Association for Language LearningMay 5th 2015

Fun with Reading and Writingfrom KS2 to KS3

Marie-France PerkinsJayne Wright

Aims

• To share ideas for progression in reading and writing from KS2 to KS3

New Key Stage 2 Curriculum

• Describe people, places and things both orally and in writing

• Phonology

• Reading & comprehension

• Use of authentic texts

• Good pronunciation and intonation

• Writing from memory

• Grammar – use of high frequency verbs

Listeninglisten 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 Speakingengage 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* Readingread 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 Writingwrite phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions orally* and in writingGrammarunderstand 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.

Listeninglisten 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 Speakinginitiate 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 Readingread 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 Writingwrite 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.Grammaridentify 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 KS3Rachel Hawkes

The KS2 Framework for Languages

Provides useful guidance

Planning and teaching

Progressive learning objectives over 4 years

Suggested activities and exemplifications

Guidance on planning, transition and KS1

www.primarylanguages.org.uk

New PoS Y3 Y4 Y5 Y6

2. Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words

Make links between some phonemes, rhymes and spellings, and read aloud familiar words

Recognise how sounds are represented in written form

More secure with reading aloud and good pronunciation. Revisit previous sounds

More accurate More accurate

Key aim: continually improve the accuracy of their pronunciation and intonation.

• Alphabet

• Letters and sounds

• Vowel combinations

• Other common phoneme-graphemes

Making links between some phonemes, links between some phonemes, rhymes and spellings, and read aloud rhymes and spellings, and read aloud familiar wordsfamiliar words

Put alphabet words in gestures

Letters and Sounds in French

Alphabet Song

Apprends l’alphabet en chantant

Vowel Sounds

a e é i o u

a a a a – J’ai du chocolat,

e é e é – Je l’ai mangé,

i i i i – Je l’ai fini,

o o o o – Je deviens gros,

u u u u – Je n’en veux plus!

The Vowel Train

• Each child has a card with a different vowel• They walk around the room saying their

vowel (keep card secret)• The aim is for all the vowels to group

together and form a train going around the room

• The carriages to be in the correct order

• Progress to a Word Train using, for example: chocolat, je, mangé, fini, gros, plus

1. un 2 . deux 3 . trois 4 . quatre 5 . cinq 6 . six 7 . sept 8 . huit 9 . neuf10 . dix11 . onze12 . douze

lundimardimercredijeudivendredisamedidimanche

Memory Hooks Memory Hooks

oi oi

Pass the Croissant

oi

oi

la planète oi http://www.trainingforlearning.co.uk/planetes_phonique.htm

Les Planètes Phoniques

3trois croissant noir

poisson oiseau

Listen to these 2 words or phrases – which has the ‘oi’ sound in it. The first or the second?

1. La Côte d’Ivoire

2. Le Cameroun

Try saying this rhyme in pairs

Une oie,

Deux oies

Trois oies

Quatre oies

Cinq oies

Six oies

Sept oies

C’est toi

Who can manage this tongue twister?

Il était une fois, un homme de foi qui vendait du foie dans la ville de Foix. Il dit ma foi, c'est la dernière fois que je vends du foie dans la ville de

Foix.

moi

toi

boisson

Victoire

soir

joie

Can you pronounce these words?

moi

toi

boisson

Victoire

soir

joie

Listen to the correct pronunciation now

Interactive Activities

Happy Family Card Games to practise www.lightbulblanguages.co.uk

We Will Rock You

ou onon ouou onon eaueau chch

Grapheme Spotter• Skim read and find all the words with

ou / é /er

Starter - Sound PatternsWhich of these words has a ‘wa’ sound?

a) poisson b) chaud c) maison

Which of these words doesn’t have an ‘o’ sound?

a) bateau b) faut c) plus

Which of these words is the odd one out?

a) heure b) feu c) histoire

Which of these words have the same sound pattern in them?

a) trop b) maux c) bisous d) oiseau d) dois

Other Phonics ideas

• Play pass the letter bag – combine with a phoneme e.g. m combined with ou = mou• Hot and Cold• Fruit salad• Sound Orchestra• Fly Swat• Pass The Pebble• Eiffel Tower / tally chart• Dance Mat• Bingo/Rip Bingo

New PoS Y3 Y4 Y5 Y6

7. Read carefully and show understanding of words, phrases and simple writing 5. Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases

Recognise some familiar words in written.

