Keeping a creative spoken record of progress in primary languages

It is so important to keep our tracking of progress "primary" and creative and the teachers who work with me in our network are doing just that! How are we finding ways to track our progress in the spoken language?

Last year Emilie @EWoodruffe took up my challenge to her to try out some APPS with our young learners.

With the wonderful Sylvie Bartlett Rawlings from Kent she set up a spoken class to class swap of family raps.
They used Autorap .
You can listen in here to two of her year 4 children describing the family and facial descriptions.
Emilie heard the children read out loud their written texts before they were recorded and so was able to track pronunciation and intonation etcetra. 

family rap 

She then went on to try out Yakit for Kids with her own take on a fashion show.Simple, effective and we realised that we had a way of capturing children's spoken language and use of grammar ( adjectives after nouns etc)

fashion show yakit for kids clip

fashion show yakit for kids

You can find out more  about all these ideas here in Emilie's presentation  at our JLN annual conference 2013.

Using technology to advance creative learning in our network schools 

Recently we have received from one of network school teachers - Lynsey McHugh, clips  of her children performing their creative Puppetpals dialogues based on personal information conversation.Here she can keep evidence and a track of how well the children are engaging in conversation. You can ee more of Lynsey's Puppetpals clips on our Facebook page  Janet Lloyd Network Facebook

And recently we have realised how easy it is to track progress through songs.We have run a carnival song competition which has allowed our Year 3 beginner learners the chance to show off their pronunciation and intonation.

This year.2015, we have used Yakit for Kids to record and keep evidence of use of simple sentences - noun,verb,adjectives with Year 4 designing monsters,thanks to Ana by the way!

And to once again thanks to Ana and her year 5 children we have a record of our children in 2015 ,talking about clothes they have designed - using adjectival agreement and placement  

Making progress with listening.Activities using all four skills.

This year we have been focusing on how we make progress in language learning with our children and how we can track this and record this.
Here is a simple activity which can be used with all four skills...... to see how children are progressing.
In our JLN SOW we offer teachers sound files and podcasts to support themselves with upskilling in the target language, but we find that teachers can use these too to develop their own listening activities .The podcasts are great for children moving on from word level! 
Emilie Woodruffe @EWoodruffe   amd Ana Lavado Garcia @AnaLavadoGarcia have worked alongside me to create podcasts and sound file for every half term from Year 3 to Year 6- so we have lots of listening texts to work with .These ideas are therefore replicable with other podcasts. Simple too!

Step One 
Select the podcast and text that contains the language content you have been focusing upon with the class.
I have selected podcast one from Year 3 for this example (it's all about Emilie in French or Ana in Spanish)

Give out a series of words from the podcast text you want to use- in a muddled up order.:

1. Can the children look at the words and decide what the listening text might be about?
2. Can they spot any key language they have been practising e.g,question words,months, numbers?
3. Can they put these to one side- you can now see who can identify these words individually.
4. Can they anticipate in which order they may hear the words?
5. Ask the children to listen to the text and put the words in the order from top to bottom in a vertical list as they hear them. 
6. Would they like to listen again and see if they are happy with the order they have generated ?
7. You can take photos of sample vertical lists of the children that you are following as progress pupils in the class  
8. Now can they discuss with a partner what they think the listening text is about?

Step Two

1. Can they now look at their list of words and gather facts about Emilie or Ana for example: 

Here is another opportunity to take photo samples of how the children can comprehend and link together sequences of words that belong together.

Step Three

1. Give out the words written out on a table that the children have been sorting.
2. Working in pairs can they create spoken sentences that use all of the words (Remember they have listened to a modeled text already).In this text they can create up to four or five  sentences  speaking as of they are ~Emilie in the first person singular- name/age/ birthday/ where Emilie lives/ feelings
3. Ask the children in pairs to write down their sentences .You can collect in  their work after the activities and keep samples as evidence of progress in writing from memory.
4. Ask for volunteer pairs to show and read out loud  their sentences for the class.Now you can listen for pronunciation and intonation  as they read aloud their sentences. 

