their Year 6 pupils at a cluster transition meeting. This is what the secondary colleagues thought:
" The enthusiasm of yourself and all the primary cluster members really shone through and the work being done in KS2 is really impressive. What we all picked up on was how comprehensive the SoW in KS2 have become and how creative and innovative those in the primary school can be when delivering it."
On Monday I will be sharing with colleagues how we have developed activities across four years of learning in KS2 so that with UKS2 children who have been learning a language for several years we are now confidently exploring verbs and revisiting their developing knowledge of nouns and adjectives .
I work with some wonderful teachers and teaching assistants who take on the challenges , use the activities we generate and then create activities and facilitate learning in styles that best suit their classes.
Here I will share first some of the materials we provide them with and then some of the outcomes that are from the real classrooms in Warrington!
Take a look at our Wizard's potions in French , German and Spanish.
(We also provide the teachers with sound files and key words where necessary)
We offer our colleagues support in the development of possible staged activities .
Here is our French potion poem
A focus on nouns
A focus on verbs
And here you can listen to how a non-specialist language teacher was able to generate effective and creative learning revisiting nouns and developing children's understanding of the verb to have in French based on a wizard's potion!
a wizard's spell teacher talk
Using the Educreations IPad APP to explore how to respond to , use and create instructions and commands
Using the Educreations IPad APP to explore commands
With all our classes from Year 3 onwards we work on how to respond to , say and then be able to give instructions firstly to friends and then to groups of people . Over the course of four years of language learning the children develop their linguistic ability to :
- understand and physically respond to instructions and commands in the second person singular and plural (e.g listen , sing , walk , run , skip , hop etc)
- give a simple command in the second person singular
- generate a simple an instruction or command in the second person singular
- generate a simple an instruction or command in the second person plural
It's important that
they progress from listening and responding to speaking confidently,to being able to create a spoken command independently and then to move on to being able to read and try to write instructions
(with support and/or independently).
Yes, we play games such as Simon says or last man standing bingo.We create mirror spoken activities with one partner following another partners commands or we become physical robot machines or puppets programmed by our partners commands and instructions.We write simple instructional messages for others to follow and we write instructions as part of our messages in a bottle Year 5 writing for purpose focus.
Yesterday thank to
and her brilliant blog
İ
!
I explored how we can use simple technology to create listening , responding and spoken activities linked to two of our core focuses in the Summer term with Year 4 and Year 5 . I found that Educreation's
simple to use. The drawing pad is just like the IWB and with immediate recording facilities and different coloured pens it allowed me the chance to develop some creative and effective simple target language activities .
Firstly I generated for myself symbols to represent physical commands (this could be a really engaging activity for the children what shapes and what colours would they associate with actions such as walking ,running ,swimming etc )
Here are a few examples of mine .
Walk
Swim
Jump
Along with other symbols we create as a class- we could use these to practise saying the commands/ writing the actual word for the command in the air on a whiteboard or a sequence of written instructions and we could give children two or three symbols to convey in the target language to a partner who must respond appropriately.
In Summer Year 4 will focus on the
World Cup .
World Cup symbol
I trialled using Educreation's APP to draw the "sense " of each of four movements that you may want the children to understand, react to and say to partner or a group if you were practising sports instructions e.g jump,run,turn and stop.
Educreations enabled me in English (you will hear my best Northern accent!) to draw symbols and say commands at the same time.You can hear and see the very simple creation of mine below:
I am now able to pass my message over to someone else to listen to , respond to physically and then write out in the target language as a sequence message or menu of commands for a third person to follow and do.
The Beach
With Year 5 we go to the beach and I decided that the APP could help me to create the physical sense of the freedom of going into the sea . Here is my recording plus drawings . with Year 5 we are exploring longer sentences and short texts . This recording would enable two people to write in their own order commands they associate with actions on the beach , swap tablets , listen to each others and then use the actions they have either physically or in their imaginations taken part in to create full first person singular sentences about time spent on the beach !
Here's the drawing and recording for you to listen to.
What first person singular present tense simple sentences using colours as adjectives would you write ?
Who are you? First steps between Year 6 and Year 7
Who are you ?
