Transcript LEARNING IN ENGLISH IN PRE PRIMARY

LAURA AGULLÓ
AÏDA MACIÀ
MARÍA SILLA
ARANTXA VALLS
ISABEL ÚBEDA
Who are we?
Four mixed ability teachers
Different places
different formation
One challenge
 PROGRAMME:
Programa Experimental Plurilingüe en Inglés.
 Legislative framework:
 ORDEN 19 DE MAYO DE 2009 de la Conselleria de Educación, por la que se establece la organización, estructura y
funcionamiento de un programa experimental plurilingüe en la Comunitat Valenciana.
 RESOLUCIÓ de 4 de maig dl 2011 de la Dirección General de Ordenación y Centros Docentes por la que se determinan los
centros docentes de la Comunidad Valenciana que en el curso escolar 2011-2012 aplicarán un programa experimental plurilingüe
 COMUNIDAD VALENCIANA: 2 centres in each province
VALENCIA:
CEIP GLORIA FUERTES ( Alzira)
CEIP NÚM. 5 ( Catarroja)
CASTELLÓN:
ALICANTE:
CEIP JOSÉ SORIANO RAMOS ( Vila-real)
CEIP SANCHIS YAGO ( Castelló de la plana)
CEIP COSTABLANCA ( Alicante)
CEIP BAUTISTA LLEDÓ (Benidorm)
Currently:
years 3, 4 and 5
(towards Primary).
COMISIÓN DE SERVICIOS:
TEACHERS’ QUALIFICATIONS:
a) ENGLISH SPEACIALITY
b) HAVE PASSED AT LEAST THE FIRST CYCLE OF FILOLOGIA
INGLESA OR TRADUCCION E INTERPRETACION.
c) B1 LEVEL ACCORDING TO THE EUROPEAN FRAMEWORK OR
INTERMEDIATE LEVEL FROM THE EOI
+
a) Certificat de Capacitació o del Títol de Mestre de Valencià
FORMATION:
PRIORIDAD CURSOS DOCENTES EOI
FORMACION EN CENTROS: (in progress)
English courses: elementary and advance level
Jolly Phonics advanced methodology
Stephen Krashen:
 SECOND LANGUAGE ACQUISITION
 COMPREHENSIBLE INPUT :
STUDENTS COMPREHENSION OF WHAT we say not HOW
we say it
TEACHERS : attachment figures
“one person- one language”
Tutors (80% English referent)
Supports 10% Valencian
10% Spanish
Language assisstant (12 h/week)
(native speaker). Last year.
English helper: full- time. Currently.
ENGLISH= 19 sessions.
3 corners sessions per week.
VALENCIAN = 2 Language sessions
1 Music session
SPANISH= 2 Arts and crafts session.
1 Physical Education session.
Homework (weekly) Reading book,
My ABC.
Enciclopedia viajera (last year)
- At home: Research about the topic.
- In class: Work presentation with
his/her child.
Somos cocineros (currently)
Birthday Parties (monthly)
Spring Workshops.
SPEAKING CORNER
- Guided by a teacher and the English helpers.
-
A fixed place to play and have fun.
To interact in English freely.
Using vocabulary and structures already learned.
Playing roles in a contextualized environment.
Decorated with specific stuff
Examples: hairdressers, hospital, restaurant,
travel agency…
Labelled indoor and outdoor areas
Word + image
-
Investigation area
Workshop area
Games area.
Role play area.
Book area.
Toilet area.
- Music area.
- Computer area.
- Writing area.
- Maths area.
- Water area.
- Creative area.
ASSEMBLY
- REGISTRATION
- ASSISSTANTS + CAPTAINS: “Today Bea is the…”
- DAYS OF THE WEEK:
(Story: “A day in the nest” / song daily)
REGISTRATION: Song + structure+ How many…?
