Gina Ottaway – SLE Westdene TSA

 Writing gives learners the opportunity to find ways of expressing their ideas in a foreign language.  Writing gives learners the opportunity to try out the language with plenty of thinking time.  A learner’s writing gives the teacher a good opportunity to diagnose grammar and vocabulary problems and to identify progress.  Writing allows learners to practice new structures in an extended context.  Writing can provide more variety in classwork Mark Hancock and Annie McDonald

Reading and writing are supported by, and reinforce, the development of oracy. In KS1 or lower KS2 – children begin to understand the letters and phonics of the MFL – this is later applied in their reading and spelling. Introducing reading and writing skills from the start is essential. By upper Key Stage 2, children are able to read and produce longer and more complex structures. Children will begin to access texts independently for their own enjoyment.

PROGRESSION IN WRITING SKILLS Copy words – making labels Gap-fill letters into words – eg completing learnt phrases, puzzles, wordsearch Copy short phrases – eg short dialogues, Christmas cards Gap fill words into short phrases – eg songs with Cloze procedure Copy sentences – eg from board Gap-fill short phrases into sentences – eg daily routine, ordering food, talking about a hobby Produce words – using glossary/dictionary – labelling. Writing topics lists in games Produce short phrases – answering questions in a listening acitivity, describing pictures, gap-fill phrases in Dialogue Produce sentences – eg answering questions, writing a description (Jane Jones and Simon Coffey – MFL 5 – 11)

Phoneme – grapheme correspondence  “We believe it is important to introduce the written word to children early on in their language learning. The important thing is to make the sound-spelling links explicit, systematic and as complete as possible.” Julie Prince “Sounds and Words” Eg Phoneme Boxes – Decode words - eg dictionary work. Draw boxes around each letter/letter string which corresponds with a phoneme. S-a-p-in or l- a-p-in Team games – phonemes on table – teacher reads out a word and children race against each other to form the word.

 Stories: Ours brun, Ours brun

L’agneau qui ne veut pas être un mouton

LES VÊTEMENTS – 1: Use interactive white board games/flashcard games to develop vocabulary 2: Teach Je porte/Tu porte/Il porte/Elle porte – conjugation of verbs 3: Develop scripts using “Comic Strip” programme in ICT suite 4: Children learn scripts and have a fashion show – show in Assembly

Poetry – beach poem 1: Choose your poem 2: Build up knowledge of language and key words with flashcards and actions 3: Sentence building in groups with cut up phrases 4: Class poem 5: Create individual poems – make a class book/display 6: Paintings/illustrations to go with them.

walczak-shed.html Ideas to exploit the text  Secure understanding in French with flashcards  Dictionary lesson –  Brainstorm in pairs ideas for their own story  Use scaffolded text to support children to create their own stories