Developing ML writing skills in primary

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Getting children writing in the primary modern language should be fun and meaningful. Be creative in your approaches and be amazed what your learners are able to produce. Writing is not something for …

Getting children writing in the primary modern language should be fun and meaningful. Be creative in your approaches and be amazed what your learners are able to produce. Writing is not something for upper stages only and should be encouraged from early level.

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  • 1.  What types of writing do learners do inyour lessons? What is the balance between the fourskills in your lessons? How do you support writing in yourlessons?
  • 2.  I use the support of others and access appropriate referencematerials of my choice to help me plan my writing in ways thatengage my reader, using ICT when appropriate. MLAN 2-12a  I have opportunities to express myself in writing, exploring andexperimenting with words and phrases using resources, to ensuremy writing makes sense. MLAN 2-13a  I can use familiar language to describe myself and to exchangestraightforward information. MLAN 2-13b I use my knowledge about language and success criteria to helpme, and I can check that I have written familiar words andphrases accurately. MLAN 2-14a 
  • 3. A[ah] B[bay] C[say] D[day] E[euh] F[eff] G[j’ai] H[ash] I[ee] J[gee] K[ka] L[el] M[em]N[en]1 = Un2 = Deux3 = Trois4 = Quatre5 = Cinq6 = Six7 = Sept8 = Huit9 = Neuf10 = Dix11 = Onze12 = Douze13 = Treize14 = Quatorze15 = Quinze16 = Seize17 = Dix-sept18 = Dix-huit19 = Dix-neuf20 = Vingt21 = Vingt et un22 = Vingt-deux…30 = Trente…40 = Quarante…50 = Cinquante…60 = Soixante…70 = Soixante-dix…71 = Soixante onze…72 = Soixante douze…89 = Quatre-vingts90 = Quatre-vingt-dix91 = Quatre-vingt-onze…100 = Cent200 = Deux cents1000 =MilleLes joursde lasemainelundimardimercredijeudivendredisamedidimancheLes moisdel’annéejanvierfévriermarsavrilmaijuinjuilletaoûtseptembreoctobrenovembredécembreQuestion Words:WhoQui?WhatQu’est-ce que?WhenQuand?Where Où?WhyPourquoi?How much Combien?HowComment?WhichQuel(le)(s)?Je me presente!Je m’appelle Sam.J’ai dix ans.J’habite à Aberdeen en Ecosse.J’ai un frère et une sœur.J’ai un chien.J’aime le sport et j’adore la natation.J’aime les fruits et j’adore le melon.Je n’aime pas de chocolat et je déteste le café.jaune rougeorange bleu(e)vert(e) marronviolet rosenoir(e) blanc(he)gris(e)clair (light) foncé (dark)
  • 4. TIME PHRASE VERB ACTIVITY WHERE WITHWHOLe lundi – on MondaysLe mardi – on TuesdaysLe mercredi – on WednesdaysLe jeudi – on ThursdaysLe vendredi – on FridaysLe samedi – on SaturdaysLe dimanche – on SundaysQuelquefois - sometimesSouvent - oftenDe temps en temps – from time totimeD’habitude - UsuallyNormalement – normallyLe matin – In the morningLe vendredi matin – On FridaymorningL’après-midi – in the afternoonLe samedi après-midi – on SaturdayafternoonLe soir – in the eveningLe dimanche soir – on SundayeveningEn été – in Summerje jouetu jouesil joueelle joueon jouenous jouonsvous jouezils jouentelles jouentmon frère jouemes amis jouentje regardej’écouteje chanteje danseje dessineje travailleje bavardeau tennisau rugbyau netballau tennis detableau basketau cricketau volleyaux cartesaux jeux vidéosau Monopolysur l’ordinateurla téléun filmune vidéola radiola musiquedes chansonsavec mes amis /copainsau centresportif – in thesports centreà l’école – atschoolau collège – atschoolà la maison – atthe housechez moi – athomedans le jardin –in the gardenau parc – in theparkavec monfrère – withmy brotheravec mesparents –with myparentsavec monpère - withmy fatheravec mesamis – withmy friendsavec mescopains –with myfriendsavec monéquipe –with myteam
  • 5.  What might these look like for differentage groups / abilities? Early Middle Upper
  • 6. In the sandtrayWith waterbottles filledwithcolouredwaterOn thesmartboardOnbacksOn mini-whiteboardsWith paintUsingtracingpaperWithstring,wool orribbons
  • 7. OnbacksPrimary 1-3
  • 8. Choose a good outline picturea)Collect topic vocabulary as a classtask and write up on board, then usewords to ‘colour’ the pictureb)Let pupils choose an object anddraw bold outline. They then use adictionary to find words which wouldbe suitable to ‘colour’ the picture
  • 9.  j’adore1 l’équitation 2 parce que 3 le rugby 1 et 2 je 1 la natation 2 n’aime pas 2 amusant 2 déteste 1 passetemps 3 le vélo2 c’est 2 super 1 mon2 préféré 3 intéressant2 la télévision 1
  • 10. Literacy skills at the ready! Group roles: recorder, reporter, timer,encourager In groups of four, make up a sentencefollowing the pattern.oror+ ++
  • 11.  Success Criteria: Language Days of week written in French One activity for each day Label activity in French Presentation Big, bold and colourful Clear tidy handwriting Neat illustrations Title and author Blurb
  • 12.  Letters /postcards Emails Posters Leaflets Play scriptsWhat do learners need before they canstart these writing tasks?
  • 13. Source: expo pour l’Écosse , page quatre-vingt-dix-neuf
  • 14. Multiple ChoiceReading andWriting
  • 15. Create blanksand use forown versionsof tasks
  • 16.  http://www.wallwisher.com/ (staff) http://www.wallwisher.com (pupil) Wordle www.bubbl.us GLOW
  • 17. Plenary
  • 18. DevelopingI canConsolidatingI canSecureI canCopy single words andshort phrases correctly.Label things.Find the right word tocomplete short sentences.Write some thingswithout copying, e.g.colours, days of week etc.Use a word list and/orpicture dictionary.I am beginning toexperiment withgrammar.I am beginning to writeshort phrases frommemory.My spelling is usuallygood from memory.Express my likes anddislikes.Begin to describethings.Use a glossary and/or asimple bi-lingualdictionary.Write two or threesentences aboutmyself /othersUse grammar which isgenerally accurate.Use a glossary and / orword listUse a bi-lingualdictionaryUse an online dictionaryWrite for differentpurposes, e.g. letter/recipe etcUse a writing frame tostructure my work.My message is usuallyclear.Write a paragraphabout myself/others withdescription.