This document summarizes a reading, phonics, and language arts curriculum called Ring Around the Phonics. It teaches phonics and other subjects using a board game approach. The summary highlights that it can teach up to 4 children at once, engages children in learning, and has been successfully used in classrooms. Educators can also earn extra income by selling the game online or using it for tutoring multiple children at once.
El documento presenta información sobre el lenguaje verbal en bachillerato, incluyendo canciones tradicionales, juegos de palabras, rimas y fichas sobre animales. También contiene poemas, fábulas y tarjetas de vocales y sílabas.
El documento contiene varias guías y actividades para el aprendizaje del lenguaje en niños. La primera guía incluye preguntas sobre observaciones en el parque e instrucciones para contar sílabas. La segunda guía presenta adivinanzas y palabras sueltas. La tercera guía trata sobre dinosaurios con poesías y dibujos de vocales. La cuarta guía muestra noticias, recetas y una invitación a dibujar.
Este documento presenta una prueba léxico-semántica sobre animales dividida en varias secciones. Cada sección contiene imágenes de diferentes animales domésticos, del bosque, salvajes, marinos, aves e insectos con preguntas como "¿Qué es esto?" o "Señala/¿Dónde está?". El objetivo es evaluar el conocimiento léxico y semántico sobre diferentes tipos de animales.
Este documento presenta una prueba léxico-semántica sobre animales dividida en varias secciones, incluyendo animales domésticos, del bosque, salvajes, marinos, aves e insectos. Cada sección contiene imágenes de diferentes animales con preguntas como "¿Qué es esto?" para evaluar la comprensión léxica del estudiante.
El documento presenta un registro de asistencia de 43 estudiantes a diferentes sesiones de un módulo de formación sobre el cuidado de la salud. Incluye las iniciales de los estudiantes, las fechas de las sesiones y un código para cada tipo de asistencia (asistió, faltó, incapacidad médica, etc.). Adicionalmente presenta la planificación del módulo con los temas, actividades, fechas y horas.
El horario presenta la agenda semanal de clases de un estudiante, con los días de la semana y los horarios de cada asignatura. Se incluyen también notas sobre la asistencia a clase, requisitos para los estudiantes y ventajas de asistir, así como información sobre justificantes de ausencia.
El documento presenta una descripción de una hormiga. Describe que son pequeñas, negras, delgadas, con muchas patas y antenas. No tienen alas y caminan mucho. Trabajan sin parar incluso cuando llueve o hace calor. Comen hojas y van en grupos trabajando sin parar.
This document summarizes a reading, phonics, and language arts curriculum called Ring Around the Phonics. It teaches phonics and other subjects using a board game approach. The summary highlights that it can teach up to 4 children at once, engages children in learning, and has been successfully used in classrooms. Educators can also earn extra income by selling the game online or using it for tutoring multiple children at once.
El documento presenta información sobre el lenguaje verbal en bachillerato, incluyendo canciones tradicionales, juegos de palabras, rimas y fichas sobre animales. También contiene poemas, fábulas y tarjetas de vocales y sílabas.
El documento contiene varias guías y actividades para el aprendizaje del lenguaje en niños. La primera guía incluye preguntas sobre observaciones en el parque e instrucciones para contar sílabas. La segunda guía presenta adivinanzas y palabras sueltas. La tercera guía trata sobre dinosaurios con poesías y dibujos de vocales. La cuarta guía muestra noticias, recetas y una invitación a dibujar.
Este documento presenta una prueba léxico-semántica sobre animales dividida en varias secciones. Cada sección contiene imágenes de diferentes animales domésticos, del bosque, salvajes, marinos, aves e insectos con preguntas como "¿Qué es esto?" o "Señala/¿Dónde está?". El objetivo es evaluar el conocimiento léxico y semántico sobre diferentes tipos de animales.
Este documento presenta una prueba léxico-semántica sobre animales dividida en varias secciones, incluyendo animales domésticos, del bosque, salvajes, marinos, aves e insectos. Cada sección contiene imágenes de diferentes animales con preguntas como "¿Qué es esto?" para evaluar la comprensión léxica del estudiante.
