Day 3: Thursday 29 January 2015

‘Planning and Assessment’Greenwich PDC

*London Schools Excellence Fund Project

Greenwich

• Recap on last session • Feedback from the

classroom

Sharing of good practice:10-minute activities

• To look in detail at the KS2 PoS• To consider ways to develop using the

target language through stories and short routines

• To plan for assessment and progress• To consider ways to support colleagues in

teaching languages • To reflect on the role of coordinating primary

languages: reviewing PL policies, planning and monitoring

• To look in detail at the KS2 PoS• To consider ways to develop using the

target language through stories and short routines

• To plan for assessment and progress• To consider ways to support colleagues in

teaching languages • To reflect on the role of coordinating primary

languages: reviewing PL policies, planning and monitoring

*Outline of the dayPART ONE: Planning

* long and medium term planning (schemes of work)

*working with existing resources

* lesson planning

*Language Policy & resources: what should a good LP include?

PART TWO: Monitoring pupil progress: pupil audits- what have you learnt

*Summative teacher assessment tool to monitor and assess progress / aid transition within and post-KS2

*Formative pupil self-assessment tool

*Teacher assessments to return next session, plenary and evaluations

* Planning

Long and medium term planning/

Schemes of Work

working with existing resources

lesson planning using 10 min activity

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Medium term(during one term/half-term/ month)

Long- term planning (over a KS or a year)

Whole-school scheme of work

(Programme of Study/Assessment and Progression/ Existing Resources in school/links to other

areas/transition/MLcoordination)

Short term:

individual lesson

plans

Planning for Primary ML

* Medium-term planning

*What? *When? *How?

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*What?*Story/text

*Topic/ theme

*Key vocabulary

*TL for Transactions/Routines

*Structures

*Cultural aspects

*Learning strategies and skills

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When?*Timing

*Sequencing

*Follow up and reinforcement

*Scaffolding

*Place in the SOW and the curriculum, prior learning , whole school events, time of the year

*Things happening in other areas of the curriculum

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*How?*Approach and method

*Progression

*Activities (games, songs, stories etc.)

*Existing tesources and staffing

*Scaffolding

*Links to other areas of curriculum

*Assessment opportunities

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Le navet énorme

Where do we start?

Le navet énorme

Le navet énorme

Where do we start?

* Medium-Term Plans

What information would you

expect to be included in a

medium-term plan for

Primary ML?

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* Information about

Learning objectives - Oracy,

- Literacy,

- Grammar/Knowledge about Language,

- Cultural Aspects

- Language Learning Strategies

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Outcomes - Differentiation?

Assessment

• Time• Resources

• Prior Learning

Linguistic objectives/Key

Language - Vocabulary

- Structures

- pupil TL use/routines

- Speaking/Writing

Frames?

*Lesson Objectives- English or TL?

-‘trigger verbs’ – (discuss,understand, read,

pronounce etc)

- Links to PoS/LOs to Framework objectives-Phrasing – what should pupils be able to

do?

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

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*

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

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

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Linking the SOW with the KS2 Framework

Literacy

Oracy Intercultural Understanding

Knowledge about

LanguageLanguage learning

strategies

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*Learning Outcomes

* Expected/differentiated output – all / most / some should….

* What will pupils do / produce / create / know?

* How will pupils show they can …?

*Key vocabulary

*New language/ prior learning

*Itemised language

*Pupil TL/routines

*Speaking/Writing Frames

*How does key vocabulary show progression?

*High frequency / routine language

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

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*

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

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

*Cross-curricular/ ICU links

*Opportunities to develop cultural aspects of topic

*Savoirs (knowledge, skills, attitudes, opportunities)

*Links to other stories / curriculum areas?

*Phonics, Numeracy, ICT

*Assessment strategies

*How / what / when will you assess?

*Linked to assessment tool

*How can you check comprehension?

*Peer / self assessment

*Does plenary facilitate reflection / assessment?

*Resources*Story/text characters/props*Key words/phrases*Other adults / pupils as teachers*Text/ book/digital story*Worksheets / websites*Games / display*Using your existing resources

An example

*Learning how to learn

‘Learning strategies are operations employed by the learner to aid the learning, storage, retrieval, and use of information. […. They] make learning easier, faster, more enjoyable, more self-directed, more efficient and more transferable to new situations’ (Oxford, 1990: 8)

*Language Learning Strategies

What LLS can be taught / made explicit / targeted

Reading for gist / detailUsing visual cues / cognates / prior

knowledge / sensible guessing / phonics knowledge / faux amis

*Pupis should be taught to broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary

write phrases from memory, and adapt these to create new sentences, to express ideas clearly

* How to teach strategies (Grenfell and Harris 1999, Macaro 2001)

Learner strategies training cycle

2. Strategy modelling

6. Students transfer strategies and use them independently

3. Strategy training: application of strategies with scaffolded support

4. Removing the scaffold

1. Raising the awareness of the students

5. Evaluation by students and teachers

*The 4 steps of strategy instruction

Awareness raising

Modelling

Practice, fading out reminders

Evaluation

* Classifying strategies by skill area

1. Vocabulary memorisation strategies

2. Grammar memorisation strategies

3. Reading strategies

4. Writing strategies

5. Strategies for checking written work

6. Listening strategies

7. Speaking strategies

*Knowledge about Language

*Focus on specific structures & patterns

*Links / comparison with literacy in English / other languages

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* KAL in the KS2 Framework

* Approach to teaching Grammar?