Read aloud familiar words.

Follow a short familiar text, listening and reading at the same time.Read some familiar words and phrases aloud and pronounce them accurately.Read and understand a range of familiar written phrases.

Recognise that texts in different languages often have same conventions of style and layout

Apply phonic knowledge to support reading

Re-read frequently a variety of short texts

Read and understand themain points and some detail from ashort written passage Identify different text types andread short, authentic texts for enjoyment or information. Match sound to sentences andparagraphs

Key aims: to discover and develop an appreciation of a range of writing in the language studied. Respond to written language form a variety of authentic sources

Strategies to develop literacy..• Decoding skills – pictures and prior

learning• Making a physical response• Focus on phonics• Spelling practice• Making human sentences• Different sentence structure • Word order /grammar word classes• Models and writing frames to support

writing• Telling a story

Mime Meaning

• Teacher shows the text and children mime the meaning.

Examples:

• Bonjour • Il fait beau.• Pluto est une petite planète froide

parce qu’elle est loin du soleil.

Hide and Reveal• Children see part of a word and then

guess what it says - reveal beginnings/middles/ends of words/ turn upside down!

Read if it’s True•Slowly rub out and reveal a sentence and children read if it is correct. Teacher v Class

Treasure Hunt

Dice Games

• Setting a table• Drawing a house• Dressing a teddy

Secret Signaller

• le grand nez• la grande bouche• le petit nez

• la petite bouche

• Reading in pairs and assessing each other

Sounding really French/Spanish

Matching Words and Pictures

• Draw line from word or phrase to picture

• Cut and stick activities

• Multiple choice

• Games to match text and pictures: Pelmanism/ Card Race

BBC primary languages

La Surprise de Handa

Un zUn zèèbre a piqubre a piquéél’orange. l’orange. Aimera-t-elle l’orange?Aimera-t-elle l’orange? Une autruche a piquUne autruche a piquéé

la goyave. la goyave. Aimera-t-elle la mangue?Aimera-t-elle la mangue?

Aimera-t-elle la goyave?Aimera-t-elle la goyave?Un singe a piquUn singe a piquéé

la banane.la banane.Aimera-t-elle la banane?Aimera-t-elle la banane?Il Il éétait une fois une petitetait une fois une petitefille qui s’appelait Handafille qui s’appelait Handa

Un Un perroquetperroquet a piqu a piquééle fruit de la passion. le fruit de la passion. PATATRAS!PATATRAS!

Aimera-t-elle l’ananas?Aimera-t-elle l’ananas? Une giraffe a piquUne giraffe a piquéél’ananas. l’ananas.

Une Une gazellegazelle a piqu a piquéél’avocat. l’avocat.

Aimera-t-elle le fruit Aimera-t-elle le fruit de la passion?de la passion?

Aimera-t-elle l’avocat?Aimera-t-elle l’avocat?Un Un ééllééphant a piquphant a piquééla mangue. la mangue.

La Surprise de Handa

• Cut up words, sentences and texts for children to piece back together

• Stations games

• Human sentences

• Listen to a song / story and piece text together

• Listen and put sentences in order

Jigsaw Activities

• Story, poem, report, instructions, song, story, rhyme …

• Children perform an action/gesture/mime as a response to known words / words they think they might know

• Make predictions• Children listen and wave text cards when they

hear their word/phrase/sentence• Children carry on reading • Children join in with repetitive words and phrases• Choral speaking / individual parts• Springboard to develop speaking and writing

activities

Exploiting a Text:

Annotate Texts/List Words

Words I know Like English Don’t know yet

Mots que je connais Comme en anglais Mots que je ne connais pas

Text from Storms and ShipwrecksWest Sussex

À Pau … il fait chaud

À Liège … il neige

À Rieux … il pleut

À Caen … il y a du vent

À Marseille … il y a du soleil

À Montélimar … il y a du brouillard

À la plage …. Il y a des nuages

Dans les bois … il fait froid

SILENT LETTERS

Clap and say (intonation)