El documento presenta un registro de asistencia de 43 estudiantes a diferentes sesiones de un módulo de formación sobre el cuidado de la salud. Incluye las iniciales de los estudiantes, las fechas de las sesiones y un código para cada tipo de asistencia (asistió, faltó, incapacidad médica, etc.). Adicionalmente presenta la planificación del módulo con los temas, actividades, fechas y horas.
El horario presenta la agenda semanal de clases de un estudiante, con los días de la semana y los horarios de cada asignatura. Se incluyen también notas sobre la asistencia a clase, requisitos para los estudiantes y ventajas de asistir, así como información sobre justificantes de ausencia.
El documento presenta una descripción de una hormiga. Describe que son pequeñas, negras, delgadas, con muchas patas y antenas. No tienen alas y caminan mucho. Trabajan sin parar incluso cuando llueve o hace calor. Comen hojas y van en grupos trabajando sin parar.
The Year 3 students at the school created mosaic suns inspired by architect Antoni Gaudí's work. They learned about Gaudí's unique style that incorporated natural shapes and bright colors in his buildings. The students then worked to design and construct their own mosaic suns reflecting Gaudí's influence.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Starting to write in another language isn't as easy as simply picking up a pen or pencil, especially for younger learners. This presentation looks at the difficulties they may face and how we can best best support learners as they begin to write in their new language.
Resources and activities with a reading focusClare Seccombe
This document provides examples of methods and resources for teaching vocabulary, grammar, phrases, sentences, and full texts in a foreign language. It includes hands-on activities like dominoes, puzzles, and flashcards for teaching individual words, as well as games, posters, and digital tools for practicing phrases and short sentences. It also discusses using authentic children's books, stories, poems and websites to expose students to full written texts in the target language.
This document discusses various games that can be used in language classrooms to help students practice and embed the target language while having fun. It provides a list of 33 different game ideas, including well-known games like noughts and crosses, bingo, pictionary, and hangman, as well as some less common games like pelmanism, kim's game, number tennis, and trapdoor. The document suggests that games are an effective way for students to learn language unconsciously through an enjoyable competitive or interactive activity where they can practice with peers or the teacher.
The document discusses flag descriptions from the year 2016. In April of that year, descriptions were provided for various flags. However, without more context around the purpose or topic of the flags, it is difficult to determine what information the document aimed to convey in only 3 sentences or less.
This document discusses creativity in primary language classrooms and provides examples of craft activities that can promote creativity. It defines craft as an activity involving skill in making things by hand. Some craft ideas presented include origami, bookmarks, door hangers, fortune tellers, pencil pots, dice, board games, bunting, flags, puppets, felt sewing, playdoh, greeting cards, paper dolls, paper animals, beads, masks, crowns, photo frames, shakers, jigsaws, and story sticks. The goal is to use crafts to help students be creative and inventive rather than just repeating what others have done.
Virtually all subjects serve more than one purpose by being valuable disciplines in their own right while also adding value to cross-curricular studies. The document lists topics from the primary languages curriculum that connect to other subjects like literacy, math, history, art, music, geography, science, and more. It suggests history as an example of how languages can join into cross-curricular learning.
This short document appears to be a positive message celebrating the start of a second year of something. It contains the Spanish phrase "¡muy bien!" which means "very good!" followed by "Year 2!" indicating the beginning of a second year.
The document discusses findings from Ofsted reports on modern language teaching in primary and secondary schools in the UK. In primary schools, pupils made most progress in speaking and listening, while examples of systematically planned reading were rare and writing even more so. In secondary schools, students' written work was often too short and lacked extended creative writing due to a lack of knowledge of grammatical rules. The document then defines a mini-book as a short piece of writing in book format that can be printed, handwritten, illustrated and decorated. It provides examples of different types of mini-book formats and links to resources on making mini-books.
El documento contiene repeticiones de palabras sin sentido como "Anclas", "Patanclas", "Azalas" y "A blancas" agrupadas en bloques de texto. Cada bloque repite la misma estructura de palabras sin sentido.
1) According to Ofsted reports, achievement in primary schools was good or outstanding in around 60% of schools visited, with pupils making most progress in speaking and listening.
