Snapshots 2016-17:Daily routine

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Delighted it's time to start our annual snapshots of lessons delivered by associate PLN teachers, working with the VLE Ready Made French or Spanish as their guide and starting point .We hope that these snapshots help you all as you plan practical ,achievable and succesful language learning in your classrooms and schools. I have added in brackets DfE ATs that can be evidenced by the activities taking place in the classroom and lesson.

Joanne (in the picture above) is working with a Year 6 Spanish class in Warrington, who have three and a half years of Spanish language learning behind them. Joanne bases her lessons on the PLN SoW and the VLE and adds in her own touches and resources too.The lesson lasts approximately  55 minutes.

Last week the children practised time - o'clocks in Spanish and looked briefly at quarter to ,quarter past and half past. This week the class are looking at daily routine and building spoken and draft written sentences for a team performance about daily routine. 

Joanne spoke Spanish for the majority of this lesson,using familiar classroom instructions with support where necessary (actions and some English reinforcement) .(DfE ATs :listen attentively to spoken language and show understanding by joining in and responding

She always starts her lessons with a familiar song, (She runs the school choir too).Today the children sang the simple greetings song "hola,hola" in a  round.They played one round of "go for 4  questions and answers" with personal info questions. The children could respond to open questions with extended sentences and reasons accurately or could self correct for example when they responded with emotions and feelings and had to add agreements to adjectives e.g." estoy cansada/cansado porque ....". Children  gave reasons in Spanish "tengo calor / hambre ..." etcetra. (DfE ATs : speak in sentences, using familiar vocabulary, phrases and basic language structures / engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help) 

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Joanne expected the children to lead the exploration of the learning .Joanne asked them "so just what will we be exploring today?" Children were given "talking time in English" - 60 seconds with a partner- to explore the focus on the slide,ready to feedback. (DfE ATs: read carefully and show understanding of words, phrases and simple writing) 

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The activity above was a great springboard to check and practise knowledge of very basic language - days of the week- that the children practised for the first time in Year 3. Joanne explained that during the lesson the children would be "recalling " language they met previously to help them solve new language mysteries.They were "los detectives". With Joanne they recalled language that may be useful to talk about daily routine - numbers, days, use of verbs....  

First they played a speaking game from last week, but all instructions were given in Spanish and the children had that valuable "60 seconds English talk time" just to check they had understood. The children played "digital time bomb"- a great way to practise times with the class.It is part of the Y6 lesson planning and resources by the way .The countdown clock, as a digital time bomb, added to the game and the children were all engaged in trying to ask time questions and give answers and avoiding the "digital time bomb "cards. (DfE ATs: speak in sentences, using familiar vocabulary, phrases and basic language structures).

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Time to explore unfamiliar language and sentences that would help them to describe their daily routine.The class discussed in English with Joanne firstly ways that they knew you could use to explore unfamiliar text: (DfE ATs broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary ).The children love their bilingual dictionaries, ready in a pile on each table, and could explain to Joanne how they would use these to explore the unfamiliar language in sentences.

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Working on their tables,individually or in pairs and jotting down their explorations on white boards they unpacked the sentences.

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Here are just a few of their observations, which in my opinion demonstrate how competent as young language learners and explorers they are becoming.I also really loved the fact that the children could think of points in prior learning where they had met language and could now place it in a new context. (DfE ATs broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary) 

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All the exploration, recall and practise of language came together in the preparation of simple spoken performances about their own daily routine.The children were asked what they felt they were going to be expected to do with the language they had explored and recalled.They came to the conclusion that it would be a presentation about daily routine.Joanne organised differentiated ability groups and set extra challenges for children to consider - e.g. moving away from basic o'clock times, adapting sentences and adding actions and performance.....(DfE ATs :present ideas and information orally to a range of audiences).

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At the end of the lesson, a group was asked to share the work in progress.(Props were of course evident -rucksacks, pens and pencils as knives and forks, books as plates coats as duvets etcetra). Everyone in the group performed, because as Joanne had reminded them at the start of the activity: "Drama means everyone takes part and speaks and has an equal role"

Finally take a look at this wonderful comment from one of the pupils: 

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Snapshots 2016-17:My house,your house
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Keeping the PRIMARY in language learning