First steps between Year 6 and Year
7
Next week I meet with my primary and secondary language teaching colleagues from a local cluster primary schools. Last year we worked upon a simple project to develop transition links between Y6 and Y7 based on reading, comprehending and developing performances from play-scripts which revisited core language from the children’s KS2 language learning (cafes , animals , personal information).
This was a
limited language activity
to allow all schools
no matter what stage
they were in their implementation of language learning to participate. It was highly effective as all the children enjoyed the activities and the High School teachers were able to revisit
six weeks later
and explore the plays and use this as a scaffold by which to develop Y7 pupils performances for the Y6 Autumn term Open Evening.
This Summer the intention is to try to
develop this further
within the cluster. We will develop some
spoken and written work
based on “WHO” with the children during Y6 Summer term” which they can then revisit and
use as a way to get to know their new classmates from other primary schools
and their new language teachers.They are entering a new learning environment.
What we have to remember on our journey toward " Year 6 into Year 7 language learning" and it taking place effectively is that we need to support each other on this journey. Dialogues need to take place and colleagues all need to build trust. This is happening within this cluster and the meeting next week is the next small step. All the children need to be able to participate confidently in activities.Until we reach the point (hopefully in two or three years where all children have learned a language progressively for several years) we need to provide transition routes and platforms that are accessible to all the children.
Our network operates with a
which provides a framework that allows the children to develop all four skills,knowledge of basic grammar and useful transactional language.We work with activities that link language learning across the primary curriculum.In
we share our good practice and creative approaches between all colleagues both primary and secondary.Currently schools are at different stages of teaching and learning but we are working with practical and creative primary approaches.What we need for this year's step toward effective transition is the next simple point for collaboration between Y6 and Y7 colleagues in the cluster.
The following ideas were inspired by a tweet I received on my home page from
and work he has recently been doing with his primary class “Describing Fairy Tale Characters “.This is based on ideas and resources from the wonderful
.
Year 6 are not in this instance describing fairy tale characters but are setting about saying "Who " they are and feeling confident to take this forward just six weeks later and introduce themselves in their language lessons in Year 7. They are gong to look back over all the transactional language they have practised and the creative activities they have taken part in to put together something very personal about themselves.
Let's remember it's the final half term of a very busy year for Year 6! So firstly …in Year 6 and possibly to be revisited in Year 7 we need a song to make a bridge and link the learning together. (This could also become part of the Year 6 Open evening performance).
And what better way to reinforce or teach them a useful question to find out who someone is! "Who are you? " Probably one of the first questions the children will want to ask their new classmates in Year 7 and for lots of the children the question will be one they have used before (for example in Year 4 Spring 1 and family). And the song …. ? Well it’s got to be the chorus from "Who are you ?" by The Who! slightly more grown up and not a rhyme or childish song but songs help the children remember the questions so they are still very important.
First let’s teach the children the melody and the words from the chorus of the song : “Who are you ?” also a very useful question when getting to know someone new , which our Y6 children will be doing on the first day at their new high school .This is the chorus of course to the song:
"Who Are You"
Who are you?
Who, who, who, who?
Who are you?
Who, who, who, who?
Who are you?
Who, who, who, who?
Who are you?
Who, who, who, who?
And using the following questions it’s easy to use the melody to create a target language song with “teenage …almost” attitude!
We will use in the target language the following questions: French Qui-es tu? / German “Wer bist du? / Spanish
¿
Quien eres?)
Here is the French version this cluster will practise and share…..
"Qui es -tu?"
Qui es- tu?
Qui, qui, qui, qui?
Qui es- tu?
Qui,qui, qui, qui?
Qui es- tu?
Qui, qui, qui, qui?
Qui es- tu?
Qui, qui, qui, qui?
And in Spanish it would fit to the melody like this …
¿
Quien eres?
¿
Quien?
¿
Quien?
With this cluster of schools it works because the cluster deliver French in KS2. We will be working with French as the target language.
There is the opportunity here immediately to extend the questions that the children already know to ask to elicit information about another person, Here is an opportunity to brainstorm what we already know and share this with the Year 6 class. (Maybe this will allow the children on entry in to Year 7 to share and compare questions with their new class and teacher)
The visual image I saw from
was a large piece of A2 paper in which the children had cut out a hole large enough to pop their heads through .Around the outside the children had created a series of comments and memos that described both the physical and personality
characteristics of different fairy tale characters.