New PoS Y3 Y4 Y6

10.Write phrases from memory, and adapt these to create new sentences, to express ideas clearly 11. Describe people, places, things and actions orally and in writing

Experiment with Experiment with the writing of the writing of simple wordssimple words

Write simple Write simple words and words and phrases using a phrases using a model and some model and some words from words from memorymemory

Make simple Make simple sentences sentences and short and short textstexts

Write words, Write words, phrases and phrases and short short sentences, sentences, using a using a reference reference source source

Write sentences Write sentences on a range ofon a range of

topics using a topics using a modelmodel

Key aims: can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt

Without Paper!

Magic FingerMagic Finger

Writing in the air/on partner’s hand, arm or back for word to be guessed

yeux ojos eyes

nez nariz nose

bouche boca mouth

oreille oreja ear

tête cabeza head

épaules hombros shoulders

A fun reason to write

• Guess the secret word

BonjourMadameJ’aimeleschaussettesmaisjepréfèrelesbottes.Jepréfèrelesbottesparcequ’ellessontconfortables.

Snakes

Ski Mountain

• Children start with a sentence opener at the top of the mountain• They gradually build longer sentences as they ski down the mountain• Teacher checks each stage and draws a tree

http://www.lightbulblanguages.co.uk/

Writing projects• Word and shape poems• Poetry• Menus • Diaries• Emails• Letters• Postcards• A story ending• Cartoon stories• Fact files

Les Monstres

Je metsmon

ma

pantalon

T-shirt

manteau

pull

rouge

bleu

jaune

vert

ma

t-shirt

je metsIl fait

parce qu’beau

pull

chaudmon

rouge

bleu.

• Make human sentences• Make sentences on mini whiteboards

donc

www.lightbulb

Author Vincent Everett

Writing Frame

• Dice Game• To play the game of Consequences• Writing activity to create sensible sentences

Author Vincent Everett

Il pleut

Il pleut , Il pleut, Il pleut Il fait beau

Il fait du soleil Il est tôt

Il se fait tard Il Il Il Il

Toujours Il Toujours Il qui pleut et qui neige

Toujours Il qui fait du soleil Toujours Il

Pourquoi pas Elle? Jamais Elle

Pourtant Elle aussi Souvent se fait belle!

Refrains Enfantins Spectacle ( Editions Gallimard. 1951)

Prévert

Il a mis le café Dans la tasse Il a mis le lait Dans la tasse de café Il a mis le sucre Dans le café au lait Avec la petite cuiller Il a tourné Il a bu le café au lait Et il a reposé la tasse Sans me parler Il a allumé Une cigarette Il a fait des ronds Avec la fumée Il a mis les cendres Dans le cendrier

Sans me parler Sans me regarder Il s'est levé Il a mis Son chapeau sur sa tête Il a mis son manteau de pluie Parce qu'il pleuvait Et il est parti Sous la pluie Sans une parole Sans me regarder Et moi j'ai pris Ma tête dans ma main Et j'ai pleuré

Jacques Prévert

Models / Word Banks

triste – sadContent(e) – happyfâché(e) - angry nerveux(euse) - nervous terrifié(e) – frightenedsurpise – surprisedchoqué(e) - shocked

http://mmeperkins.typepad.com

• Pass the bag to music• When the music stops the person holding

the bag takes out a letter• Make a word with the letters

Surprise Bag

Roll a dice, cover the word for the number rolled.Write that word in the empty box next to it. If correct colour in the box on the left.

1. un

2. deux

3. trois

4. quatre

5. cinq

6. six

7. sept

8.huit

9.neuf

6. dix

Look, Cover, Write & Check

un pantalon10

• Writing from memory and correcting own mistakes

• Best copies on sugar paper with chalks

Café Chocolat Y3/4Chocolate Topic

Songs – practise conjugating high frequency verbs

Practising writing high frequency verbs

PoS 12Understand basic grammar …….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.

1. je2. tu3. Il /elle4. nous5. vous6.Ils/elles

Danser – to dance

Je danse à la disco à l’ école à la maison

Finding Materials