* The objectives for developing children's knowledge about language are integrated into the learning objectives and teaching activities for oracy, literacy and intercultural understanding

* ie not separate grammar lessons but part of everyday lessons

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*Why develop KAL?

It helps children to* understand more about language as a system * discover rules* learn the language (L2)* understand the language learning process* challenge themselves beyond the topic* develop oracy & literacy* ease transition to KS3 and beyond* develop competence* learn about their own learning* learn about their first language (L1)* prepare for other languages (L3, L4)

- explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

- speak in sentences, using familiar vocabulary, phrases and basic language structures

- 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.

Pupils should be taught to:

*Word wallssept tête

cette

marionnette

maisonnette

bêteCut out, from paper or card, the shape of an object in that word family, for example, in French you might cut out a big number 7 for the “ette” family onto which you could then blu-tac any other words the children have met in the same family.

* Decide whether you must pronounce the last letter of the following words

nul

télévision

Paris

avec

trop

soir

est

suis

parc

pas

chat

ordinateur

allez

beaucoup

sportif

génial

sport

sac

actif

animal

crayon

*On va faire l’appel

Je suis présent.

Où est…….?

Il est absent.

Je suis

présente.

Où est…….?

Elle est absente.

*Progression

*Add reasons

*Il / elle est malade

*Il / elle est en vacances

*Il/ elle est chez le dentiste

*Busca el intruso

ensalada naranjada patatas fritas bocadillo

espaguetis agua mineral limonada

Coca Cola

Hamburguesa pizza zumo de naranja

fruta

bocadillos patatas fritas ensaladas

pizzas

zumo de naranja Coca Cola limonada

espaguetis

En mi opinión, el intruso es…….

porque es masculino / femenino / plural

Estoy de acuerdo

No estoy de acuerdo

*Grammar clues

Cherche l’intrus Pourquoi ?

nez mains bouches oreilles

bras jambes mains pieds

pyjama chemise chaussure veste

spaghettis brocolis bon-bons épinards

gaz

bras nez chocolat

genoux yeux cheveux châteaux

*Rootsroot english Examples in

EnglishExamples in French

Corp body corporation

corpse

le corps

corporel

PORT CARRY porter je porte

transport

portable

Reg rule regal règle

la Reine

Dent Tooth denture la dent

dentiste

dentaire

Man hand manicure la main

manuel

Habi live habitat j’habite

habitant

habitation

Cent hundred century cent

centimètre

Prim first prime école primaire

premier

Which half of the dictionary do you need to look in?

Where will you look it up? a) German half b) English half

1) A pupil from your partner school in Germany has emailed you. You do not understand the word klettern.

2) You are replying to the email and you want to tell them you have a pet rabbit, but you have forgotten the word for rabbit.

Where will you look it up? a) German half b) English half

Where will you look it up? a) German half b) English half

3) You are making an Easter card, but you are not sure of the way to say Happy Easter.

Where will you look it up? a) German half b) English half

4) You are looking at a German menu and you do not understand the word Wurst.

Look up the word bar in the English half of the dictionary.What is the correct word for bar in each case:

1. A bar of soap.

a) die Bar b) eine Tafel c) ein Stück

2. Last night we went out to the bar.

a) die Bar b) eine Tafel c) ein Stück

3. A bar of chocolate.

a) die Bar b) eine Tafel c) ein Stück

Choosing the correct translation

Your German friend asks you:

Hast du ein Blatt Papier?

Do you have a ______ of paper.

You look up the word Blatt in the dictionary.

How many translations are there?

Which would be the correct translation?

Your German friend also tells you:

Das Blatt ist vom Baum gefallen.

________ has fallen from the tree.

Which would be the correct translation this time?

Choosing the correct translation

*Using music

*La Valise de Dorothée

*Word order

tu-t’-comment-appelles-?

in-heiβe–ich-Bart-ich-und-wohne-in-Springfield

años-?-tienes-cuántos-¿

*Word order – ping pong

C-T-T’-A-?I-H-B-U-I-W-I-S¿-C-A-T-?

*Spot the differencePhoto A Photo B

*Spot the differenceFoto BFoto A

HFWTensesSing / pluralGender / articlesAdj. agreementPrepositionsPronounsConnectivesNegativesWord order

Stage 1: Memorised phrase is used as a memorised chunk – no reflection On va chanter

Stage 2: Prompted Is it X or Y? – reflection prompted by the teacher C’est .... On va chanter or

on va chante?

Stage 3: Remembered

What is...? – more open and focusing on the differences On va chant..... C’est quoi

la terminaison?