CALENDAR + WRITTEN DATE
WEATHER AND SEASON
HELPERS
ROUTINES
ASSEMBLY
HABITS
TOWELS
OPPOSITES
DIGRAPH
HANDING OUT
ASKING FOR
TOILET
WATER (TOAST)
CLEAN UP
LIGHTS
DICTATION
TABLE
TEAMS
COME IN
LUNCH
HELPERS
WEEKEND
JACKETS
ZIP UP
PULL YOUR SOCKS UP
BY HEART
STORIES to introduce new topics: (fruits, spring, animals…)
Routines
Reinforce vocabulary and structures.
Cultural knowledge
To enjoy
Storytelling: Once a week (Reading encouragement)
- Adapted to the three levels.
- 1 story every week
- Example:
“The five senses”
“We’re going on a bear
Hunt”
REMEMBER…
“NOTHING VENTURED, NOTHING GAINED”
“El que se atreve a enseñar,
nunca puede dejar de aprender”
Johan Gordon
TAKE A RISK…. IT WORTHS !!
LAURA AGULLÓ
AÏDA MACIÀ
MARÍA SILLA
ARANTXA VALLS
ISABEL ÚBEDA
READING and WRITING process.
The importance of SONGS in Pre-Primary.
Working through PROJECTS.
Conclusions.
Three problems:
Advanced students with an English pronunciation
 Introduction of reading and writing in Spanish.
English methodologies use print letter not cursive.
 A mix introducing both types
Which is the best method to follow?
 Super simple songs (Y3-Y4)
 Jolly phonics (from year 4 to 2nd course of Primary) (Y4-Y5)
PRE-READING
Fisherman:Identification of classmates’ names in the
assembly daily. (name and photo + name)
Sound presentation: super simple song + stories.
Recognition of worked sounds in class in our friends' names
daily.
Recognition of sounds in projects' vocabulary and classroom
labels.
PRE-WRITING
Tracing names in every worksheet. (IN CAPITALS)
Tracing with their finger (names labels, smartboard and
blackboard).
Following writing patterns.
PRE-READING
Fisherman:Identification of classmates’ names in the
assembly daily. (name-1 surname + 2 surnames + name (print)
Jolly Phonics: sounds presentation. Groups from 1 to 3.
Capitals (1st/2nd Term ) + Print letter (2nd/3rd Term).
Recognition of sounds in projects' vocabulary and classroom
labels.
WRITING
- Writing own names and surnames (both types)
- Tracing sounds from groups 1 to 3.
- Single Sounds dictations
- Copying words.
READING
Fisherman:Identification of classmates’ names in the assembly daily.
(name+ 1 surname + 2 surnames PRINT)
 Jolly Phonics: 42 sounds presentation. Groups from 1 to 7.
 Single words and short sentences.
 READING BOOK: Spanish and English (CORNERS)
 SONG BOOK:Songs reading. Hanging on the wall.
WRITING
- Writing own names and surnames (both types)
- TRACING: sounds from groups 1 to 7.Print type
- DICTATIONS: Single words and short sentences.
- BIRTHDAY INVITATION AND MY FRIEND'S PRESENT
- PROJECTS AND WRITING BOOKS: Copying words.
- SONGS: fill in the gaps.
- THIS IS ME: short descriptions.
- 42 POWER POINTS (one for each sound)
- SONGS: on the wall (reading) + fill in the gaps (writing).
- DISPLAY AND WORKSHEETS: reading and writing project vocabulary.
- READING BOOK: English and spanish version + ENGLISH DICTIONARY
FOR THE PARENTS (Oxford Advanced learniers dictionary)
- WRITING BOOK: to copy single known words.
- THE BEST WORKSHEET OF THE DAY: to encourage the students to do
a better work.
 SYTEMATIC PHONIC PROGRAMME : 42 ENGLISH PHONEMES
Seven groups of six letter sounds each :
 s, a, t, i, p, n
 c/k, e, h, r, m, d
 g, o, u, l, f, b
 ai, j, oa, ie, ee, or
 z, w, ng, v, oo, oo
 y, x, ch, sh, th, th
 qu, ou, oi, ue, er, ar
 Different materials: storybook, flashcards,
worksheets, wallfreeze…
3 STEPS: BRITISH METHOD
Step 1: SOUND RECOGNITION
- Story + action + song
- Flashcard + finger trancing letter on the finger phonics book
Step 2: SOUND FORMATION
- Wall freeze + tracing corner
- On the board, in the air,worksheets, tracing corner, writing patterns.( PICTURES)
Step 3: IDENTIFYING SOUNDS IN WORDS
- Oral games in order to acquire the sound.
