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
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
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.
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
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
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.
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)
46.
47.
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
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
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
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
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
JW
visual reminder in class. Display on your French display wall. Change the sounds being practised by writing them on post it notes and adding them to the speech bubbles. Point from one to the other and children pronounce the grapheme in French / English
.
JW
Is there anything on this list that you wouldn’t do when teaching young children to develop literacy skills in their first language? All of these can be used when teaching the new language.
JW
Good game which can be played whole class and then in pairs as a game of battleships.
It allows two pieces of information or parts of a sentence/phrase to be combined. Here the game is reinforcing adjectival position.
Develops maths and geography skills too because it uses coordinates. To make the French correct the children give the name of the item of clothing followed by a colour to describe it.
.
JW
A lot of early reading skills – developing reading for meaning and basic comprehension can be done with words and pictures.
Stations game – children work in small groups and travel around to different stations/tables where they have a time limit to arrange a cut up word or sentence and copy it on to a white board. On the signal from the teacher they move to the next stations. If done with sentences from a story, they could be asked at the end to put the story in sequence.
Human Sentences - children are given cards that can be used to create a sentence. They come to the front of the class and arrange themselves in the correct order to make a given sentence.
Jigsaw – text back together – cut up song and working together children arrange in order.
Sentences from a song or story are written on the board in different colours that match sets of cubes given to the children. They listen to the story or song and build their cubes into a tower in the correct order that they hear the sentences.