Putting all our eggs in one basket! Making simple sentences

It's really important that we look for and keep evidence of children's progress in language learning and that the children have something tangible to share and revisit as they make progress.
At the end of the first half term this year I encouraged my associate teachers to gather in leaves with children's writing on them.The writing  was based on the language they had been practising during that half term.Leaves? Well it was Autumn time. At the start of the next half term term the leaves were re-distributed amongst the class - could the class read out loud and remember the meaning of the sentences that had been written? Here is the original blog article Writing and reviewing a half term's progress

At the end of the Easter term I think that we can use the idea of "putting all your eggs in one basket" (in a positive way) to look at the progress children have been making with  grammar in Year 4 writing simple sentences (noun /3rd person singular or plural verb/ adjective).

In Year 4 we have been making simple sentences to describe aliens and monsters. So if we have three different types of coloured card eggs in a basket (several eggs from each colour) each colour can represent either nouns (part/s of the face or body), adjectives (colour with correct agreement) or a present tense part of  the verb "to be" ( either " is" or "are").

• Can volunteers select three different coloured eggs and see if they can make a sensible sentences to create a spoken and written description of a part of the body - or is it impossible, because the verb or the adjective just doesn't fit correctly?
• Ask the class to write out  a maximum of three descriptive sentences on an egg shaped card.
• Collect them in and hand them out again at the beginning of next term .Can the children still read them?
• Bring out those different coloured eggs in the basket- can the children still make sensible sentences with the eggs?

"Who are you?" and scarecrow caricatures of "I am....".

A few years ago on holiday in France , we drove in to a small bastide to find a very special festival taking place! A celebration of the local jobs and shops in the village! What a gift to a teacher of foreign languages .
Every shop keeper had created a full size caricature version of him or herself and his/her role in the village! 
These pictures allow us to practise and  consolidate children's knowledge of  the first person and second person singular of the verb "to be".

Scarecrow caricatures 
Take a look here!
Can you spot the baker,hotelier, butcher (!!!),pharmacist and doctor?

Take the pose!

• Share the pictures with your class.Can they decide what jobs they might do in a town or village?
• Do they know the names of the jobs in English? Can they find the names in a bilingual dictionary in the target language.What might they notice about jobs in the target languages - is there a different word for a male or a female person with that job title? What do they think about this? Do they think this is a good idea?
• Ask them to find some new nouns for jobs in the target language using the dictionaries- are there male and female versions here too?
• Write up on the flip-chart all the nouns you have found.Can the children "take the role" and in a voice which reflects the job they do  e.g mixing the dough or slicing the meat ,carrying heavy suitcases or looking carefully at medicine ,can they practise full sentence spoken introductions of each of the people and their jobs. The children will be using the first singular of the verb to do this (I am .....)

Guided scarecrow caricature tour of the town

• Now let's try adding "Who are you?" and begin to conjugate the verb "to be" 
• Ask children to volunteer to be a character  and help create a "scarecrow caricature tour" of the town.
• Each volunteer  must think of an action representing the job you give them (If you can get hold of  the dressing up box from KS1 then they can get in to character with an item of clothing or a prop too). 
• Can they take the pose?
• Can they create the voice - what do the characters sound like? 
• Can they add an action?
• Can they put it altogether and become the scarecrow caricature?
• Can the rest of the class ask as a choral question of each scarecrow  caricature in turn..."Who are you?"

Scarecrow caricatures

• Can the children design their a scarecrow sculpture of one of the people you may find working in a town.Can they add the written question "Who are you? and the full sentence response "I am ....." ?      

Hats away! Fashion show descriptive sentences and creative records

I have just read this fabulous article about Alexander McQueen and his fashion designs here in the Guardian Fierce ,feathered and fragile


With our Year 5 at the moment we are working on fashion shows and looking carefully at adjectival position and agreement after the verb "to wear" and the conjugation of the verb- so we can describe fashion shows.
It was the picture I noticed first of all. Inspriational! Let's really make our fashion shows come to life this year! How well take a look below....

• Yakit for Kids Fashion Show

Last year Emilie Woodruffe shared with us non her blog how the children were able to create Yakit for Kids recorded designs of their outfits.Have a listen to one of theme here Je porte .......

• Paradigm of porter

Last week Julie Prince took us through how we can create a physical paradigm of the verb porter.You can find out more in this Storify report of Julie Prince WTSA/JLN CPD

• Hats Away!