2) While some schools planned reading systematically, this was rare, and planning for writing was even more rare.
3) At the secondary level, students' written work was often too short and lacked creative writing because students did not know or could not apply grammatical rules. Writing did not build upon speaking skills in many classes observed.
using Web2.0 tools to promote and facilitate readingClare Seccombe
This document lists various websites that can be used to support reading development and encourage cultural, emotional, spiritual, and social growth in students. It provides links to websites for creating and sharing stories, comics, voice recordings, and other digital media like Storybird, Storyjumper, Voicethread, Little Bird Tales, and Toondoo. Additional resources for digital stories and student projects are also referenced.
El documento describe diferentes condiciones climáticas como calor, frío, viento, lluvia, nieve, niebla, tormenta, sol, nubes y hielo a través de varias preguntas sobre "¿Qué tiempo hace?".
El documento describe diferentes condiciones climáticas como calor, frío, viento, lluvia, nieve, niebla, tormenta, sol, nubes y hielo a través de varias preguntas sobre "¿Qué tiempo hace?".
The Year 3 students at the school created mosaic suns inspired by architect Antoni Gaudí's work. They learned about Gaudí's unique style that incorporated natural shapes and bright colors in his buildings. The students then worked to design and construct their own mosaic suns reflecting Gaudí's influence.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Starting to write in another language isn't as easy as simply picking up a pen or pencil, especially for younger learners. This presentation looks at the difficulties they may face and how we can best best support learners as they begin to write in their new language.
Resources and activities with a reading focusClare Seccombe
This document provides examples of methods and resources for teaching vocabulary, grammar, phrases, sentences, and full texts in a foreign language. It includes hands-on activities like dominoes, puzzles, and flashcards for teaching individual words, as well as games, posters, and digital tools for practicing phrases and short sentences. It also discusses using authentic children's books, stories, poems and websites to expose students to full written texts in the target language.
This document discusses various games that can be used in language classrooms to help students practice and embed the target language while having fun. It provides a list of 33 different game ideas, including well-known games like noughts and crosses, bingo, pictionary, and hangman, as well as some less common games like pelmanism, kim's game, number tennis, and trapdoor. The document suggests that games are an effective way for students to learn language unconsciously through an enjoyable competitive or interactive activity where they can practice with peers or the teacher.
The document discusses flag descriptions from the year 2016. In April of that year, descriptions were provided for various flags. However, without more context around the purpose or topic of the flags, it is difficult to determine what information the document aimed to convey in only 3 sentences or less.
This document discusses creativity in primary language classrooms and provides examples of craft activities that can promote creativity. It defines craft as an activity involving skill in making things by hand. Some craft ideas presented include origami, bookmarks, door hangers, fortune tellers, pencil pots, dice, board games, bunting, flags, puppets, felt sewing, playdoh, greeting cards, paper dolls, paper animals, beads, masks, crowns, photo frames, shakers, jigsaws, and story sticks. The goal is to use crafts to help students be creative and inventive rather than just repeating what others have done.
Virtually all subjects serve more than one purpose by being valuable disciplines in their own right while also adding value to cross-curricular studies. The document lists topics from the primary languages curriculum that connect to other subjects like literacy, math, history, art, music, geography, science, and more. It suggests history as an example of how languages can join into cross-curricular learning.
This short document appears to be a positive message celebrating the start of a second year of something. It contains the Spanish phrase "¡muy bien!" which means "very good!" followed by "Year 2!" indicating the beginning of a second year.
The document discusses findings from Ofsted reports on modern language teaching in primary and secondary schools in the UK. In primary schools, pupils made most progress in speaking and listening, while examples of systematically planned reading were rare and writing even more so. In secondary schools, students' written work was often too short and lacked extended creative writing due to a lack of knowledge of grammatical rules. The document then defines a mini-book as a short piece of writing in book format that can be printed, handwritten, illustrated and decorated. It provides examples of different types of mini-book formats and links to resources on making mini-books.
