This document provides guidance and resources for primary language teachers. It discusses delivering the primary language curriculum through engaging activities focused on listening, speaking, reading and writing. Suggestions are given for how to approach vocabulary, grammar and culture in age-appropriate ways. The importance of building confidence and enjoyment in language learning is emphasized. A variety of online resources and blogs are recommended for teachers seeking support.
Education Webinar Series: Creating ACTFL-Aligned, Authentic Lessons for Highe...Transparent Language, Inc.
Transparent Language is proud to host a variety of FREE webinars aimed at educating teachers on how they can effectively teach languages with technology.
Teaching higher-level language learners requires a lot of planning time and creativity. After all, don’t all teachers want authentic, engaging lessons that continue to help their students achieve higher language skills? Text books are often antiquated and lack real-time culture. Teachers’ daily schedules are full, leaving little time to devote to creating new, quality lessons for higher-level language learners. This webinar will focus on creating real-time, engaging lessons at all levels based on the ACTFL proficiency scale.
British Council Teaching English: How and Why of Graded ReadersVictoria Boobyer
Online talk given for British Council. There is a recording of the talk here: https://www.teachingenglish.org.uk/article/victoria-boobyer-a-why-how-graded-readers
I am getting ready for my presentation in La Cosecha 2018. Dual Language programs require more than good intentions. Actually, the accurate definition of model, language allocation, and curriculum represent essential elements to implemente dual language successfully.
Using technology to enhance Primary Language LearningLisa Stevens
Presentation delivered by Lisa Stevens @lisibo at the Practical Pedagogies conference at the International School of Toulouse. 15th and 16th October 2015
A presentation by Lisa Stevens delivered at the Practical Pedagogies conference at IST 3rd and 4th November 2016 about sketchnoting/visual note taking from the point of view of an educator; why use it, examples of how to use it and how to do it!
Education Webinar Series: Creating ACTFL-Aligned, Authentic Lessons for Highe...Transparent Language, Inc.
Transparent Language is proud to host a variety of FREE webinars aimed at educating teachers on how they can effectively teach languages with technology.
Teaching higher-level language learners requires a lot of planning time and creativity. After all, don’t all teachers want authentic, engaging lessons that continue to help their students achieve higher language skills? Text books are often antiquated and lack real-time culture. Teachers’ daily schedules are full, leaving little time to devote to creating new, quality lessons for higher-level language learners. This webinar will focus on creating real-time, engaging lessons at all levels based on the ACTFL proficiency scale.
British Council Teaching English: How and Why of Graded ReadersVictoria Boobyer
Online talk given for British Council. There is a recording of the talk here: https://www.teachingenglish.org.uk/article/victoria-boobyer-a-why-how-graded-readers
I am getting ready for my presentation in La Cosecha 2018. Dual Language programs require more than good intentions. Actually, the accurate definition of model, language allocation, and curriculum represent essential elements to implemente dual language successfully.
Using technology to enhance Primary Language LearningLisa Stevens
Presentation delivered by Lisa Stevens @lisibo at the Practical Pedagogies conference at the International School of Toulouse. 15th and 16th October 2015
A presentation by Lisa Stevens delivered at the Practical Pedagogies conference at IST 3rd and 4th November 2016 about sketchnoting/visual note taking from the point of view of an educator; why use it, examples of how to use it and how to do it!
Presentation delivered by Lisa Stevens at Entrust Primary Language conference 26th June 2015 about the activities and outcomes of Comenius Regio project between Birmingham and Barcelona 2009-11
Beginners guide to iPad in the Primary Language ClassroomLisa Stevens
Session delivered at ILILC4 at University of Southampton by Lisa Stevens exploring the pedagogy, application and use of iPads in the context of language learning in Primary education.
A 25 minute workshop on sketchnoting (visual note taking) which I ran at the UK UXPA Creativity event on 21 March 2013, in London. I ran the workshop 3 times back-to-back and by the end of the evening we had around 50 sketchnotes created by the workshop attendees! Mike Rohde and Peachpit very kindly gave me 3 copies of The Sketchnote Handbook to give away and I picked out 3 budding sketchnoters to receive the books. Thanks to the UK UPA for organising the Creativity event and Sapient Nitro for hosting! And a hat tip to Eva-Lotta Lamm who inspired me to start sketchnoting back in 2011.
Slides from my talk at UX Camp London 2010 at LBi London.
Here are the complete notes from the talk:
http://evalottalamm.wordpress.com/2010/04/18/visual-note-taking/
45-minute workshop given at Sketchcamp San Diego on October 6, 2012. Video: http://vimeo.com/52665636 // Speaker notes and more information: http://huah.net/jason/blog/sketchcamp-san-diego-2012/
My slide deck, for the Visual Note-Taking 101 Webinar on Tuesday, May 12th 2009, featuring Austin Kleon, Sunni Brown and myself.