And now what about Hats Away?

It's nearly Easter and this will make a final grand hurrah to our work on verbs and adjectives linked to clothes, colours and more detailed descriptions.Let's make our own " hat written and spoken records"

• The hats can be fashion designer hats, sports hats, silly hats, Easter festival hats
• All the hats can be 2D drawings or created as 3D hats in card (to be worn)
• Each hat needs to contain a description of the hat, written into parts of the hat for example the butterfly hat in the picture could have the parts of full sentences written on individual butterflies which are colour coded so that you read all the blue butterflies for example to read  a full sentence: "je porte grand un chapeau multicolore (etc) 
• Now let's take some talking photos- simplest form will be video or cam corder clips with the hat wearer speaking or Chatterpix if you can use APPS would be really effective.
• One creative step further with Hats away!

Some of our schools have been looking at how to describe the characters of Alice in Wonderland.You can read the original blogpost Alice in Wonderland Describing People  and see the wonderful written results here in Progress in writing

So why not give your fashion show a theme : "A madhatters tea party .... and then it really will be "Hats away!"

• Hat Links

Finally some of the links and photos in this blog post from February 2014 may be additional resources that you would like to add to your learning programme: Chapeau and carnival time

Verb processing machines

As our learners become more advanced in their target language learning and we look in more detail at verbs and how to conjugate verbs it is important that they process for themselves how to manipulate target language verbs and conjugate verbs.

Here is a simple visual activity which can help target language learners consider the "process" behind the conjugation of a verb

Talk with the pupils about the "infinitive being hidden in a sealed or locked box.
Can the pupils help you find the correct key to open the box.
The key they are looking for should be the key with the final letters of the infinitive we have to remove so that we are left with the stem of the verb to which we can add verb  ending ( French - er/ir/re/ German- en/ Spanish- ir/ar/er)

Can we unlock the box and reveal the stem?

So now how can we process the verb....? Brainstorm ideas?
Now set the pupils the task of creating a function process machine that can take us from the infinitive to the stem through to the final written version of the conjugated verb:

stem ......personal pronoun to match the correct person etc...... verb ending that is correct...... final written conjugated verb with correct personal pronoun.

A second pupil needs to check that the first pupil's function process machine works and therefore try to follow the steps to produce for instance a second person singular present tense correct verb.

 

Roll! Add! Write ! Number Game.

Our beginner learners are moving on! Time to explore numbers between 12 and 31!
Firstly we need to practise and explore the numbers , use them in listening,speaking and reading activities,write them individually and play games with the numbers to increase confident and accurate use.The game below will encourage accurate written use of the target language.

Here is a game that can be played again and again and will suit all ages of beginner learners.A game that can be used with higher order numbers if you add multiplication and division too so we can play this in Y7 as well

• Divide you class in to groups of four.These are now the teams. 
• Each child needs to bring a dice to the game!They need to make the dice.You can find an empty  dice template  here.They now need to add the six basic numbers 1-6 written as words in the target language.
• The game also requires a shared mini whiteboard  which has a line across the middle of the page.If the number the player has on his/her card is higher than  the number they can add up with the dice numbers rolled, the player who is "on" puts a tick above the line.Equally if it is less than the number added up , then the player puts a tick below the line- this helps the rest of the team guess the number.  
• Each player needs a mini whiteboard and pen or a piece of rough paper

1. Each child is responsible for writing a selection (three or four) of the numbers between 7 and 31 on to individual cards or pieces of paper.The children must put all the written target language number cards in the centre of the table.
2. The cards need to be proof read by the team for accuracy against a class reference - flip chart/whiteboard/poster etc list of the written numbers.(The reference document needs to be concealed during the rest of the game)
3. All these cards need to then be put into the "player's pot" (a box in the middle of the table from which the children take a card when it is there turn to be the "player" in the game.
4. Now each child takes it in  turns to be the "player".
5. First player takes a card from the pot and reads the umber but does not show anyone else. 
6. The player rolls the four die the team have brought to the table (you can decide that only 3 of the 4 die should be rolled).
7. Each member of the team adds up in their heads the total sum of the numbers revealed when the die have been rolled.The team members all write down on rough paper the total in the target language.They all reveal their whiteboards/ rough paper written totals .do they all agree? Have they all written the target language correctly?
8. The player now indicates by ticking above or below the line of the shared mini white board ( as described above) if the number on his/her card from the pot is above or below the total.
9. Now the rest of the team need to write down individually in the target language what they think the number on the card could be.
10. The player reveals the number on the card.
11. The rest of the team reveal their written target language guesses.
12. There are points to be won! A maximum of four points....Points are awarded as follows- who added up the dice correctly? ( one point),who guessed correctly that it was a number higher or lower than the player's number on the card? (one point),who guessed the player's number correctly? (one point), who wrote it out correctly?( one point)
13. Now it is the turn of a second player to select a card, roll the dice and the game starts again
14. At the end of the game (a time limited game) which team member/s have the most points?

