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Reading and Writing: Research & Practice To look at the new MFL objectives for Reading and Writing. Consider the development of reading moving to writing,

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Presentation on theme: "Reading and Writing: Research & Practice To look at the new MFL objectives for Reading and Writing. Consider the development of reading moving to writing,"— Presentation transcript:

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2 Reading and Writing: Research & Practice To look at the new MFL objectives for Reading and Writing. Consider the development of reading moving to writing, showing progression across KS2. Demonstrate classroom activities to show the progression from reading to writing. Session Objectives

3  The 7 step phonic process is inextricably linked with the reading and writing progress.  There is a gradual build-up of links between reading, writing and grammar.  Writing consolidates the whole learning process.

4 National Curriculum Objective: Reading and Writing 1 Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases Progressive Learning Outcomes Y3 Identify individual sounds in words and pronounce accurately in sequence; start to recognise the sounds of some letter strings. Y4 Read and recognise some letter strings in familiar words and pronounce when modelled; observing silent letter rules. (Applicable in French) Y5 Read and pronounce familiar words accurately using knowledge of letter string sounds as support; observing silent letter rules. (applicable in French) Y6 Start to predict the pronunciation of unfamiliar words in a sentence using knowledge of letter strings; liaison and silent letter rules. (Applicable in French)

5 National Curriculum Objective: Reading and Writing 2 Read carefully and show understanding of words, phrases and simple writing Progressive Learning Outcomes Y3 Read and show understanding of familiar single words. Y4 Read and show understanding of simple familiar phrases and short sentences. Y5 Read and show understanding of a complex sentence using familiar language. Y6 Read and show understanding of a series of complex sentences using familiar language.

6 National Curriculum Objective: Reading and Writing 3Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including using a dictionary Progressive Learning Outcomes Y3 Use strategies for memorisation of vocabulary; be familiar with the layout of a bi-lingual dictionary. Y4 Use context to predict the meaning of new words; use a bi-lingual dictionary to find the meaning of individual words in the target language and English. Y5 Use context and prior knowledge to determine the meaning of words; use a bi-lingual dictionary to identify the word class. Y6 Use a bi-lingual dictionary to find the meaning of words in written material and understand their meaning in its context.

7 National Curriculum Objective: Reading and Writing 4 Describe people, places, things and actions orally and in writing Progressive Learning Outcomes Y3 Write and say simple familiar words to describe people, places, things and actions using a model. Y4 Write and say a simple phrase to describe people, places, things and actions using a language scaffold. Y5 Write and say a more complex sentence to describe people, places, things and actions using a language scaffold. Y6 Write and say a complex sentence manipulating familiar language to describe people, places, things and actions; maybe using a dictionary.

8 National Curriculum Objective: RW 5 Write words/phrases from memory, and adapt these to create new sentences, to express ideas clearly Progressive Learning Outcomes Y3 Write single familiar words from memory with understandable accuracy. Y4 Write simple familiar short phrases from memory with understandable accuracy. Y5 Write familiar complex sentences from memory with understandable accuracy. Y6 Write familiar complex sentences from memory changing words to create new sentences with understandable accuracy.

9 Reading – breadth of progress expected: Y3 Identify individual sounds in words and pronounce accurately in sequence; start to recognise the sounds of some letter strings; read and show understanding of familiar single words. Use strategies for memorisation of vocabulary; be familiar with the layout of a bi-lingual dictionary. Y6 Start to predict the pronunciation of unfamiliar words in a sentence using knowledge of letter strings; liaison and silent letter rules; read and show understanding of a series of complex sentences using familiar language. Use a bi-lingual dictionary to find the meaning of words in written material and understand their meaning in its context.

10 The writing process moves through: copying words then phrases writing single words or phrases from a model writing single words or phrases from memory manipulating and creating more complex sentences.

11 La Couronne/Jewels in the crown Adapted from an idea at To demonstrate how activities can be adapted to ensure progression across KS2. These activities were carried out in the first week of this term and were linked to ‘Les Trois Rois’. All four year groups had the same crown template.

12 Y3-Pairs Place 5 colour word cards face down. Choose one card and read it to your partner. Draw and colour a ‘jewel’ to match the word on your crown. In the band at the bottom of the crown, write a pattern with the colour words, in the correct colour. Read your pattern to your partner.

13 Y4 – using colour and ‘regal’ adjectives to describe a crown; use a dictionary; Write simple sentences; read to a partner. Good  Recall three French colour words you like the sound of, then draw and fill three big jewels with the letters of the colour word over and over again - written in the correct colour.  Use a dictionary to find three new colours to make three new jewels on your crown.  Create a written pattern band of the colours at the bottom of the crown. Great Write simple sentences – noun, verb adjective. As above, but with teacher support, create a written sentence description for the crown band. Encourage the children to think about the spelling of the colour because of the gender of the noun e.g. La couronne est bleue, jaune, verte... Outstanding  List 6 appropriate English adjectives to describe a crown e.g. regal, shiny, dazzling, beautiful.  Find the French equivalents in a dictionary, fill jewels with the adjectives (written in colour)  In the band at the bottom of the crowns write a statement "Je voudrais une couronne blanche et..."