El documento contiene repeticiones de palabras sin sentido como "Anclas", "Patanclas", "Azalas" y "A blancas" agrupadas en bloques de texto. Cada bloque repite la misma estructura de palabras sin sentido.
1) According to Ofsted reports, achievement in primary schools was good or outstanding in around 60% of schools visited, with pupils making most progress in speaking and listening.
2) While some schools planned reading systematically, this was rare, and planning for writing was even more rare.
3) At the secondary level, students' written work was often too short and lacked creative writing because students did not know or could not apply grammatical rules. Writing did not build upon speaking skills in many classes observed.
using Web2.0 tools to promote and facilitate readingClare Seccombe
This document lists various websites that can be used to support reading development and encourage cultural, emotional, spiritual, and social growth in students. It provides links to websites for creating and sharing stories, comics, voice recordings, and other digital media like Storybird, Storyjumper, Voicethread, Little Bird Tales, and Toondoo. Additional resources for digital stories and student projects are also referenced.
El documento describe diferentes condiciones climáticas como calor, frío, viento, lluvia, nieve, niebla, tormenta, sol, nubes y hielo a través de varias preguntas sobre "¿Qué tiempo hace?".
El documento describe diferentes condiciones climáticas como calor, frío, viento, lluvia, nieve, niebla, tormenta, sol, nubes y hielo a través de varias preguntas sobre "¿Qué tiempo hace?".
La Unidad Eudista de Espiritualidad se complace en poner a su disposición el siguiente Triduo Eudista, que tiene como propósito ofrecer tres breves meditaciones sobre Jesucristo Sumo y Eterno Sacerdote, el Sagrado Corazón de Jesús y el Inmaculado Corazón de María. En cada día encuentran una oración inicial, una meditación y una oración final.
SEMIOLOGIA DE HEMORRAGIAS DIGESTIVAS.pptxOsiris Urbano
Evaluación de principales hallazgos de la Historia Clínica utiles en la orientación diagnóstica de Hemorragia Digestiva en el abordaje inicial del paciente.
Examen de Selectividad. Geografía junio 2024 (Convocatoria Ordinaria). UCLMJuan Martín Martín
Examen de Selectividad de la EvAU de Geografía de junio de 2023 en Castilla La Mancha. UCLM . (Convocatoria ordinaria)
Más información en el Blog de Geografía de Juan Martín Martín
http://blogdegeografiadejuan.blogspot.com/
Este documento presenta un examen de geografía para el Acceso a la universidad (EVAU). Consta de cuatro secciones. La primera sección ofrece tres ejercicios prácticos sobre paisajes, mapas o hábitats. La segunda sección contiene preguntas teóricas sobre unidades de relieve, transporte o demografía. La tercera sección pide definir conceptos geográficos. La cuarta sección implica identificar elementos geográficos en un mapa. El examen evalúa conocimientos fundamentales de geografía.
José Luis Jiménez Rodríguez
Junio 2024.
“La pedagogía es la metodología de la educación. Constituye una problemática de medios y fines, y en esa problemática estudia las situaciones educativas, las selecciona y luego organiza y asegura su explotación situacional”. Louis Not. 1993.
Examen de Lengua Castellana y Literatura de la EBAU en Castilla-La Mancha 2024.
Phonics in KS2 and KS3
1.