Phonics and Literacy in KS2 and Y7 KS3 .Easing transition .

Hunt the Easter egg sounds ! (Beginners)

Nearly time to think about Easter and here is a very simple activity that  encourages children to look for the sound- spelling links in unfamiliar language.
Really simple idea.....

1.In the target language practise a traditional Easter greeting phrase- say the phrase in the style of Easter rabbits, melting chocolate, delicious Easter eggs etc
2.Share with the children the written target language phrase, but blank out a key sound-spelling link in the target language phrase:

In French blank out the "eu" in "joyeuses" and in Spanish blank out the "ce" in "felices".

3.Ask the children to listen to you say the whole key word (i.e "joyeuses" or "felices" ) and anticipate with a talking partner the missing letter string .Encourage the children to use prior target language knowledge of sound spelling links to do this.

e.g joy..ses 

     feli..s

(I would expect the children to make the link in French between the sound "eu" they can hear in the word "joyeuses" and their prior knowlegde of "bleu" or "deux" or to make the link in Spanish with the numbers "once" or "doce")

4.Now you can reveal the whole phrase - have the children anticipated the missing sound spelling link correctly?

5.Now divide the phrase into separate letter strings on coloured Easter egg cards and hide these coloured Easter egg cards around the room.For example here is "joyeuses" as letter string coloured Easter eggs ,ready to be hidden.

6.Ask for volunteers to hunt the Easter egg cards around the room and when he/she finds an Easter egg card to bring it to the front and to help you to reconstruct the key Easter phrase piece by piece (or egg card by egg card).

7.Allow the children 60 seconds to remember the colour and the key sound spelling written on the coloured egg shapes.Now turn over the eggs and muddle the order of the egg cards.Can the children say the colours in the target language of the eggs in the order that they think the Easter phrase should be reconstructed? 

Place the eggs letter side down in the order the children have decided .....

8.Turn over each egg one by one and reveal the letter string,say the sound together and anticipate the next sound. Where the children correct and does the order of the turned over cards create the Easter greeting phrase? 

9.And now the children can create their own Easter card chain greeting - using the letter strings in the eggs they have been hunting to put together the key greetings phrase .You can make this a differentiated activity with the same written outcome either with increased challenge from memory or as an activity where the coloured letter string cards have been muddled up but remain on view or as an activity where the eggs are laid out in order but two eggs and the letter strings are missing.

Progress in Writing Year 3 to Year 6

Just recently colleagues have been sending me examples of  written work from children who are Year 3 beginner language learners, children who are moving on and are mid way through Year 4 or Year 5 (so with one and half to two and half years of target language learning) and from children who are now in their fourth year of learning a foreign language- Year 6.

The DfE MFL POS asks teachers and schools to set as one of their aims that children learning a language can :

Can write at varying length and for different purposes and audiences,using grammatical structures they  have learnt

As a practitioner it is a joy to look at these examples of target language writing.The joy is in the primary approach to target language writing and the fact that all the children are contributing to the writing.As an education consultant it is a marvelous way to reflect on what real teachers in real classrooms across a range of primary schools are achieving with their young learners.(I am preparing for a CPD session with primary language coordinators to look at how we ensure progress across four skills and so this blog post is also a way of creating a visual record of what this progress looks like. We will be sharing,discussing and  assessing such examples at the CPD .You can find out more here if you are interested in attending Ensuring Primary Progress 19 March 2015- it's part of the DFE WTSA/JLN project Language Learning for Everyone). 

