Language and literacy at KS2.

Language and literacy at KS2

Listening 1) Listen and show understanding by joining in and responding 2) Link the sound, spelling and meaning of words Speaking 1) Ask and answer questions 2) Express opinions 3) Ask for clarification and help 4) Speak in sentences 5) Describe people, places, things Grammar 1) Gender of nouns 2) Singular and plural forms 3) Adjectives (place and agreement) 4) Conjugation of key verbs Reading 1) Read and show understanding of phrases and simple texts 2) Read aloud with accurate pronunciation 3) Use a dictionary Writing 1) Write phrases from memory 2) Adapt phrases to create new sentences. 3) Describe people, places, things

Every teacher is a teacher of…
"Every teacher is a teacher of English because every teacher is a teacher in English.” George Sampson, primary teacher and school inspector. (1921)

Life cycle of a plant Hier is een zaad De wortel groeit
Na de stam, de bladeren groeien Na de bladeren, de bloem groeit Na de bloem, de vrucht groeit De vrucht geeft ons de zaden

Life cycle of a plant Hier is een zaad De wortel groeit
Na de wortel, de stam groeit Na de stam, de bladeren groeien Na de bladeren, de bloem groeit Na de bloem, de vrucht groeit De vrucht geeft ons de zaden

Language and literacy skills
Strategies for inclusion Key methods for learning spelling and vocabulary Developing dictionary and reference skills Specific strategies for reading Using reading as a stimulus for speaking and writing A focus on the relationship between literacy in English and the teaching of foreign languages

Questions to use when observing ‘literacy’ in any subject
Are key terms and vocabulary clear and explored with pupils to ensure that they recognise and understand them? Are they related to similar words or the root from which they are derived? Do teachers identify any particular features of key terms and help pupils with strategies for remembering how to spell them or why they might be capitalised (e.g. ‘Parliament’ in history or citizenship)? Do teachers remind pupils of important core skills – for example how to skim a text to extract the main elements of its content quickly or to scan a text for information about a key word or topic? Do teachers make expectations clear before pupils begin a task – for example on the conventions of layout in a formal letter or on the main features of writing persuasively? Do teachers reinforce the importance of accuracy in spoken or written language – for example, emphasising the need for correct sentence punctuation in one-sentence answers or correcting ‘we was…’ in pupils’ speech? Do teachers identify when it is important to use standard English and when other registers or dialects may be used – for example, in a formal examination answer and when recreating dialogue as part of narrative writing? Do teachers help pupils with key elements of literacy as they support them in lessons? Do they point out spelling, grammar or punctuation issues as they look at work around the class? Does teachers’ marking support key literacy points? For example, are key subject terms always checked for correct spelling? Is sentence punctuation always corrected? Extracts from the document below (bold added) Reading, writing and communication (literacy): distance learning materials for inspection. October 2011, No

Strategies for inclusion
Language as identity Recognition of language as talent Language as useful knowledge The importance of names Particular focus on EAL students but not exclusively on those who are still acquiring English. We have many students whose English would not mark them out as different (they have worked hard often to make this the case). Parents are keen for their children not to be seen as different academically (i.e. not get into the top sets) and sometimes deliberately don’t mention that they speak another language at home. I think there is an issue there for us. The key messages that a languages dept (and the whole school) can give is that we want to recognise other languages of heritage as important, for several reasons. They are important for identity, for the self-esteem of the learner, so that they don’t feel they are a different person at home and at school because of the language which is bound up with culture etc.. We also want to be clear that we recognise language knowledge as talent, whichever language it is. We can make this clear in big ways and small ways. Finally, we need to remember how significant names are and ensure that we pronounce them correctly. If a student has his/her name pronounced wrongly by 13 teachers every week for 5 years, I’m not sure what message this sends. As linguists we can make this something we do explicitly – showing our interest in different names and making sure we get them right.

Did you know? There are around 7,000 languages spoken in the world!
French? Cantonese? Turkish? Russian? Italian? Gujarati? Hindi? German? Bengali? Polish? Getting to know your class in Y7 – using the time when students are new to you to find out about their language heritage. The information they give you here can be used then to call on their expertise when you learn Fr,Sp,Gm etc.. to ask for similarities and differences. Mandarin? Arabic? Spanish? Portuguese? Did you know? There are around 7,000 languages spoken in the world!