14 Y5 - read and understand a written description; use the description to decorate a crown; recognise plural adjectival agreements and write a sentence. Good : With support  Read a crown description.  Decorate a crown based on the written description.  Read two of the descriptions from your list.  Write a simple description e.g. ‘J’ai un rectangle vert.’ Great  Read a crown description.  Decorate a crown based on the written description.  Read aloud three of the descriptions from your own list.  With support, write a ‘clue’ sentence to describe part of your crown e.g. ‘Je suis une couronne avec deux plumes rouges.’ Outstanding  Read a crown description.  Decorate a crown based on the written description.  Read aloud all of the descriptions on your list.  Write a ‘clue’ sentence to describe part of your crown. ‘Je suis une couronne avec… deux plumes rouges, sept cercles verts et trois diamants violets.’

15 Examples (5 to choose from in the original lesson) Je suis une couronne: J’ai deux plumes rouges J’ai sept cercles verts J’ai trois diamants violets J’ai huit carrés jaunes J’ai cinq triangles roses J’ai quatre rectangles bleus. Je suis une couronne: J’ai quatre plumes bleues J’ai deux cercles roses J’ai un diamant vert J’ai trois carrés jaunes J’ai huit triangles violets J’ai cinq rectangles rouges.

16 Y6 - read, listen to and understand a written description; write a description using a verb, numbers, shapes and colours; use a bi-lingual dictionary to find unknown words. Good  With support, write crown descriptions on a partially completed grid.  With support, read two of the descriptions from your grid to another person. Help them understand what you have written. You may decorate your crown when your grid and is finished.

17 I have… … Plumes, rectangles, triangles, cercles, carrés, diamants J’aideuxplumesrouges J’aiquatre rectangles J’aicinq J’ai Je suis une couronne: Don’t forget the ‘s’ at the end of the colour and the shape if there is more than one.

18 Y6 - read, listen to and understand a written description; write a description using a verb, numbers, shapes and colours; use a bi-lingual dictionary to find unknown words. Great  With support, write crown descriptions on a grid.  With support, read all of the descriptions from your grid to another person. Help them understand what you have written.  With support, choose your favourite sentence to write at the bottom of your crown. Outstanding  Write crown descriptions on a grid.  Read all of the descriptions from your grid to another person. Help them understand what you have written.  Choose your favourite sentence to write at the bottom of your crown or write one of your own. You may decorate your crown when your grid and your sentence writing is finished.

19 I have… … Plumes, rectangles, triangles, cercles, carrés, diamants J’aideuxplumesrouges Je suis une couronne: Don’t forget the ‘s’ at the end of the colour and the shape if there is more than one.

20 Activities for staged reading leading to writing. Y3 Play bingo with letter strings from colour words. Play Le Pendu with 5 colour words. Read and identify colour words. Y4 Review colours; c’est and ce n’est pas; write simple sentences. Y5 Describe a masculine or feminine animal; adjectival agreement. Y6 Word order scrabble Use a mixture of the cards to write own sentences to describe a monster.

21 Year 3 1.Sounds Lotto – letter strings from colour words. Divide your board into four. Copy one letter string into each quarter. ou g eu r au i 2. Now play Le Pendu with a partner, using the five colour words rouge jaune vert bleu gris 3. Copy the colour words in the order you would find them in a dictionary.

22 Y4 - review colours; c’est and ce n’est pas; write simple sentences. Give pairs sets of colour word cards. Take turns to choose a card and ask each other questions. ‘C’est bleu? Answer ‘Oui, c’est bleu.’ ‘Non, ce n’est pas bleu.’ Repeat several times. Try to catch your partner out! Using a model, children choose 4 colour word cards and write sentences with C’est … Ce n’est pas… Read the sentences to each other for peer marking. Listen for correct pronunciation and look for the correct form of writing a negative sentence.

23 Y4 - write simple sentences using c’est and ce n’est pas; ‘C’est bleu? ‘Oui, c’est bleu.’ ‘C’est bleu? ‘Non, ce n’est pas bleu.’

24 Y5 Describe a masculine/feminine animal – ‘C’est une grande baleine bleue.’ ‘C’est un petit furet violet et vert.’ Think about adjectival position and agreement. Choose an animal picture. Describe it orally to a partner, using size and colour adjectives. Using a scaffold for support, use dictionaries to find more animal words. Draw the animals and write sentences to describe them or make a mini-book ‘Les animaux fantastiques.’ Have fun with it !

25 C’est une grande baleine bleue. C’est une petite abeille jaune et noire. Be creative: C’est un gros furet vert et violet. C’est un petit chien bleu, blanc et rose.

26 Y6 Links to a description of a monster: indefinite article, adjectival position and gender, singular/plural agreement In groups of 6, play Word Order Scrabble using a set of cut-up cards. Take turns to arrange the cards, in correct word-class order, so that they match up in adjectival position, gender and number. The group with the most correct sentences after the allotted time wins. Use a mixture of the cards to write your own sentences to describe a monster.

27 Word Order Scrabble  Give 6 cards to each player.  Put the other cards in a pile in the centre of the table.  Choose who starts.  The first player puts down a card with ‘un’ or ‘une’ on it.  The next player, in a clockwise direction, puts down a card with small or big on it. If the player hasn’t got one, they miss a go and pick up a card from the centre.  Each player takes it in turn to put down their cards in the correct order.  A new sentence cannot be started until the first one has un/une/plural + small/big + body part + colour.  The winner is the first player to get rid of all their cards.

28 Follow-up Tasks. Choose/adapt one or more of the activities from today’s session. Try to match the main elements of the task to the MFL objectives for AfL. Please be prepared to record your successes and thoughts in order to feedback in the next session. Think about what went well and what you might change, and why, if you use the activity again.


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