Within our network we have been considering for the last two years how to assess the progress of the skills of our young language learners to try and offer secondary education something tangible as data on entry in to Year 7.We are linking our skill descriptors to the CEF (Common European Framework).You may want to consider the descriptors for Writing here as you look at the real examples I am sharing below.I think that the examples give us evidence that demonstrates progression towards and in several instances into B1 in Y6 after 4 years of language learning.(From the examples I am shown teachers are able to achieve A2 with most children by Y6)

Writing (CEF)
A1: I can write a short simple postcard for example sending holiday greetings, gill in a form with personal details.....

A2:I can write a short simple notes and messages....I can write a very simple personal letter.....

B1: I can write simple connected text on topics which are familiar or of personal interest.I can write personal letters describing experiences and impressions 

As we are also working with the DFE KS2 POS learning objectives I have mentioned the appropriate learning objective too that the children have been exploring ,whilst producing their written work.

Super heroes!
In Year 3 the children create display with personal information about themselves. The children are supported with a template that means they are adding information to a formular:

 and as the children move in to Year 4 we now have evidence that at the start of Year 4, the children can "write phrases from memory" (DFE POS LO) 

Making guessing games

In Year 3 children who have been learning a language for five months are now beginning to write phrases and independently in the target language. The children here have made a guessing game-  to see if you can find the three animals mixed in to one animal. they have been practising using the question "Qu'est-ce que c'est?" in French.They have been "linking spelling and sound" (DFE POS LO) of a challenging phrase to write down.

  

Giving opinions and agreeing adjectives

With the children who are moving on in their target language learning and have been progressing through a learning programme based on or loosely following our JLN SOW, we have evidence of children who can "understand basic grammar appropriate to the language being studied" (DFE POS LO).In this short piece written as display work to celebrate children's work last half term on fruits and opinions ,w e can see accurate adjectival agreement and the use of a negative first person singular present tense verb.This is a very accurate example but all the pieces I saw demonstrated children working toward a good understanding of the change in spelling of adjectives and the position of adjectives with nouns in French.

Writing  using reference materials

Primary colleagues are keen to use bilingual dictionaries and reference materials with their classes and are trying to introduce the use of these from Y3 onwards. Here is an example of how one child in Year 6 has been adding "uplevelling" in Spanish what he writes so that it is a truthful description of himself.Notice the three phrases he has found an wants to add at the top of his piece of writing.....He is trying to "broaden...vocabulary and develop ability to understand new words ....including through using a dictionary" (DFE POS LO) 

Alice in Wonderland and three levels of writing in Year 6!

I recently wrote a blog post about Alice in Wonderland and one of my colleagues tried out the writing activities in the blog with her advanced learners - a Year 6 Spanish class.She sent me lots of examples of work and I have selected three to share.They demonstrate the natural curve we might expect in these learners- one piece working at A1 , one piece a secure A2 and one child potentially on the cusp/one piece entering into B1 on the CEF. What is wonderful is that all the children are writing in the target language and being creative too! They are all engaged in "describing people,places,things and actions" (DFE POs LO)

Six Characters in Search of an Author

At University I was a member of Theatre Group and one of my most memorable productions was Six Characters in Search of an author by Pirandello.
(Six characters arrive at a theatre - each in turn melodramatic but with a story to tell , which in turn is part of a whole story......It is theatre within theatre. They are looking for a producer to tell their story.)

In its simplest from this can allow us to explore all 4 skills of language learning, to encourage accurate use of grammar and punctuation and to develop pronunciation, intonation and emotion in spoken language.

The activities below can be used with UKS2,KS3, KS4 and KS5 language learners.the task set by the teacher can challenge the language learners at the level they can operate in the target language.

