Uploaded byLisa Stevens
Using 'Literature' to support primary language teaching and learning
The document discusses the use of literature, music, and storytelling to support primary language teaching, highlighting their effectiveness in engaging students through catchy songs, rhymes, and stories. It includes various links to resources, activities, and examples that teachers can utilize to enhance language learning and promote cultural understanding. The content emphasizes the importance of creativity, adaptability, and the joy of learning languages through enjoyable literary forms.
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Using 'Literature' to support primary language teaching and learning
- 1. Using ‘literature’ tosupport primary language teaching. lisibo.com @lisibo Language Show 2021 14th November Lisa Stevens
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- 8. SONG • community • allinvolved • low risk • catchy • ‘background’ • easy to use
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- 10. Hello to allthe children of the world. https://youtu.be/Hsbfw-h4euw Hands of the World project – How far we’ll go! https://youtu.be/FvNXGr6SFL0 Let’s Go Cultural! Hello song https://youtu.be/JSV1Ggcut6o
- 11. CHANTING https://www.youtube.com/watch?v= -ug8xNFPZAc&t=5s Linking music andlanguages https://changing- phase.blogspot.com/2021/08/music-and- languages.html
- 12. RHYMES • rhythm • rhyme •short • catchy • sometimes linked to a game • call and response
- 14. Phonics Marie-Odile Guillou Rachel Hawkes SueCave Noémie Neighbou r - Italian Leigh McClelland - German
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- 17. • rhythm • rhyme •figurative language • structure • introduce to writers in the language of study This Photo by Unknown Author is licensed under CC BY-SA
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- 20. PROSODY Doña Pito Piturra Tieneunos guantes, Doña Pito Piturra Muy elegantes . Doña Pito Piturra Tiene un sombrero, Doña Pito Piturra Con un plumero. http://lisibo.com/2011/07/dona-pito- piturra/ story –based on Yummy Yucky - https://www.lightbulblanguages.co.uk/resour ces/PrimarySpanish/yucky-yummy-v2.ppt
- 21. STORIES • familiar • comforting •non threatening • repetitive • adaptable • stimulus This Photo by Unknown Author is licensed under CC BY-SA-NC
- 22. This Photo byUnknown Author is licensed under CC BY-NC
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- 24. ANIMALS Link to LaSelva EL CARNVAL DE LOS ANIMALES d shared by Angela Smith Ce n’est pas une giraffe. Ce n’est pas un poisson C’est une giraffon! Is it un or une? How do we decide? A favourite with Y2
- 25. STRANGE ANIMALS Animals disguisethemselves as other animals http://lisibo.com/2019/04/strange-animals/
- 27. SHAPES KS1/LKS2 Thanks toCharlotteB-f for sharing https://youtu.be/X_b4O6Ko_3g from
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- 29. USING A BOOK http://lisibo.com/2021/09/hip opotama-feliz-pato-enojado/ questionform estar + adjective emotions masc/fem muy (bastante) -ito/a Two presentations (books available in other languages!) http://lisibo.com/2020/11/tak e-one-book-phorum- presentation/ http://lisibo.com/2021/03/tak e-one-book-v2-lw2021/
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- 32. WRITING IN RESPONSE Play withlanguage Rewrite stories Apply grammatical knowledge Models to new versions Adding ‘bells and whistles’
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- 35. VERBS - ar verbs(and some others) 3rd person singular and plural
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- 47. • Outdoor learning •Recycling previous vocabulary in new contexts • Providing a core of vocabulary plus choices • An opportunity to be original http://lisibo.com/2014/06/seasonal- poems/ LOS COLORES DE LAS ESTACIONES
- 48. HELPFUL REFERENCES ALL LiteratureWiki Pinterest links to research on Storytelling and stories in language learning Pinterest board of online stories Blogposts on books on ¡Vámonos! - lots of posts! article on storytelling in Teach Primary GoogleDocs of my library! covers Spanish, French, German, other languages, ICU books, reference and non fiction
- 49. Lisa Stevens Twitter @lisibo lisibo@me.com Website:www.lisibo.com Pinterest - www.pinterest.co.uk/lisibo/
Editor's Notes
- #3 mentions great literature – but also cultures, curiosity, world understanding and asks that P can communicate, understand and respond
- #6 started highlighting but really poitnless as all highlighted!
- #11 culture – world view
- #15 https://youtu.be/VDND1vGQ9Ew
- #16 Phonics
- #25 debate - masc or fem??
- #31 A whole using song, rhyme, scripts, story
- #48 They are simple, yes. But they demonstrate to varying extents that they can write at varying length, for different purposes and audiences, using the variety of grammatical structure that they have learnt broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions … and in writing (Languages Programmes of Study: Key Stage 2)