With my brother/sister
Name of Language I use this language…. With my mum With my dad With my brother/sister with my grandparents With my friends Name of Language I use this language…. at home in school to read to talk to sing Name of Language I use this language…. to write to pray to play to listen to read to hear stories Rachel Hawkes

More than 38 languages are spoken by students at CVC
Languages CVC Afrikaans Greek Shona Maltese Arabic Gujarati Mandarin Spanish Bengali Hausa Malayalam Swedish Cantonese Hebrew Norwegian Tagalog Dutch Hindi Nyanja Turkish Hungarian Panjabi Farsi Ukrainian Icelandic Polish Finnish The first activity gives rises to the ability to look at the languages in your whole school population. I collate responses and produce this list. In current Y7 we have 15% learners with some additional language knowledge/use in their background. That’s around 40 students out of 300. This information can be shared in assemblies to build an ethos of internationalism, an openness to other languages which is exactly what a languages dept sets out to do. The benefits are therefore two-way. Children feel special and we build a learning community that is positively disposed towards other languages. We try to draw parents into this too by holding an annual International Talent Evening. Year 7 tutor groups perform their Spanglovision songs that they’ve learnt for European Day of Languages. Students in Y7 with additional languages are invited to perform a short reading or poem in that language. The words are projected on a screen in English and the language so that all can listen and hear the different sounds, but understand the meanings too. We have a full house on this evening every year. Valenciano Italian Portuguese French Japanese Urdu Russian German Welsh Lithuanian Serbian More than 38 languages are spoken by students at CVC

Chang Ge Xing 长歌行 Alexia Sloane
Green is the helianthus in the garden, waiting for sunlight to dry its morning dew. Bright spring bestows kind nourishments, nature’s myriad of things are illuminated. Always I dread the advent of autumn, when leaves turn yellow and flowers wither. A hundred streams flow eastwards into the sea - will they ever return west? Alas, he who wastes his youth is left only to grieve in old age, all in vain. Alexia Sloane

Ana Boskovic Bio jednom jedan lav… (by Dusan Radovic)
What kind of lion? A terrifying lion, Unpleasant and mad! Horrible, Horrible!!! Do not ask what he was eating. He ate whatever he wanted – A whole tram and one piece of a cloud! He walked on three legs, watched with three eyes, Listened with three ears! Sharp teeth, mean stare, he didn’t know about mercy. But then, one day, little Brana erased him from his notebook! Kakav lav? Strašan lav, narogušen i ljut sav! Strašno, strašno!!! Ne pitajte šta je jeo.Taj je jeo šta je hteo - tramvaj ceo i oblaka jedan deo! Strašno, strašno! Išao je na tri noge, gledao na tri oka, slušao je na tri uva! Strašno, strašno!!! Zubi oštri, pogled zao, on za milost nije znao! Strašno, strašno!!!! Dok ga mali Brana jednog dana nije gumom izbrisao! Strašno, strašno!!!! Ana Boskovic