(You will need an equal number of groups - so that one group can swap work with a second group and then the two groups can come back together and share their work with each other)

1. Share the idea of mystery characters with the class. Explain how these mystery characters want to tell their story and need a producer to help them put together their story.Can the class help you to write and perform the introductory utterances for the characters? 
2. Share with the class a picture stimulus. This could be with a mystery picture as above or allow the class to think of characters for themselves.With younger learners maybe we could look at characters we have been  exploring in story ,history etc (pirates.Romans, Kings and Queens, a family from a different time period etc).with older learners maybe we want to link the characters to our investigations of characters we meet in target language poetry and literature. 
3. Working in groups of six , ask each member of the group to focus on one particular character and to imagine how they might think, look and act (brave, bold, timid, angry, happy, young , old, role in the group).
4. Depending on the language level and skills of your pupils decide what types of sentences you want the pupils to create as utterances spoken by the characters - so for example with UKS2 and Y7 learners we would want them to write spoken utterances based on : name, age,preferences and personality.With more advanced learners you may want opinions and  personal past history or future hopes.
5. The pupils must write out their spoken utterances on a strip of paper or card. Each card from the group is gathered together and passed over to a second group.These two groups are now partner groups for the rest of the activities.
6. The second group of six children must now read the utterances as a team and decide which character might say the utterances. 
7. Now this second team must create a spoken dramatic performance as an introduction to the characters as if they were on set and speaking with the producer.They have to bring the utterances they have read to life.
8. The second group should then act out their introduction performances and vice versa. What do the original authors of the characters' utterances think about the characters as they have been brought to life by the second group? 
9. Finally can the original group that wrote the utterances , take back the characters and create a story board about each of the characters reflecting how the personality was brought to life by the second group? 

Adding Drama to Language Learning

Drama and Language Learning and reasons to explore language through performance

The aims of the new DFE POS for languages encourages us in both KS2 and KS3 to develop learners who can :

• Understand and respond to spoken and written languages from a variety of authentic sources
• Speak with increasing confidence, fluency and spontaneity,finding ways to communicate what...want to say
• Write at varying length for different purposes and audiences,using the variety of grammatical structures they have learnt
• Discover and develop an appreciation of a range of writing in the language studied

During this session at Ililc 2015 I intend to look at how we can develop communication skills in language learners from KS1,KS2 and KS3 and provide learners with a vehicle of self expression and creativity adding drama to language learning.I hope also to suggest APPS and use of IT to enhance the drama/language learning process and outcomes along the way too.

Drama and dramatic devices used in language learning promote:

• Better and more confident communication skills
• Inclusive participation
• Team work and appreciation of each others' creativity and performance
• An understanding of why intonation and pronunciation matter and how these can enhance character and covey meaning and emotion.
• Importance of the links between dialogue and actions to convey meaning
• Platforms upon which to develop independent creative writing
• Understanding of the importance of punctuation and accuracy in the choice and use of written language.
• Deeper and more creative understanding of text
• A purposeful reason to explore the skills of memorisation and  tools to support the recall of language

Early language learning

1. Voice Machines - sounds of the language and our voice machines (Audio Boom to capture those sounds!)
2. Sunflower song active learning of simple language- numbers 1-10 linked to Springtime and growing plants. (Story Creator to capture the sunflowers growing taller and taller)
3. Colour mimes and word association .Practising new language and finding ways to remember the sound and feel of new language. (Yakiyt for Kids)
4. Stretchy sound and letter string balloons  (Audio Boom balloons) 

Exploring instructions and simple language. 

1. Parts of the body and puppeteers - listening, responding.
2. Using Educreations APP to generate physical performance
3. Mirror mirror on the wall (Step Five )
4. Creative spoken language
5. Flowing mime machines with rhythm and beat accompaniment and spoken word.

Asking and answering questions,speaking in full sentences and engaging in conversation

1. Paper Puppets
2. Superstar sketches.
3. Puppet Pals APP to bring our conversations to life
4. "Fancy dress" Quiz Quiz Swap (I-FunFace APP)
5. Stage set triaramas  with cultural speaking and writing attitude .Use of I-nigma APP to create spoken speech bubbles for the characters.

Now let's get dramatic!

1. If a picture paints a 1000 words Anticipation Emotions displays (FotoBooth1 to generate our own emotions and feelings)
2. Silent Movies , back stories and a taste of great literature (Capture the performance on Camcorders and IPads)'
3. Going on an Autumn walk with poetry
4. "Six characters in search of an author performance  and  a PicCollage to create Story Boards written outcome.
5. 3D Art (Tiny Tap APP) (stage one, stage two, stage three.)