Session Two, Tuesday 14 th March 2012. Laying bare the literacy strand. Session objectives. By the end of the session you will have become more familiar with the Literacy objectives in the KS2 Framework for languages
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Session Two, Tuesday 14th March 2012
Laying bare the literacy strand
By the end of the session you will have
become more familiar with the Literacy objectives in the KS2 Framework for languages
discovered some activities which can be used to teach children Literacy skills in a Modern Foreign Language.
In this session you will be working towards the following standards
Q10 Have a knowledge & understanding of a range of teaching… strategies & know how to use & adapt them ...
Q14 Have a secure knowledge & understanding of your subjects/curriculum areas & related pedagogy to enable you to teach effectively...
Q15 To know and understand the relevant statutory & non-statutory curricula & frameworks...
Q17 Know how to use skills in literacy …& ICT to support your teaching & wider professional activities.
Q23 Design opportunities for learners to develop their literacy …
& ICT skills.
L4.2 Follow a short ... text, listening & reading
at the same time.
L 5.2 Make simple sentences & short texts.
Context – Using prepositions to write a poem.
Success criteria – You can use prior learning, a model & dictionary skills to write
at least 5 lines of a poem.
L 5.2 … Read ...a …short text.
L5.3 Write words, phrases and short sentences, using a reference.
Context – We are using language & pictorial clues to read & understand a short story.
Success criteria – You can use cognates & other clues to read a short story in
Make a list of activities you’ve
used or seen used in (English)
Swap lists with another group. Decide how many could be used in an MFL lesson.
Discuss & record the concerns you or other teachers may have when it comes to the teaching of reading and writing in foreign language.
‘Despite the fact that we recognise the importance of children acquiring these skills, there is no doubt that their introduction seems to conjure up feelings of concern. They have come to be labelled as more difficult & less enjoyable elements of the language learning process which often seems to fill both teachers & pupils with fear & trepidation. For too long we have concentrated disproportionately on listening & speaking, to the detriment of the other two skills.’
Christina Skarbek, First Steps to Reading and Writing, CILT Pathfinder.
It can help reinforce skills in the mother tongue.
It is useful preparation for learning a MFL in KS3 & KS4.
Written communication is all around & can’t be ignored.
Oracy is insufficient if we’re to cater for children of ALL learning styles.
If it’s taught using dynamic & varied methods, it can be fun
Writing doesn’t have to involve a pen & paper.
reading labels and posters in the classroom
decoding a word or grapheme traced on their hands/back
holding up word cards whilst listening to a story
following a text read out loud by the teacher
putting word cards in the order they came in a sentence /story/song
with support, read short
messages from a partner
match 1 half of a word to the other half
sort words into dictionary order
play Where Am I in the Sentence?
read words or simple rhymes in different voices
begin to recognise letter strings and phonemes which are different from English
recognise & respond to
find cognates by recognising similarities
read words & rhymes in different voices
read aloud a familiar text or rhyme in
Il y a un lion surla balançoire,Il y a un tigre dansla cour ,Il y a un léopard sousles arbres,Il y a un monstre à côté de l'école …Alors moi… je suis à la maison!
Le chat est sousla table,Le poisson est surla chaise,La souris est à côté de l'ordinateur,Le cheval est dansla poubelle,Mais moi ... je suis juste… ici.
Find a partner &...
Make a brief note together about how today’s session has helped you work towards 1 or more of the QTS standards.
Record an activity you could now incorporate into an MFL lesson.
Make sure you make a
note of this for
yourself too !