Key methods for learning spelling and vocabulary
Sound-writing links first (phonics – in session 4) Knowing what you know Active ‘doing’ to learn Making links We will see in the final section – the relationship between English literacy and FL teaching and learning, that we contribute very significantly to literacy. When we teach the foreign language, we start at the beginning (or wherever they have got to in primary) but we are working with learners who have a higher level of consciousness about learning processes in general because they are older and have been in formal education for a few years. The effect of this can provide a boost to transferable skills that many learners have not yet managed to acquire to a satisfactory level in English. It thus provides a second bite at the cherry. We often say that this is for lower ability learners. Actually, anecdotally I have evidence that this is effective across the board. I know that for myself my knowledge of English grammar developed through foreign language lessons. I don’t think that this is any different now. My daughter, now in Y10, describes understanding finally what the parts of language are and what they do in a sentence as a result of her French lessons in Y9, despite her recollection that they did a lot of the same sorts of things in English at KS2. So this is about the need to reinforce (and the value of doing so) knowledge started in English in primary and not assuming that they will know it because they’ve been taught it. As we will be aware, it is often only linguists who consistently get ‘practice’ and ‘practise’ right and who use ‘fewer’ correctly, rather than ‘less’. That suggests that a majority of learners do not acquire language literacy after one sustained attempt in KS2. So the first key transferable skill we teach in foreign languages that has a profound effect on literacy is how to learn the spelling of new words. I think that in secondary we are currently the only subject that could claim that it allocates significant curriculum time to methods for learning and retaining spellings and acquiring new words. This is something that we should be much more vocal about. It it not the case that in other subjects they don’t need to acquire new words – it is asked of them all the time. My Y10 daughter was set a list of history key terms (on the theme of Russia) to learn in the first week of her GCSE course. Her Y9 science revision guide was full of key terms that needed learning. We teach the means to do this in several ways. 1. We focus students on the sound-writing pattern. With FL phonics we take the sounds that are different to English to teach these patterns. We break down the sounds of words into syllables to facilitate pattern-building and to focus on accurate spelling. This is one strategy also used in KS2 literacy. In English the patterns are not so kind, of course, but that knowledge in itself is important. By realising how phonetically regular Spanish is, students are reminded that in English there are more words that they need to just learn. 2. We also teach students how to go about learning vocabulary. First thing is to work out what you know. This is not taught explicitly anywhere else in the curriculum at secondary but is a vital first step. We break down these stages for students. Do you know how to read it aloud? Do you know what it means? Can you spell it? Can you use it in a sentence? In the new gov guidance, as we shall see, this approach fits exactly with the notion of ‘teaching that supports literacy’. 3. We also teach strategies for memorising. We teach how important it is to be ‘active’ when you learn. Looking at a list of words for 10 minutes is unlikely to produce lasting retention. What should learners do? We fill that gap. We practise these sorts of activities in the lessons. 4. We also often (although this is by no means in my view something that should take us out of the TL) draw attention to links between English and the FL. I’m thinking here of incidental moments, with romance languages in particular, where the Fr or Sp word is a cognate of a more sophisticated version of the idea in English. e.g. aumentar = augment (relationship also to music – augmented intervals). We also sometimes engage in starter activities that draw on the links between lots of languages – to spot patterns (bread slide). And finally, we also often use tasks that focus explicitly on breaking syntax down into its component parts – adjectives - verbs – nouns.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 idea araña elefante olvidar
universo cerdo ciclista casa Layering memory of the key phonics sounds – iconic word, image, gesture to represent each key sound, chosen for its difference to English pronunciation. coche cucaracha gimnasia hamburguesa España zumo gusano llave 15

oi ui eu au ou i u é ez er qu gn in en on tion
le poisson Oui! le jeu-vidéo les ciseaux ou i u é la poule le midi les lunettes le bébé ez er qu gn New version of Francophoniques – reduced to 16 key sounds. le nez penser la question la montagne in en on tion le vin le serpent le pont la pollution

Self assessment How do I know what I know? 1 I can pronounce the word
Make a set of online flashcards & spend 20 mins using them to learn (50 pts) 1 I can pronounce the word 2 I know what it means 3 I can spell the word 4 I can use the word in a sentence Use your core language sheet and vocab book to create new sentences with the words (50 pts = pts = 10) For example: Use the Look, Cover, Say/Write, Check method (50 pts) 1 The word ‘mère’ is pronounced ‘mair’ 2 It means ‘mother’ 3 It is spelt m- è – r – e 4 It can be used in this sentence: Ma mère s’appelle Jenny. Work with a partner to learn the words, testing each other (50 pts) Record yourself saying the words and the English meaning – use this to test yourself (50 pts) Make own flashcards on card and use them to test yourself over and over (50 pts) How do I know what I know tasks Take your list of language and rate your knowledge of each. Then decide how you need to improve: - Practise pronunciation - Learn what the word means - Practise how to spell the word - Create sentences with the word Use WordArt and type words out in alphabetical order(50 pts) Write each word 3 times & translate once (50 pts) Rachel Hawkes

1. la semana pasada 2. tengo 3. fuimos 4. me encanta
Look at the following Spanish words and award them a number (1 – 4) according to the criteria below: 1. I can pronounce this word/phrase 2. I know what it means 3. I can spell this word/phrase 4. I can use this word/phrase in a sentence 1. la semana pasada 2. tengo 3. fuimos 4. me encanta 5. las instalaciones 6. no puedo 7. quisiera 8. barato 9. muchas tiendas 10. llevar 11. tuve que 12. estaba 13. cansado 14. cómodo 15. compré 16. veinte