Stage 4: Explained Why is it...? – teacher seeking an explanation. Pourquoi c’est chanter et

pas chante?

Raising grammatical awareness

C’est un verbe Ce n’est pas un verbe

1. joue

2. bleu

3. travaille

4. France

5. banane

A : “joue”, à ton avis, c’est un verbe?B : Oui, à mon avis, c’est un verbeA : Pourquoi?B : Parce que c’est une action et on peut dire ......’je joue’

A : A ton avis, bleu, c’est un verbe?B : Non, à mon avis, ce n’est pas un verbe.A : Pourquoi pas?B : Parce que ce n’est pas une action et on ne peut pas dire ‘je bleu’

C’est un infinitif

Ce n’est pas un infinitif

C’est le présent

C’est le futur….

1. joue

2. acheter

3. travailler

4. finit

5. balayer

1. Je vais jouer

2. Il va chanter

3. On travaille

4. Je gagne

5. Je vais aller

A :

B : A :

B :

A :

B :

A :

B :

A :

B : A :

B :

A :

B :

A :

B :

IND

EPEN

DEN

CE

ACCU

RACY

CONTENT

SKILL

listening

speaking

reading

writing

word(s) phrasesQUANTITY

sentencesParagraphs (scaffolded / e-mails / Messages)

nounsartic

lesadjectiv

esverbs connectiv

es

opinions

&

justificatio

ns

unin

telli

gibl

e

copying

mea

ning

unde

rsto

od

mos

tlyac

cura

teco

nfide

ntly

accu

rate

from memory

using unfamiliar languagewith independence & accuracy (using knowledge of phonemes /graphemes, dictionaries etc.).

CONFIDENCE A

ND MOTIV

ATIO

N

What does progress look like?

* Some strategies to ensure progression in the SoW

*Embedding the medium-term plan in the long-term Scheme of Work

*Revising and consolidating the new vocabulary regularly

*Teaching phonics and building up

*Moving from receptive to productive language skills

*Work at sound, word, sentence and text level

*Extend the length of sentences (connectives, adjectives etc)

*Using authentic materials and context

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* Some strategies to ensure progression within the SoW

*Making links with prior learning (revisiting and extending) in a spiral approach

*Applying previously learned vocabulary and structures in new contexts

*Extending use of language beyond the classroom

*Plan opportunities for real communication (links with other schools, videoconferencing, e-mails etc)

*Create opportunities for creative use of language

*Build up towards an end product as outcome of the unit

*Build in assessment to feed-forward to planning

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An example: Planning a unit of

work

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Medium term(during one term/half-term/ month)

Long- term planning (over a KS or a year)

Whole-school scheme of work

(Programme of Study/Assessment and Progression/ Existing Resources in school/links to other

areas/transition/MLcoordination)

Short term:

individual lesson

plans

Planning individual lessons for Primary ML

*Teaching activities

*Strategies to promote & develop oracy / literacy skills

*Presentation >>practice >> production?*3-Stage -Questioning*VAK / learning styles / PLTS*Creative approaches/drama/art/media*Differentiated?*Receptive >>>>productive?

*Planning teaching strategies

1. Helping pupils to memorise vocabulary

• Repeat the words• Match pictures to text• Listen and show/ mime/ draw

etc• Act out (TPR)

2. Checking comprehension

•Sequence the story (with pictures)

•Retell or summarise the story•Substitute some vocabulary

items to create a new one•Answer comprehension

questions•Discuss issues raised in the

text•Act out the story.

Examples of strategies:

*Planning teaching strategies

3. Develop speaking skills

•Ask/ answer questions•Say new sentences•Tell a new story•Find an alternative ending•Relate the text to children’s own

experiences•Devise a short role-play

4. Develop reading skills

•Make children aware of morpheme-phoneme correspondence

•Read words/ sentences/ story•Sequence sentences•Transform sentences•Write another story (using the story

as a template)

Examples of strategies:

Date: Year group:

Subject/topic: Lesson in sequence:

Link to the NC/ Strategy:

Key point(s) for reinforcement from last lesson

Learning objectives (max. 3)

Resources:

Key Vocabulary:

Pupils Learning : Strategies for Assessment:

Success Criteria :

Time Content including differentiation for groups Additional

Needs ( SEN, EAL, specific individuals)

Role of additional Adults

Starter

Additional Needs ( SEN, EAL, specific individuals)

Role of Additional

Adults

Main body of lesson

Additional Needs ( SEN, EAL, specific individuals)

Role of Additional Adults

Plenary

Les

son

Pla

nn

ing

fo

r P

rim

ary

ML

: E

mb

edd

ing

yo

ur

10-m

inu

te a

ctiv

ity

*Language Policy & resourcesDiscussion of examples and sharing

of practice

What should a good LP include?

*PART TWO: Monitoring pupil progress

*Pupil audits- what have you learnt

*Summative teacher assessment tool to monitor and assess progress / aid transition within and post-KS2

*Formative pupil self-assessment tool

*And Finally…

*Teacher assessments- please return them in our next session

*Plenary

*Evaluations