You say mince and I say mINce - The need for the OVERT teaching of Phonics in French (SSAT LP Belfry Presentation - Suzi Bewell
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A 45 slide Preso from the SSAT languages conference 2009 at the Belfry in Birmingham. A strategy for the OVERT teaching of the sound-spelling link in French inc pupil pod casts and egs from my own classroom practice.
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You say mince and I say mINce - The need for the OVERT teaching of Phonics in French (SSAT LP Belfry Presentation - Suzi Bewell
- 17. DCSF : Letters and Sounds English Phonics - Mirror Play
- 21. The top 20 most commonly used words in French *Plus another 34 in the top 100 which contain silent final consonants Q. How do you go about teaching exceptions ? Q. What about liasons ? 11. que 12. e(st ) * 13. pour 14. qui 15. dan(s ) * 16. a 17. par 18. plu(s ) * 19. pa(s ) * 20. au 1. de 2. la 3. le 4. e(t ) * 5. le(s ) * 6. de(s ) * 7. en 8. un 9. du 10. une
- 22. Phonic Bingo (Y7 - silent letters) Top Tip! Game 1 – Teacher as bingo caller Next games – winner gets to call soeurs chat vingt ans deux Ils trois minuit gris souris
- 23. Le jeu des 7 familles http://tinyurl.com/jeu7familles
- 24. Sounds Alike Wall Display Posters Sounds Alike! è – ê – ë - ai – ei fr è re ê tre No ë l fr ai se ab ei lle Sounds Alike! s – ss – x – ç – ti dan s e profe ss ion soi x ante fran ç ais atten ti on Sounds Alike! o – au – eau – aux – ô o range p au se b eau chev aux h ô tel Idea inspired by www.smartkids.co.uk
- 25. http://www.wordle.net/ Passé Composé Song
- 36. Audacity http://audacity.sourceforge.net/ NB Alongside Audacity you MUST also install Lame encoder http://lame.sourceforge.net/download.php
- 38. video conferencing with our partner school in Cambrai
- 44. [email_address] www.allsaintslanguagesblog.typepad.co.uk * www.doonceandshare.wikispaces.com Follow suzibewell on www.twitter.com
Editor's Notes
- A wise warrior understands 3 things: The environment they operate in, the strengths and weaknesses of the enemy and the strategy needed to address their enemy Let us consider the battle to get pupils to speaking and writing French like a native
- My colleagues and I have just completed some French oral exams Yet again, like all the years before we heard shocking pronunciation The classics (give pairs maybe where things look the same and sound different of vice versa) Ville famille Beaucoup Trop Tres The target language dyslexia is evidently present and this put in place barriers that result in the issues listed (DO NOT READ THEM OUT)
- Pupil voice is really powerful to get feed forward for lesson planning These messages say, we have got it wrong
- The current strategy is evidently not working Teachers are working hard but may be in the wrong direction Spoon-feeding and learning by rote results in a lack of understanding of the language
- The absence on clear central strategies to teach phonics means there are no coherent plans to teach phonics Therefore how can the enemy be defeated These are quotes from teachers across the UK from all levels of teaching, including SSATs
- In the search for an effective strategy, I have investigated approaches and resources from teachers internationally, published research, journals and existing teaching resources. This initial research phase is now complete I have gathered together resources and a variety of new and diverse teaching techniques to TEACH THE USUAL IN AN UNUSUAL WAY
- Having told you about how I engage the pupils and their subconcious mind Let me know look specifically at content to teach phonics I am now implementing these resources and approaches with Key StaGE 2 and 3 and focussing on 4 key areas Using : GIVE EXAMPLES OF what you do for EACH
- My research has uncovered some key principles to teach phonics These are not ‘rocket science’ A second key learning has been the need to challenge the old ways of teaching the spelling sound link I now incorporate a range of novel approaches, to address the phonically challenged and second language dyslexic These include Pupil produced content e.g. getting them to do the work make the discovers establish the rules and patterns and question the stucture BLOOMS TAXONOMY Using New technology and relevant, such as the blog as an education platform filled with content other online, up to the second online resources including videos, games, pod casts Techniques to encourage learning across the spectrum of pupils that walk through the door into my classroom, including Active Learning (– Mexican wave / gesture inc Blooms Taxonomy = active, participative, emotionally linked – learn most) Simultaneous listening and reading (- aural work well supported by text) Cognitive memory techniques( – mediation, NLP and Link Word)
- Pupil voice is really powerful to get feed forward for lesson planning These messages say, we have got it wrong
- THANK YOU