1. la semaine dernière 2. j’ai 3. nous sommes allés 4. j’adore
Look at the following French words and award them a number (1 – 4) according to the criteria below: 1. I can pronounce this word/phrase 2. I know what it means 3. I can spell this word/phrase 4. I can use this word/phrase in a sentence 1. la semaine dernière 2. j’ai 3. nous sommes allés 4. j’adore 5. les équipements 6. je ne peux pas 7. je voudrais 8. pas cher 9. beaucoup de magasins 10. porter 11. j’ai dû 12. c’était 13. fatigué(e) 14. confortable 15. j’ai acheté 16. vingt

4. me encanta (I love (it))
Look at the following Spanish words and award them a number (1 – 4) according to the criteria below: 1. I can pronounce this word/phrase 2. I know what it means 3. I can spell this word/phrase 4. I can use this word/phrase in a sentence 1. la semana pasada (last week) 2. tengo (I have) 3. fuimos (We went) 4. me encanta (I love (it)) 5. las instalaciones (the facilities) 6. no puedo (I can’t) 7. quisiera (I would like to) 8. barato (cheap) 9. muchas tiendas (lots of shops) 10. llevar (to wear) 11. tuve que (I had to) 12. estaba (I/s/he/it was) 13. cansado (tired) 14. cómodo (comfortable) 15. compré (I bought) 16. veinte (twenty)

1. la semaine dernière (last week) 2. j’ai (I have)
Look at the following French words and award them a number (1 – 4) according to the criteria below: 1. I can pronounce this word/phrase 2. I know what it means 3. I can spell this word/phrase 4. I can use this word/phrase in a sentence 1. la semaine dernière (last week) 2. j’ai (I have) 3. nous sommes allés (We went) 4. j’adore (I love) 5. les équipements (the facilities) 6. je ne peux pas (I can’t) 7. je voudrais (I would like to) 8. pas cher (cheap) 9. beaucoup de magasins (lots of shops) 10. porter (to wear) 11. j’ai dû (I had to) 12. c’était (it was) 13. fatigué(e) (tired) 14. confortable (comfortable) 15. j’ai acheté (I bought) 16. vingt (twenty)

Speed-dating Groups of 8 in 4 x pairs
In pair, one faces the screen, one has back to it The one facing is the tester and asks each phrase in English Other person responds with French (Spanish) equivalent Tester gives feedback – if incorrect, s/he reads clearly the correct answer from the screen At the end of the round, tester gives the person his/her sheet showing ticks/crosses Move on to next tester and repeat – try to improve score each time After 4 rounds, swap over – the testers should have learnt too, so that they only need 1 or 2 rounds maximum Activities that promote active learning of vocabulary – e.g. Speed-dating

1 English  Spanish  English
-id at the end of the word often changes to -ido The boy is timid El chico es tímido Can you translate the following sentences? 1. El ácido es rojo. 2. The acid is a liquid. What would the following words be in Spanish? solid rapid vivid Can you write a sentence in English using each and translate it into Spanish? Notice that you also add a tilde (accent) on the first vowel i.e. tímido

ANSWERS 1 El ácido es rojo. The acid is a liquid. solid rapid vivid
The acid is red. El ácido es un líquido. sólido rápido vívido

Developing dictionary and reference skills
Understanding when you need a dictionary Using avoidance strategies Developing independence Verb manipulation Expanding and enhancing We model and teach dictionary and other reference skills that transfer directly to other subjects and contribute directly to literacy. The fact that we demonstrate the importance of accuracy and of checking spelling / meaning is significantly different to work done in most other subjects currently (although this is set to change as a result of the new Ofsted framework) 1. We focus in Y7 on knowing when you need a dictionary and when you don’t 2. We practise using dictionaries with confidence and with some speed 3. In languages we work on the 80:20 principle – in written work we want to see an accurate adapation of language learnt in the lesson to represent 80% work and 20% can be independently researched 4. We teach students how to use verb tables – online We model different levels of writing – and give specific guidance on how to enhance work, which always includes the following elements: a. longer sentences b. varying the subject c. varying the sentence beginnings d. complex sentences e.g. past /present comparison e. good use of a variey of tenses f. use of interesting vocabulary / adjectives / verbs

When do you need a dictionary?
When you can’t tell the meaning of a word because it doesn’t look like an English word When you can’t use the rest of the words in the sentence to guess the meaning When you are writing and need to know the gender of a noun or check the spelling of a word When you want to research new language on your own to say what you want to say!

