Reasons for using stories Stories grip the imagination of a child. They are motivated to listen carefully. They are inclusive and accessible. Children readily join in with a familiar story. Stories promote discussion and a chance for a child to give their opinion. They can be used across the curriculum.
Stories in a Foreign Language Easier to listen and understand than to read at the outset. Develops listening skills. Allows children to join in and respond in the language. Reinforce what you are doing in Literacy.
Challenges Picture books can seem babyish Books are small for use with a whole class Authentic story language is actually very challenging for a teacher – it is not holiday French How do you choose a book? Where do you get them? Cost?
Links to text level Fostering a love of literature Contextualising language Developing comprehension and composition
Decide on the purpose of the book Enjoyment Reinforcing spoken language and hearing the natural rhythm of the language Cross curricular link To introduce aspects of intercultural understanding To reinforce and contextualise taught language As a tool to teach something specific As the basis of a longer term sequence of work
A Sequence of Teaching Listening, enjoying and involving the learner From text to sentence to word Developing and rebuilding Amending, adapting, recreating Outcome Performing, creating a new book, displays
Developing and rebuilding Ordering sections of text Matching text and pictures Recreating sentences Acting the text Developing new events Outcome Making books/ICT texts Presenting to others Making a labelled display
Que Vois-Tu? Original book Brown Bear by Eric Carle Groups with responsibilities. Class & teacher wrote first sentence together que-vois-tu-1200594089948354-5.ppt
QCA Unit 5 – Les Quatre Amis Cross-curricular ICT link through animation (Monika & Lois)(Monika & Lois Opportunity for assessment ready-made by Asset Making & Marking Progress
Online books with soundfiles Northumberland Grid for Learning
Les trois Ours To the tune of If youre happy and you know it (1 st line doesnt start low – starts on 2 nd note) Papa, maman, bébé, les trois ours (les trois ours) Papa, maman, bébé, les trois ours (les trois ours) Une petite fille s'est approchée De la maison dans la forêt La petite fille s'appelait Boucle d'Or (Boucle d'Or!) Qui a gouté toute la soupe? Boucle d'Or (Boucle d'Or) Qui a gouté toute la soupe? Une souris ou un gros loup? Qui a gouté toute la soupe? Boucle d'Or (Boucle d'Or) !
Qui a essayé les chaises? Boucle d'or (Boucle d'Or) Qui a essayé les chaises? Elle était à son aise Qui a essayé les chaises? Boucle d'or (Boucle d'Or) Qui a touché tous les lits? Boucle d'Or (Boucle d'Or) Qui a touché tous les lits? Boucle d'Or (Boucle d'Or) Qui a touché tous les lits? Elle est méchante mais tant pis Qui a touché tous les lits? Boucle d'Or (Boucle d'Or)
West Sussex Grid for Learning http://wsgfl.westsussex.gov.uk
Grow Story Grow http://www.growstorygrow.com/stories.html
And still we can extend Year 6 Use an extract of a book to look for cognates. Remake simple story books by asking pupils to identify key features & language then make own in the same style. Use as templates / writing frames to move from receptive language learning to productive, creative learners. Histoire de France Bibliobus and French childrens sites available in ICT suite.