Presentation on Reading and Writing

1. Association for Language Learning
May 5th
2015
Fun with Reading and Writing
from KS2 to KS3
Marie-France Perkins
Jayne Wright

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

3. 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

4. Listening
listen 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
Speaking
engage 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*
Reading
read 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
Writing
write phrases from memory, and adapt these to create
new sentences, to express ideas clearly
describe people, places, things and actions orally* and in
writing
Grammar
understand 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.
Listening
listen 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
Speaking
initiate 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
Reading
read 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
Writing
write 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.
Grammar
identify 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

5. 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

6. 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.

7. • Alphabet
• Letters and sounds
• Vowel combinations
• Other common phoneme-graphemes
Making links between some phonemes,links between some phonemes,
rhymes and spellings, and read aloudrhymes and spellings, and read aloud
familiar wordsfamiliar words

8. Put alphabet words in gestures

9. Letters and Sounds in French

10. Alphabet Song
Apprends l’alphabet en chantant

11. 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!

12. 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

13. 1. un
2 . deux
3 . trois
4 . quatre
5 . cinq
6 . six
7 . sept
8 . huit
9 . neuf
10 . dix
11 . onze
12 . douze
lundi
mardi
mercredi
jeudi
vendredi
samedi
dimanche
Memory HooksMemory Hooks

14. oi oi

15. Pass the Croissant
oi

16. oi
la planète oi http://www.trainingforlearning.co.uk/planetes_phonique.htm
Les Planètes Phoniques

17. 3trois croissant noir
poisson oiseau

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

19. 1. La Côte d’Ivoire
2. Le Cameroun

20. Try saying this rhyme in pairs
Une oie,
Deux oies
Trois oies
Quatre oies
Cinq oies
Six oies
Sept oies
C’est toi

21. 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.

22. moi
toi
boisson
Victoire
soir
joie
Can you pronounce these words?

23. moi
toi
boisson
Victoire
soir
joie
Listen to the correct pronunciation now

24. Interactive
Activities

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

26. We Will Rock You
ou onon ouou onon eaueau chch

27. Grapheme Spotter
• Skim read and find all the words with
ou / é /er

28. Starter - Sound Patterns
Which 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

29. 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

30. 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 the
main points and
some detail
from a
short written
passage
Identify
different text
types and
read short,
authentic texts
for enjoyment
or information.
Match sound to
sentences and
paragraphs
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

31. 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

32. 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.

33. 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

34. Treasure Hunt

35. Dice Games
• Setting a table
• Drawing a house
• Dressing a teddy

36. Secret Signaller
• le grand nez
• la grande bouche
• le petit nez
• la petite bouche

37. • Reading in pairs and assessing each
other
Sounding really French/Spanish

38. 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

39. BBC primary languages

40. La Surprise de Handa
Un zUn zèèbre a piqubre a piquéé
l’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?
IlIl éétait une fois une petitetait une fois une petite
fille qui s’appelait Handafille qui s’appelait Handa
UnUn perroquetperroquet a piqua piquéé
le 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 piquéé
l’ananas.l’ananas.
UneUne gazellegazelle a piqua piquéé
l’avocat.l’avocat.
Aimera-t-elle le fruitAimera-t-elle le fruit
de la passion?de la passion?
Aimera-t-elle l’avocat?Aimera-t-elle l’avocat?UnUn ééllééphant a piquphant a piquéé
la mangue.la mangue.

41. La Surprise de Handa

42. • 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

43. • 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:

44. 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 Shipwrecks
West Sussex

45. 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)

48. 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 withExperiment with
the writing ofthe writing of
simple wordssimple words
Write simpleWrite simple
words andwords and
phrases using aphrases using a
model and somemodel and some
words fromwords from
memorymemory
Make simpleMake simple
sentencessentences
and shortand short
textstexts
Write words,Write words,
phrases andphrases and
shortshort
sentences,sentences,
using ausing a
referencereference
sourcesource
Write sentencesWrite sentences
on a range ofon a range of
topics using atopics 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

49. 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

50. A fun reason to write
• Guess the secret word

51. BonjourMadame
J’aimeleschaussettesmaisjepréfèrelesbottes.
Jepréfèrelesbottesparcequ’ellessontconfortables.
Snakes

52. 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

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

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

56. Les Monstres

57. Je mets
mon
ma
pantalon
T-shirt
manteau
pull
rouge
bleu
jaune
vert

58. ma
t-shirt
je metsIl fait
parce qu’
beau
pull
chaud
mon
rouge
bleu.
• Make human sentences
• Make sentences on mini whiteboards
donc

59. www.lightbulb

60. Author Vincent Everett

61. Writing Frame
• Dice Game
• To play the game of Consequences
• Writing activity to create sensible sentences
Author Vincent Everett

62. 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

63. 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

64. Models / Word Banks
triste – sad
Content(e) – happy
fâché(e) - angry
nerveux(euse) - nervous
terrifié(e) – frightened
surpise – surprised
choqué(e) - shocked

65. http://mmeperkins.typepad.com

67. • 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

68. 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

69. un pantalon
10

70. • Writing from memory and
correcting own mistakes
• Best copies on sugar paper with chalks
Café Chocolat Y3/4
Chocolate Topic

76. Songs – practise conjugating
high frequency verbs

77. Practising writing high frequency verbs
PoS 12
Understand 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. je
2. tu
3. Il /elle
4. nous
5. vous
6.Ils/elles
Danser – to dance
Je danse à la disco
à l’ école
à la maison

78. Finding Materials