1. el voleibol 4. el atletismo 2. el fútbol 7. el bádminton
¡Organizad estos deportes olímpicos en orden alfabético! 1. el voleibol 4. el atletismo 2. el fútbol 7. el bádminton 3. la gimnasia 8. el boxeo 4. el atletismo 5. el ciclismo 5. el ciclismo 2. el fútbol 6. el tenis 3. la gimnasia Organise these Olympic sports in alphabetical order. Answers appear on the right hand side with the important letters highlighted in yellow. 7. el bádminton 6. el tenis 8. el boxeo 1. el voleibol

Vamos a usar un diccionario inglés-español
para buscar vocabulario en español. Es posible usar un diccionario tradicional o un diccionario online. We are going to use an English-Spanish dictionary to look for vocabulary in Spanish. It’s possible to use a traditional dictionary or an online dictionary.

El diccionario online es gratis y rápido.
The online dictionary is free and fast.

Es posible buscar vocabulario español o inglés.
It’s possible to look for Spanish or English vocabulary.

sport = el deporte Slide shows where the translation is to be found if you type ‘Sport’ into the ‘English-Spanish’ menu. The gender is also indicated. It is easy to note that the word is singular as it doesn’t end in an ‘s’ in Spanish. Click on the icon (bottom left) and the hyperlink will take you to the live page on the internet.

¿Cómo se pronuncia el vocabulario español?
¡Usa la fonética! Pero si es necesario, haz clic aquí… … para verificar. How do you pronounce the Spanish vocabulary? Use the phonetics! But if it’s necessary, click here… to check. I have circled in red what you would click on to hear the word pronounced. Once again, clicking on the icon will take you to the live web page so that you can hear the audio.

¡Buscad estos deportes en un diccionario!
Look for these sports in an dictionary! Teachers may choose to ask pupils to do this on computers using an online dictionary or using a paper dictionary. Hopefully the translations will still be the same! There is an accompanying word document that can be copied for pupils so that they can write straight onto it. I realised that there are a lot of sports in this list so maybe it would be an idea to put pupils into groups (divide & conquer) or to get pupils to look up their favourite 10 sports from the list. Translations follow on the next 3 slides.

tletismo rtes marciales aloncesto ádminton oxeo alonmano iclismo
a____________________ ( ): athletics a____________________ ( ): martial arts b____________________ ( ): basketball b____________________ ( ): badminton b____________________ ( ): boxing b____________________ ( ): handball c____________________ ( ): cycling d____________________ ( ): decathlon e____________________ ( ): skiing e____________________ ( ): fencing e____________________ ( ): horse riding e____________________ ( ): climbing tletismo n/m/sg rtes marciales n/m/pl aloncesto n/m/sg ádminton n/m/sg oxeo n/m/sg alonmano n/m/sg iclismo n/m/sg ecatlón n/m/sg Click to reveal, in order, the translation and the number/gender. Ask pupils to pronounce accurately. Predict which words they may struggle with and practise these sounds in advance? Alternatively, highlight problem areas and focus on them as they arise. squí n/m/sg sgrima n/f/sg quitación n/f/sg scalada n/f/sg

útbol imnasia olf ockey alterofilia udo arate ucha otociclismo atación
f____________________ ( ): football g____________________ ( ): gymnastics g____________________ ( ): golf h____________________ ( ): hockey h____________________ ( ): weightlifting j____________________ ( ): judo k____________________ ( ): karate l____________________ ( ): wrestling m____________________ ( ): motorcycling n____________________ ( ): swimming p____________________ ( ): canoeing r____________________ ( ): rowing útbol n/m/sg imnasia n/f/sg olf n/m/sg ockey n/m/sg alterofilia n/f/sg udo n/m/sg arate n/m/sg ucha n/f/sg otociclismo n/m/sg atación n/f/sg iragüismo n/m/sg emo n/m/sg

ugby nowboarding enis ela oleibol oga n/m/sg n/m/sg n/m/sg n/f/sg
r____________________ ( ): rugby s____________________ ( ): snowboarding t____________________ ( ): tennis v____________________ ( ): sailing v____________________ ( ): volleyball y____________________ ( ): yoga ugby n/m/sg nowboarding n/m/sg enis n/m/sg ela n/f/sg oleibol n/m/sg oga n/m/sg

Reading as a stimulus for speaking and writing
Reading and responding Hotseating Exploiting more challenging texts