It made me think of an old fashioned seaside photograph scene something like the one below….
We will call ours:
“Who are you?”
picture frames
This is what the primary teachers will attempt to achieve in Year 6 ….
- To practise and discuss with the Year 6 classes the language they already know to describe themselves physically and to describe their characteristics. (By referring to the SOW - the teacher can remind themsleves of all the content that the children can explore to say so much about themselves , family, hobbies , interests "familiar matters")
- To generate with Year 6 descriptions using the key verbs : moi je suis / moi j’ai … moi j’aime ……./ moi je n’aime pas …..in speaking and writing activities.Some schools have already begun to explore verbs in the third person singular and plural so now is an opportunity to describe pets, family ,friends too!
- To explore questions that take the children beyond "Who are you?" when the children engage in dialogues with their current Year 6 class and hopefully next year in Y7 .
We will practise this first through whole class recall games , simple question and answer activities with a partner and then spoken sharing activities with the class
We will use our
“Who are you?”
pictures frames to keep a written record for each child. Each child can record what they want to share about themselves . They will need at least four sentences – a name statement / a statement about their characteristics using je suis… / a physical description using j’ai…. and a like and dislike using j’aime… and je n’aime pas ….
Now it's time for a creative spoken activity.The Year 6 children are going to "speak through their picture frames" and describe themselves. How are they going to do this?
Well there are a few options
- a simple sound recording and photo shot of each picture frame loaded on the school VLE and IWB or computer of each child,
- a simple presentation to their table using their paper picture frames as prompts ,
- a recording of their presentation made into a rap using the recording tool Autorap Android version of Autorap or Itunes version of Autorap .
Transferring this focus to Year 7
In Year 7 during the first couple of weeks we can use familiar language to ......
- settle and get to know the classes with familiar activities
- explore the pupils' confidence, knowledge and understanding of personal information and asking and answering questions and using bilingual dictionaries
- refine and extend their spoken and written knowledge of core personal information questions and answers
- consolidate their knowledge of some high frequency present tense verbs
In Year 7 w
e can have the option of a background link song: "Qui es-tu?" as a memory trigger which will help some children.
We have practised with the children key phrases to be able to describe themselves, which can be recalled and revisited at the start of Year 7 by the class teacher and their classes .
Pupils who have come from one primary school will have the language to be able to ask pupils who have come from other local primaries that initial question "Who are you?"and find out some simple facts about their new friends and classmates.They will be able to follow up with more interesting questions.
As an AfL activity the Year 7 teacher can ask the children to organise and sort simple questions that match the key statements.
This year all the children in the primary schools will have practised already asking: How old are you? / What do you like? /What do you not like? What are you called?
This will be the expected minimum .... and so many of them can do so much more!
The Y7 teacher can revisit and consolidate these questions and introduce or revisit how to ask about someone else’s appearance and character.
This gives Year 7 colleagues the reassurance of knowing all the children can do this and platform on which to build and in this case adapt their current Year 7 SOW in the first few weeks.
Using bilingual dictionaries as a reinforcement and AfL activity ,the Year 7 teacher can ask the children to find at least two adjectives to describe how they are feeling in the first couple of weeks in a new school and also what characteristic they want to strengthen in Year 7 .
Once again this gives Year 7 colleagues the reassurance of knowing all the children can do this and platform on which to build and in this case adapt their current Year 7 SOW in the first few weeks.
It’s time now to ask the children what they think the next steps in their learning should be.
How can they enhance what they can say about themselves and what do they need to practise, access or investigate and understand to be able to this?
(With the Year 7 teacher acting as the facilitator of these discussions, links are now being made with the learning focuses of the school’s Year 7 MFL curriculum) .
Either as a class activity or as a homework activity (if the children have access to IT facilities) the children can now create a more sophisticated written presentation of their “ Who are you? “ picture frames that they created in Year 6 . IT tools such as on
IPAd APPS
would be a great way to make a more sophisticated "Who are you?" picture frame
The Y7 class teacher can differentiate and extend the written activity by supporting and encouraging pupils to:
- extend what they write ,
- develop a dialogue
- swap picture frames and write about a new friend in the third person singular using the facts they can find in their new friend's "Who are you? "picture frame.