Register for Visual Note-Taking 101:
http://vizthink.com/index.php?option=com_content&task=view&id=434
Blog post with more details on the Rohdesign Weblog:
http://www.rohdesign.com/weblog/archives/003057.html
Infomagic: Unlocking the wonders of information books - practical strategies for their use and enjoyment. Lin and Liz Smith, optional session, SLA Weekend Course, Manchester 2014
THE COMPASS: Route to Academic English
Navigating the rough patches in the academic landscape is a tough experience... All you need to survive is... “THE COMPASS”!
A few of our favourite things - Talleres.pptxLisa Stevens
Presentation given by Lisa Stevens at Talleres de español 2022 Instituto Español Vicente Cañada Blanch, London, sharing some of the favourite activities used in her language learning classroom.
Using 'Literature' to support primary language teaching and learningLisa Stevens
Presentation by Lisa Stevens at The Language Show Live 2021.
This session will consider why ‘literature’ – stories, poems and rhymes – is a great way to support language learning. Whether as a way into a topic, to support phonics or prosody, as a sample text to be adapted or as a way to support inclusion and challenge insularity, allowing learners to see themselves in their learning, literature is a powerful tool in our toolbox.
Take one book - Talleres de español 2021Lisa Stevens
Presentation by Lisa Stevens taking one book - ¡Ojo Oso! by Nicola Grossi and exploring the many ways it could be used in the primary language classroom. Examples include ideas from and links to other curriculum areas.
Presentation by Lisa Stevens taking one book - ¡Ojo Oso! by Nicola Grossi and exploring the many ways it could be used in the primary language classroom.
Presentation by Lisa Stevens in which she takes one book ¿Has visto a mi gata? and explores the many ways that it could be used in the primary languages classroom.
Presentation by Lisa Stevens at The Language Show 2020. This session explores the notion that learning a language is about so much more than lists of words and grammar. Drawing from the speaker’s own observations and experiences as a lifelong language learner as well as a teacher and mother, we will consider the importance of context, culture, communication, celebration and connections in nurturing learners with an enduring passion for language(s).
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
I'm a Primary Language Teacher - help me out here!
1. LISA STEVENS BABCOCK4S 22.06.16
I’M A LANGUAGE TEACHER…
HELP ME OUT HERE
BABCOCK4S CONFERENCE 22ND JUNE 2016
2. "Some are born Primary language
teachers, some become Primary
language teachers and some have
Primary language teaching thrust
upon them"
3. I’M A PRIMARY
LANGUAGE
TEACHER. HELP ME
OUT HERE!
• PoS
• how can we deliver it?
• support
• encouraging and enabling
colleagues
• embedding
• progression
8. 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 KS3
WITH THANKS TO RACHEL HAWKES
10. H E L P A N D S U P P O R T
• Association for Language Learning
• ALL Connect
• Facebook group - Languages in Primary
Schools
• Twitter - lists and #mfltwitterati
11. R E S O U R C E S
• LightBulbLanguages
• TES Resources
• BBC Primary
languages
• Pinterest
• Spanish Playground
• ALL recommends…
16. Pupils should be taught to:
• 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
National Curriculum for England Languages Programme of
Study
DFE, 10/09/13
17. Listen attentively to spoken language and show
understanding by joining in and responding.
1. Repeat words modelled by a teacher; listen and show understanding of
single words through physical response.
2. Listen and show understanding of short phrases through physical response.
3. Listen and show understanding of more complex familiar phrases and
sentences.
4. Listen and show understanding of more complex sentences containing
familiar words and gist with unfamiliar words.
FROM SUE CAVE - SHARING GOOD PRACTIC
19. Eins, zwei, Polizei
drei, vier, Offizier
fünf, sechs, alte Hex'
sieben, acht, gute Nacht!
neun, zehn, auf Wiedersehen!
count the phonemes
pass something every time you hear a phoneme
do a different action for each phoneme eg stamp, clap
20.
21. Debajo de un botón, ton,
ton
que encontró Martín, tin,
tin,
había un ratón, ton, ton,
ay que chiquitín, tin, tin
ay que chiquitín, tin, tin
era el ratón, ton, ton
que encontró Martín, tin, tin
debajo del botón, ton, ton
22.
23. Pupils should be taught to:
• 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*
National Curriculum for England Languages Programme of
Study
25. A , E , I , O , U ( X 8 )
A , A R A Ñ A
E , E L E F A N T E
I , I D E A
O , O L V I D A R
U , U N I V E R S O
L I N K ( S T A R T S A T 1 . 3 0 - I S H )
31. S T R U C T U R E S
un jersey azul grande
Llevo
un
pantalón
verde enorme
Lleva
un
vestido
rojo y pequeño
un
sombrer
o
amarillo minúsculo
un bikini negro largo
33. Pupils should be taught to:
• 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
National Curriculum for England Languages Programme of
Study
34. Read carefully and show understanding of words, phrases
and simple writing.
1. Read and show understanding of familiar single words.
2. Read and show understanding of simple familiar phrases and short
sentences.