Songs, rhymes and poems Que fait ma petite main ?
Elle caresse : doux, doux, doux Elle tape : pan, pan, pan Elle gratte : grr, grr, grr Elle chatouille : guili, guili, guili Elle pince : ouille, ouille, ouille Elle danse : hop, hop, hop. Au revoir ! This is a children’s rhyme (comptine in French). It introduces some interesting verbs, all of which, incidentally, are regular verbs. It also practises onomatopoeia as the words are the normal representations of sounds linked to the verbs. Would children be able to tell you what sounds English children make? Introducing finger rhymes like this in Year 3 (or even earlier) allows children very quickly to experience the intonation patterns of the language and to speak at length. They will be very proud of their prowess, and so will their parents. Younger children could also explore how we would represent the hand movements in paint, as these children from Sunderland did. I am sure you can really see the verbs in the pictures. Which aspects of the PoS does engagement with songs, rhymes and poems address? Can teachers suggest any further ways to work with songs, rhymes and poems that address different aspects of the PoS? NB: Depending on the group, there may be useful time to spend here, sharing ideas for other specific resources. (5-10 mins, depending)

Children also experience onomatopoeic representations of sounds linked to the verbs. Would children be able to tell you what sounds English children would make for the same verbs? Introducing finger rhymes like this in Year 3 (or even earlier) allows children very quickly to experience the intonation patterns of the language and to speak at length. They will be very proud of their prowess, and so will their parents. Younger children could also explore how we would represent the hand movements in paint, as these children from Sunderland did. I am sure you can really see the verbs in the pictures. We should always use gesture to help convey meaning, rather than symbolically. When using symbols to help children remember words, it is important to be consistent and that a gesture convey the idea of the word. For example, how would you gesture a house? Rain? A chair?

Using the hand is a good way of helping children to remember a sequence of phrases. Finger rhymes are common in most languages. Have you considered that the very act of painting is a form of gesture?

1 Vemos un oso pardo, un pájaro rojo,
Let’s start with an example of a straightforward story text. It is really helpful to have the lines of text numbered as we shall see. 1 Vemos un oso pardo, un pájaro rojo, 2 un pato amarillo, un caballo azul 3 una rana verde, un gato morado, 4 un perro blanco, una oveja negra, 5 un pez dorado y a nuestra maestra que muy contenta nos ve sonreír.

Listening and responding
- to key sounds / phonics ¿Estas palabras están en el texto? ¿Sí o no? Líneas uno a tres, ¿un caballo? (Are these words in the text? Yes or no? Lines one to three, a horse?) En líneas dos a cuatro encuentra una palabra que rima con ‘gato’ Encuentra 3 palabras con el sonido ‘j’, ‘v’. - to individual words Levanta la mano cuando oigas un color / un animal. - to meaning Un oso pardo ¿es posible? ¿Sí o no? (go through all of the animals) - to mood / emotions Reading and responding - read aloud for pronunciation / fluency Choral reading. Teacher drops out and pupils carry on. - de-coding of words / idiom / meaning behind the word ¿Cómo se dice ‘teacher’ en español? (How do you say ‘…’ in Spanish?) - grammatical focus In this text you could look at masculine / femenine nouns, adjective placement. - comparison of two texts – sounds / words / imagery / rhymes / rhythm / style

Speaking and Writing - responses
Memory – individual words / phrases Cover the text. Which words can they remember? Gap fill. Cover words up. Can students tell you which are missing? Memory – whole text Choral reading. Cover all / most / some of the text. Teacher begins to read – pupils join in and supply the missing words when the teacher pauses. Memory  spoken performance Work in pairs. Fui a la tienda de animales y compré…trying to list all the items in order. Re-writing – individual words / substitution ¿Cómo se dice ‘a red cat’ en español? Change the animal / colour details Re-writing – different ending / different point of view / similar piece in the style of Pupils tell a different story. In this case it would be one with different animal/colour combinations. Creating in a new genre – a dialogue / a letter / a diary entry / narrative / rap ¿Tienes un animal? Sí, tengo un… Y¿cómo es? Es …

7 - Pauvre, pauvre Olivier, 8 et pauvre petit pied.
1 Mon ami Olivier 2 a un peu mal au pied. 3 Hier, il est tombé 4 en bas de l’escalier. 5 Il a beaucoup pleuré, 6 sa maman l’a soigné : 7 - Pauvre, pauvre Olivier, 8 et pauvre petit pied.