- demonstrate and share with the children how they can write their near future aspirations and what they are aiming to improve or achieve in Year 7 .
So this is the next step in developing a trust and a dialogue between the schools and teachers. It's "stage two" in understanding what skills and language the children bring to Year 7 Autumn Term One. Next year the dialogue can only grow stronger and the transferable knowledge between colleagues will allow the Year 6 into Year 7 language learning programme to strengthen and develop.
Physical POP UP Poems le jour de la rentrée
Physical POP UP Poems
Many thanks to
for sourcing this poem “le jour de la rentrée “
on
We love the use of the sounds to replace key present tense first person singular verbs and add a performance dynamic to the poem !
and myself have broken the poem down into a simpler French version for our young language learners to develop into a series of performance language activities which links well with either of our UKS2
learning focuses : school routine or daily routine.
Here’s our shortened version made into two verses:
D’abord je me
hop hop
du bon pied .
Puis je
gloup gloup
mon petit déjeuner.
A l’école je ne
oin oin
meme pas,
Mais je
bonjour bonjour
tout le monde
Je
lalalala
des chansons en faisant la ronde,
Mais je
chuTTtt
aussi pour la maitresse.
Tout à coup la cloche
dring dring
l’école est terminée.
Je retrouve ma maman et je lui
blablablabla
de ma journée!
Should you want this poem in Spanish then thanks to Ana Garcia we have tried to put this into Spanish at the bottom of this page
What’s the text about?
To work with this text we feel that the children need to first of all to explore the two verses of our poem by :
1.Reading the text with the teacher
2.Identifying key words they recognise – a simple highlighting activity
3.Sharing this knowledge with the class
4.Collecting the known language on a class record sheet.
5.Piecing together as language detectives what the text is about
Explore the Sound Text !
Now the class can check their conclusions by using the sounds in the text and the actions modelled by the teacher, to explore the meaning of each sentence.They will do this by just speaking and acting out the key sounds from each sentence .
Can the class read the text below and explore /understand from this what the missing verbs in the text could be?
Can the children read the sound text below as a class and through teacher voice emphasis , can the children draw conclusions about the missing verbs?
Hop hop
(jump twice)
Gloup gloup
(hold pretend bowl to mouth and slurp)
Oin oin
(pull a face as if crying)
Bonjour bonjour
.(wave twice)
Lalalala
(make a gesture as if singing )
ChuTTtt
(finger to lips)
Dring dring
( move hand as if ringing big heavy hand bell twice)
Bla bla bla bla
(open and shut hand as if it’s a mouth -chattering)
Give the children the missing verbs as cards. Can the children link any of the verbs to the sound text above? Which verbs are left? Can the children help you to place these verbs next to key sounds and perhaps use the action s to help them do this? Are there any verbs left that the children need to look up in a bi-lingual dictionary? You will to help them by providing them with the infinitive of the verbs. .
lève
prends
pleurs
dis
chante
me tais
sonne
raconte
Games with sounds and verbs
Play recall games with the sounds and the verbs ….
As a class the teacher should :
Call a sound and the children must do the action
Do an action and the children must say the sound
Call a sound and the children must say the verb that matches the sound
(You could also play the recall games in pairs or as small groups )
Create Physical POP UPS of the poem
We will be using the poem we abbreviated for this. Divide your class into groups of four children Give each group one of the 8 sentences from the two verses of the poem. Each of the four children has a role to play in saying part of the full sentence from the poem and making the POP UP sentence of the poem
Each group has two core sentence cards – the start of the sentence and the end of the sentence . Two children hold up the core cards – one holds up the start of the sentence and another child holds up the end of the sentence.
In between the other two children are responsible for the sound and the verb pop ups . One should say the sound and do the action and the other child should say the missing verb and carry the action on.
Here’s a diagram to explain what I mean :
“D’abord je me
(
sounds/ action
)
(
missing verb/
action
) du bon pied “
Now the class can put together its pop up version of the whole poem .Each group saying and performing their sentence in turn .