3. Read and show understanding of a complex sentence using familiar
language.
4. Read and show understanding of a series of complex sentences using
familiar language.
Read and show understanding of a series of complex sentences using familiar language.
Read and show understanding of a series of complex sentences using familiar language.
FROM SUE CAVE - SHARING GOOD PRACTIC
41. Pupils should be taught to:
• 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
National Curriculum for England Languages Programme of
Study
50. Pupils should be taught to:
• understand basic grammar appropriate to
the language being studied, including (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
National Curriculum for England
Languages Programme of Study
DFE, 10/09/13
63. CULUL CHUCLATI ROSAS CULUL SALMON CULUL ABU
CULUL UBI
NTSUNDU PINKI ORENJI NGWEVU MFU
COKLAT MERAH MUDA ORANYE ABU ABU
UNGU
KHAVE RENGI PEMBE TURUNCU GRI MOR
BRUN ROSA ORANSJE GRÅ
LILLA
KAPAMPANGAN
XHOSA
MALTESE
INDONESIAN
TURKISH
NORWEGIAN
Paraphrasing Shakespeare, "Some are born Primary language teachers, some become Primary language teachers and some have Primary language teaching thrust upon them" How can all three scenarios lead to confident successful teachers and learners, demonstrating significant progress by the end of KS2? We'll explore how to plan for progression (in the long and short term), share sources of support and inspiration and discuss how to best meet the challenges of the Languages Programmes of Study.
built to last
refer to two documents
KS2 on the left and KS3 on the rightAdapted to show more clearly the continuity between KS2 and KS3Joining up KS2 and KS3 – arguably the most important piece of work we will do in our careers over the next 5 x years. The level of responsibility for this will differ, Heads of languages in secondary schools will have an obligation to grapple with it – otherwise their learners will not reach the levels required at the end of KS4 (even though we have not see what those are, we can guess from Curriculum 14 that the standards will be tough). But classroom teachers have the responsibility similarly to respond to what the learners in front of them know – to build on it, to notice the words, skills they already have, and not to assume a ‘from zero’ approach in Y7.
animal symphony - explore patterns, phoneme bingo/hoops
story - La oruga hambrienta/La petite poule rouge (pas moi/moi/moi non plus) thanks Rubiales ;) / Die drei kleinen schweinchen (TES - decafftea) http://www.docstoc.com/docs/105802196/Northumberland-NGfL-Three-Little-Pigs-German-Manual
song/rhyme - Debajo de un botón - clap ton stamp tin
Eins zwei drei, Polizei - count the ei /ie
Using video/audio as starter to lesson eg ¿Cuántos años tienes?
Eins zwei drei, Polizei - count the ei /ie
song/rhyme - Debajo de un botón - clap ton stamp tin
QQT
trapdoor
reciting
exploring patterns to transcribing at KS3
vowel Haka then I made it into a song using RH’s words - but could use any vocabulary!
physical movement
singing - la Vaca Lola
conversations - role play
trapdoor as way towards sentence speaking - Y6 this week picked up on ‘y’ as a connective and used it
stress punching
phonics v impt - site, Pinterest, video
Rachel Hawkes - key to non-specialist confidence - sound phonic knowledge, sound example
tongue twisters too - very good for reciting confidently
also like handwriting!
using support - grids, small cards, mini whiteboards
repetition, fun, make it a game
rhymes - Doña Pitu Piturra http://youtu.be/9e7KTdj3Nmc - handwriting
I’ve got box of cards
books - not just fiction!
songs -Los Planetas http://youtu.be/RQlAoG3q4fQ (original) http://youtu.be/3ZmvaSTIIOw (with widgets) / Das Fliegerlied http://www.ukgermanconnection.org/kids-fliegerlied
give text and decode - what do you think it says? What skills are you using? http://padlet.com/wall/qy5rypop46
non fiction texts v impt - boys particularly love them and not enough in school
look at planets book; technology book - short texts, familiar subjects
play Trapdoor
highlighting texts - highlight all nouns in German text; compare English and Spanish text - look at word order
human sentences - physically putting words in order
word pyramids - uplevelling a phrase into a longer sentence
grammar games - Toolsforeducators board games and dice / pronoun dice
plurals!
highlighting texts - highlight all nouns in German text; compare English and Spanish text - look at word order
human sentences - physically putting words in order
word pyramids - uplevelling a phrase into a longer sentence
grammar games - Toolsforeducators board games and dice / pronoun dice
Verb flowers - Claire Hampson/Suzi Bewell (spiders)
Clare’s game me llamo ….. Me gusta ……… - http://changing-phase.blogspot.co.uk/2012/10/imprinting-verbs.html
colleagues won’t play along
don’t have language skills
“The need to promote effective transition in languages between Key Stages 2 and 3 is not yet high on the agendas of either primary or secondary schools.”
“the introduction of compulsory language learning has not yet stimulated increased contact between language teachers in state primary and secondary schools.” p69