Strategies for reading
“Do teachers remind pupils of important core skills – for examples how to skim a text to extract the main elements of its content quickly or to scan a text for information about a key word or topic?” Reading, writing and communication (literacy) Distance learning materials for inspection within the new framework – guidance and training for inspectors OFSTED (October 2011)

Hallo! Ich heiße Stefan. Ich bin dreizehn Jahre alt und mein Geburtstag ist am 4. April. Wie heißt du und wie alt bist du? Ich wohne in Süddeutschland in einer kleinen Stadt, die Bad Hersfeld heißt. Sie liegt in der Nähe von Frankfurt. Ich komme also aus Deutschland aber meine Eltern kommen nicht aus Deutschland. Mein Vater, der John heißt, kommt aus England und meine Mutti ist Französin. Sie ist in Paris geboren. Wir wohnen in Deutschland denn mein Vater hat einen Job hier. Er arbeitet für eine große Computerfirma in Frankfurt. Ich besuche die Schule in Bad Hersfeld, wo ich wohne. Ich mag die Schule aber sie ist manchmal langweilig. Ich mag Mathematik und Deutsch aber ich finde Englisch schwierig. Ich bin sportlich und habe viele Hobbys. Mein bester Sport ist Fußball aber ich mag auch Tennis. Ich mag auch Comics – ich habe viele Comics zu Hause.

1. mein Geburtstag 5. die Schule 2. Stadt 6. schwierig 3. mein Vater
1. Read the text quite quickly. Don’t stop when there are words you don’t understand. You are just trying to pick up on the gist (main message) of the text this time around. Now see if you can assign an appropriate heading to each paragraph. There are more headings than you need! Put numbers 1,2,3,4 under the 4 most appropriate headings. My school My parents My routine My hobbys Where I live Myself 2. Read the text again. Highlight every sentence where you are pretty sure you can guess the overall meaning, even when you don’t know the meaning of each word. How many sentences have you highlighted? Write that number here ________ (total number of sentences = 16) 3. Read the text again. This time, see if you can interpret the likely meanings of the following words (that you have never met before!) They appear in order in the text to help you find them. 1. mein Geburtstag 5. die Schule 2. Stadt 6. schwierig 3. mein Vater 7. auch 4. arbeitet 8. viele 4. Circle the word that best describes your understanding of this text now: I understand all / most / about half / less than half / none of this text.

Gefallen dir Filme? Improving your reading skills

Reading for gist This involves reading a passage to get a general idea of what it’s about, but not worrying about understanding the complete content or every specific idea. For example, read this summary of a new film release and decide upon the genre of the film: a. Liebesfilm b. Horrorfilm c. Zeichentrickfilm d. Komödie e. Krimi f. Actionfilm g. Science-Fiction Film You only have 30 seconds!

Mr. Bean mag den Regen in England nicht so gern
Mr. Bean mag den Regen in England nicht so gern. Zum Glück gewinnt er im Lotto: eine Woche Urlaub an der Côte d'Azur. Urlaubsreif und mit seiner neuen Videokamera fährt der Tölpel ins Ausland. Dabei verursacht er eine Spur der Verwüstung in Südfrankreich. Irgendwie schafft er es sogar in den Wettbewerb der Filmfestspiele von Cannes und treibt auf dem roten Teppich sein Unwesen. Gleichzeitig gibt es ein Missverständniss und man hält ihn für einen Kidnapper, denn der kleine Stefan ist immer an seiner Seite, seit er seinen Vater am Bahnhof verloren hat.

a. Liebesfilm b. Horrorfilm c. Zeichentrickfilm d. Komödie e. Krimi f
a. Liebesfilm b. Horrorfilm c. Zeichentrickfilm d. Komödie e. Krimi f. Actionfilm g. Science-Fiction Film

Skimming Learners read for the general content of a text
Skimming Learners read for the general content of a text. An example of skimming in real life is when we look through an article to get a general idea of what it’s about, before reading in detail. Example: Read the film summary again and answer these questions: Is it a story about … a) a wedding b) an accident c) a holiday? Is the action set in … a) England b) France c) Germany? You have 45 seconds!

Is it a story about … a) a wedding b) an accident c) a holiday?
Is the action set in … a) England b) France c) Germany?

