Text tracking language learning tools

At the start of this academic year I am looking for more  transferable tools to support language learning and to build bridges betweenyear groups and across Key Stages. 

Thanks to Twitter this morning I saw this tweetfrom @Primary_Ed “Ideas for students to annotate text as they read”  and it reminded me very much of primary school classroom Literacy and Maths working wall annotations and it gotme thinking about how we can adapt this already familiar tool for primary languages and beyond into secondary languages……! First take a look at the picture:

For my purposes I am going to call my applications of the  idea  “Text tracking tools”

1. Modern Day Hieroglyphics

We need to remember that in the first instance we are teaching key language understanding with young primary language learners so  let’s ask the children to annotate the text withtheir own hieroglyphics to share the meaning of the words visually – so forexample the simple text

“Ich sehe eine grüne Katze” (I see a green cat)

could have above the key language the drawings of  an eye (ich sehe) a green cat (eine grüne Katze).

Imagine how creative the children could be with adescription of presents in a Christmas sack , a witch’s potion, directions tovisit different places in the town ….etc, etc ?

It could very easily be a drag and drop activity on the IWBfor a whole class reading activity too!

We could ask the children to add “honesty spots” ! Simplecoloured spots above the drawings that denote where the children had to use abi-lingual dictionary to ascertain meanings etc. A skill we need to encouragenot deter so the “ honesty spot” needs to have a positive spin!

2. Running commentaries

With our more advanced primary language learners and certainly in Year 7 and beyond we can use and add to the annotation  “codes” in the Twitter picture at the start of the blog.

It will work in my opinion in KS2 especiallywith our moving on and advanced Y4,5 and 6 learners to allow them to share with us how muchthey can not only  decode but also comprehend and appreciate of the texts using and revisiting familiar target language themes  in different text types( stories, songs, menus, postcards, letters, poems, rhymes, instructions, posters,emails).

3. Structure running commentaries

Finally with our more advanced learners why notask the children to annotate the text to indicate where they find an adjective,a verb , a noun, a pronoun, a definite article etc….All you and the class needare agreed symbols for each structure that they can identify . Send them onstructure hunts in the texts you give them as individuals, pairs and groups. 

4.AfL opportunities

Looking at individual children’s annotated texts will alsoallow us as teachers to see where there are gaps in knowledge or just how muchthe children understand and also how they can empathise with the text and spotthe funny bits (a green cat !!!) etc.

This transferable learning tool can start in Spring Year 3and run right through a young linguists language learning career. 

For Jo, upin  Year 7, it’s will be a  familiar  learning tool for the children which she can adapt as a series of reading  games and activities and a tool which could allow her asclass teacher to see what the children do understand in a target language whenthey arrive in school.