At this point you could film the class using props and performing their POP UP poem with sound effects as a “ video of le jour de la rentrée”
Let’s take the performance further …….“Sound” “Vision” and “Target Language” performance
You may want to stop here or you may want to try out this series of drama and performance linked activities to create a “Sound” “Vision” and “Target Language” performance .
Divide the class into 8 groups .
Ask them to perform their POP UP sentences from the previous activities
Now ask them to explore the rhythm , beat and cadence of their sentences as part of the whole poem.
To do this they need to identify the rhythm of their sentence – clapping out the syllables and the beat
Can they replace the clapping with their key sound from the sentence e.g.
D’abord je me hop hop du bon pied
could become …..
“Ho-hop hop hop hop hop hop ho op”
To this they need to add a clapping /clicking / tapping or stamping rhythm that matches
This forms the basis of their backing track for their sentence. Now two children are responsible for the backing track and the sound and clapping / tapping / clicking or stamping of the rhythm)
Now the group needs to add the spoken sentence on top of this rhythm .The other two children are responsible for the performance of the spoken sentence with actions and fitting it to the rhythm of the backing track they have created.
Can they perform this for the class?
Put the whole poem back together and perform this as a class performance – with backing track rhythms and spoken French sentences with actions.
What a performance!
The Spanish version of the abbreviated poem
La vuelta al cole
Primero me quick quick con el pie derecho
Después ñam ñam desayuno
En el colegio no muaa muaa
Pero hola hola a todo el mundo
Yo lalalala las canciones
Pero ssh ssh para escuchar a la profesora
De pronto ring ring el colegio ha terminado
Encuentro a mi mama mua mua
Y le bla bla bla bla de mi dia
Shape Sentence Jungles
Mind the gap and get writing
Mind the gap : punctuation prompts
This activity is to encourage the children to write messages that they already know in the target language....
e.g a question , a statement , a command or a spoken response
Before attempting the task the children need to be secure in their knowledge of spoken phrases.
You could try the activity at first with Y4 toward the end of the year of learning or Y5 and Y6 based on their knowledge of personal information questions and answers .
Children in the activity are being encouraged to show us what they can write rather than penalised for not knowing the correct phrase .
Just what can the children recall and attempt to write in the target language
At the start of the academic year in Y4 give children, working with a partner, strips of paper which just contain target language punctuation and an appropriate gap for the missing words e.g.
- target language question marks
- exclamation marks
- target language speech marks
- a full stop
- a comma and a full stop
Here’s a Spanish example
¿........................................................................?
Increase the challenge
Expect the children as they progress through Y4 and in to Y5 to work individually on an activity like this .
Give out two mind the gap challenges - so that children need to think of a question and an appropriate response
Increase this to four or five mind the gap strips and encourage the children to create a short written dialogue/ role play or conversation
You can differentiate the task by providing some children with a mind the gap text.
An AfL Transition Opportunity
This is an activity which could be used for simple AfL at the start of the Y7 academic year , especially if it's an activity the children have grow used to in UKS2 . Teachers can see what the children can recall , create and write.
Plant pot story actions and song
Springtime story drama and performance
Springtime
Last year on holiday I bought this wonderful story Toujours rien and decided that it would be the basis of a sequence of lessons on Springtime
The story is about an impatient gardener and how every day he expects to see shoots above the ground of the seed he has planted . Everyday he finds nothing and everyday a bird flies by too . Until he gives up and doesn't visit and that's the day the bird spots a shoot and picks the shoot and flies off and guess what the gardener comes along the following day ...... There is still nothing to see!
Today I found this You Tube clip of a retelling of the story with animation and music by a class of French children
Why do I like this clip ? The children are retelling the story , the story is animated simply and there is music as an accompaniment . Shown to the class , this could be the model from which our classes in UKS2 or Year 7 could create their own performance or their own photo story .
All you need is to read the story to the class, watch the story , cut up the story into sentences and ask the children to reconstruct the story .
Can the children make this into a recount with utterances from the gardener .
Maybe with language learner who are competent they could add asides for the bird. What's the bird thinking ( e.g j'ai faim / miam miam / la plante pousse )
Combined with this recount of a story you could link the learning to science and use this resource about
Or with younger children you could plant and grow seeds and practise this simple rhyme with actions from this French blog