Scanning Learners search a text quickly for specific information.
An example of scanning in real life is looking quickly through the headlines of newspaper for articles of interest. Example: Read the following 5 questions & read the text to find answers: What does Mr Bean win? How long is Mr Bean in France? In which French city is Mr Bean? What colour is the carpet Mr Bean finds himself on? What’s the boy called who befriends Mr Bean? You have 60 seconds!

Mr. Bean mag den Regen in England nicht so gern. Zum Glück gewinnt er im Lotto: eine Woche Urlaub an der Côte d'Azur. Urlaubsreif und mit seiner neuen Videokamera fährt der Tölpel ins Ausland. Dabei verursacht er eine Spur der Verwüstung in Südfrankreich. Irgendwie schafft er es sogar in den Wettbewerb der Filmfestspiele von Cannes und treibt auf dem roten Teppich sein Unwesen. Gleichzeitig gibt es ein Missverständniss und man hält ihn für einen Kidnapper, denn der kleine Stefan ist immer an seiner Seite, seit er seinen Vater am Bahnhof verloren hat. What does Mr Bean win? How long is Mr Bean in France? In which French city is Mr Bean? What colour is the carpet Mr Bean finds himself on? What’s the boy called who befriends Mr Bean?

What does Mr Bean win. How long is Mr Bean in France
What does Mr Bean win? How long is Mr Bean in France? In which French city is Mr Bean? What colour is the carpet Mr Bean finds himself on? What’s the boy called who befriends Mr Bean?

Cognates Cognates are words in German which are similar or the same as words in English and have the same meaning. Example: Butter in German means the same as ‘butter’ in English. False cognates (or false friends) These are words which are similar or the same in both languages, but which have a different meaning. Example: also in German does not mean ‘also’ in English (it means ‘therefore’, whereas the German auch translates as ‘also’ in English). Now identify at least 4 new cognates in the film description. You have 90 seconds!

Identifying key words Underline the key words in a text, or complete a table with key words from the text. Example: Read the film summary again and complete the following table with key words. Wer? Was? Wo? Warum? Problem? Resultat/ Ergebnis? You have 2 minutes!

Wer? Was? Wo? Warum? Problem? Resultat/ Ergebnis?
Mr. Bean mag den Regen in England nicht so gern. Zum Glück gewinnt er im Lotto: eine Woche Urlaub an der Côte d'Azur. Urlaubsreif und mit seiner neuen Videokamera fährt der Tölpel ins Ausland. Dabei verursacht er eine Spur der Verwüstung in Südfrankreich. Irgendwie schafft er es sogar in den Wettbewerb der Filmfestspiele von Cannes und treibt auf dem roten Teppich sein Unwesen. Gleichzeitig gibt es ein Missverständniss und man hält ihn für einen Kidnapper, denn der kleine Stefan ist immer an seiner Seite, seit er seinen Vater am Bahnhof verloren hat. Wer? Was? Wo? Warum? Problem? Resultat/ Ergebnis?

Wer? Was? Wo? Warum? Problem? Resultat/ Ergebnis?

Guessing meaning When you read the text again working on an oral translation with the person beside you. The passage contains several new words and phrases you should try to guess the meaning of these new words and phrases by their context. zum Glück: urlaubsreif: der Tölpel: verursachen: eine Spur der Verwüstung: es schaffen: sein Unwesen treiben: gleichzeitig: verloren: You have 7 minutes!

zum Glück: urlaubsreif: der Tölpel: verursachen: eine Spur der Verwüstung: es schaffen: sein Unwesen treiben: gleichzeitig: verloren:

Summarizing Summarizing is an example of integrating skills. You read a text and identify the main points, then use those main points to write a summary (a much shorter version of the text) containing only the essential information. Now that you have watched the trailer and read this text of about 90 words please summarize the information in no more than 40 words. You have 5 minutes!

Key areas of overlap Making links (within and across languages)
Strategies for accurate spelling, memorising and retention of new vocabulary Key reading skills – skimming, scanning etc. Research and reference skills - focus on written accuracy and the importance of checking Marking for accuracy and for quality of language If we are secure that in languages we do all of this, then we can be confident that teaching a foreign language supports literacy and that in the languages department we are doing our part to ensure that good  outstanding.

Every teacher is a teacher of…
languages "Every^ teacher is a teacher of ……………………………………………..” "Every languages teacher is a teacher of essential literacy skills, which support progress in every subject, including English.”

Language and literacy at KS2.

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