Step 4: BLENDING
- blending words + power points + DICTATIONS (single sound-two sounds-single wordsshort sentences)
TRICKY WORDS INTRODUCTION
- She – he – the- I etc..
LETTERS SOUNDS ACTIONS
 a= ant
 i= ink
 c= castanets
 s= snake
 p= puff
 e= egg
 t= tennis
 n= airplane
Resources: CDS + The Internet + Self-made
We use them for:
- Routines.
- reading and writing process
- Festivals
- learning contents
- Improving rhythm and intonation
- Pronunciation
- Pleasure
• Songs Area: Special corner in the classroom.
• Song book: graded compilation of lyrics.
THEY LOVE SONGS!!
SONGS: Super Simple Songs + The internet
- Routines: how's the weather?
- Festivals: Skeleton dance
- Nursery rhymes
- Cultural English songs: eency weency
spider
- Content: numbers, shapes...
Why?
- Teacher: teaching structures, vocabulary and
content. Extra work.
- Children: easy learning and motivating songs.
Related to the topic:
Routines
Projects
Festivals
• How to create them?
Known tone + vocabulary + structure
SELF MADE SONGS II
The fisherman is here
Yes, he is!
Carrying a net
It is full of fish!
Let’s count how many
In the fish bowl or
The wisdom sea (bis)
(La xata merenguera)
We wish you a merry christmas
(x3)
And a happy new year!
Octopuses crabs and whales
We are singing today
Take care of the oceans
And the planet earth
Remember three magic words (x3)
Recycle, reduce and reuse.
Take care of the forest and
animals in them
We can live together sharing the
same place
We don’t want rabbish in the
oceans we don’t want rubbish
in the street
we don’t want our planet dirty so
keep the planet clean!
Miró was a Spanish painter
He painted with basic
colours (bis)
Don Quixote has a
moustache, his horse is
Rocinant (bis),
His friend is Sancho panza,
and he is very fun ja ja ja.
Like blue, yellow and red,
and he used different
shapes:
Dulcinea is his girl, he is in
love with her, muak,
muak, muak.
Such as!!! Circle , triangle,
squares… and so on!!!
(We wish you tone)
Cervantes is the writer and
this is the end, is the
end!!
(Pinpón es un muñeco tone)
Miro’s project (year 3)
Don Quixote’s project (year 4)
1. Choose the topic
2. Previous knowledge: What do we know?
Curiosity: What do we want to learn about it?
3.Teachers' made:
Worksheets + songs + arts and crafts + internet resouces+ ITC
resources
 4. Display: families help + teachers
Books + videos+ posters+photographs + crafts
5. What did we learn about it?
6. Assessment.
THE SEA PROJECT 2012/13:
(CRABS, OCTOPUSES AND
WHALES)
- CLASSROOM AND AILE DECORATION.
-SEA PPT AND VIDEOS.
- BOOKS AND STORIES.
- DISPLAY.
- SEA SONGS.
- SEA WORKSHEETS (MATHS AND LETTERS).
- MUNDOMAR VISIT.
- PET CREATION FOR THE CLASSROOM
- CLASSROOM DECORATION
- WHALES VIDEOS, CARTOONS AND STORIES.
- WHALES PPT.
- WHALES SONG.
- WORKSHEETS
-School: starting from zero, need of creating
new materials, programme planning.
- Lack of Resources and materials (bookshops,
stationary materials: stamps, calendars,
stickers; in English in the area)
Teachers: requires a big effort, sacrifice and
implication.
PARENTS FORMATION: English course.
TEACHERS FORMATION: Methodology and
language.
GRANTS AND EOI: Priority to teachers
involved in the programme.
RECOGNITION of working in this project
Proudness
Hard work
Mistakes
Time
Results
Universalism