2. TRANSITION 28 th June 2011 SUNDERLAND LOCAL AUTHORITY Why ? Estaban todos los insectos reunidos un día en el bosque. Discutían entre ellos para determinar cual era el más trabajador, inteligente y útil de todos. En ese momento intervino el zancudo y dijo: ¡yo soy el más importante de todos ustedes, ya que con mí aguja puedo sacarle la sangre a las personas! La garrapata que estaba cerca escuchando la discusión, soltó una carcajada y dijo: ¡Qué tonto es usted amigo, recuerde que yo también puedo realizar ese trabajo y de manera más eficaz! Dando un salto, el piojo alzó la voz para decir: ¡Oigan señores, si de chupar sangre se trata, yo también puedo realizar ese trabajo! Muy molesto por el giro que había tomado la discusión la mosca dijo: ¡Disculpen amigos pero yo también soy importante, recuerden que me encargo de descomponer y dañar todos los alimentos que encuentro en mí camino! Cerca de allí, muy seria la avispa gritó: ¡Aquí estoy yo, si no me han visto, dispuesta a clavarle mí aguijón a todo el que
4. TRANSITION 28 th June 2011 SUNDERLAND LOCAL AUTHORITY Knowledge about Language (KAL) - 4.1 Letters and sounds: (Y7) "apply knowledge of common letter strings, sound patterns, accents and other characters"; (Y8) "identify and recall common exceptions to the usual patterns of sounds and spellings" Why ? Language Learning Strategies (LLS) - 5.1 Identifying patterns in the target language: (Y7/8) "identify patterns of pronunciation, word formation, word order, grammatical structure and sentence structure in the target language" Language Learning Strategies (LLS) - 5.6 Reading aloud: (Y7/8) "read aloud written texts with increasing fluency, accuracy and expression, showing awareness of meaning"
5. TRANSITION 28 th June 2011 SUNDERLAND LOCAL AUTHORITY What ? “ teaching the key sounds of the foreign language and fixing them in the long-term memory” Rachel Hawkes
6. TRANSITION 28 th June 2011 SUNDERLAND LOCAL AUTHORITY Terminology ? phoneme grapheme blending camera words digraph / trigraph
8. a r a ñ a e l e fant e i dea o lvidar u niverso ce rdo ci clista ca sa co che cu caracha gi mnástica h ambur gue sa Espa ñ a z umo gu itarra ll a v e 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
10. TRANSITION 28 th June 2011 SUNDERLAND LOCAL AUTHORITY What ? Pito Pito Gorgorito, ¿adónde vas tú tan bonito? A la era verdadera Pim Pom Fuera
11. TRANSITION 28 th June 2011 SUNDERLAND LOCAL AUTHORITY What ? j j j j b v b v gui gui gui gui u u u u ce ce ce ce
12. TRANSITION 28 th June 2011 SUNDERLAND LOCAL AUTHORITY What ? ge gi j ga go gu
13. TRANSITION 28 th June 2011 SUNDERLAND LOCAL AUTHORITY What ? ge gi j ce ci z
14. TRANSITION 28 th June 2011 SUNDERLAND LOCAL AUTHORITY What ? ge gi j ce ci z azul rojo pájaro pez mariquita abeja atención ceja página juicio
15. TRANSITION 28 th June 2011 SUNDERLAND LOCAL AUTHORITY What ? qu 5 cua 4 ci 3 ce 2 z 1
16. un búho un perro una vaca un cerdo una gallina un mono un burro un pato una oveja una rana un gato un caballo un gallo un ratón
17. ¿ _ _ _ _ _ _ _ _ _ _ _ _ ? TRANSITION 28 th June 2011 SUNDERLAND LOCAL AUTHORITY What ? Dictation! ¿ C ó m o t e l l a m a s ?
18. TRANSITION 28 th June 2011 SUNDERLAND LOCAL AUTHORITY What ? Dictation!
19. TRANSITION 28 th June 2011 SUNDERLAND LOCAL AUTHORITY What ? Dictation! una vaca una oveja un rinoceronte un perro un perrito un gato un pato un caballo
20.
Notas del editor
Children don’t arrive at primary school knowing how to read English. They are taught how to read it using phonics. It’s naïve of us to think that they will learn to read another language later on without us giving them the code first. They aren’t going to simply absorb it and become confident readers and speakers by magic. Just like I couldn’t assume that as speakers of English and at least one other language you could pick up this piece of Spanish and read it confidently and correctly.
The primary langs community realised this, and the explicit study of phonics is included in the KS2 QCA schemes of work and also in the KS2 Framework for Languages. For example, the Y3 objectives of the KS2 Framework require children to “identify phonemes which are the same as or different to English and other known languages” (O3.2), “pronounce accurately the most commonly used characters, letters and letter strings” (L3.2), “Identify specific sounds, phonemes and words” (KAL), and “Recognise how sounds are represented in written form” (KAL). And that’s just in Y3.
The KS3 Framework continues this work, aware that (a) not all the work can be done in primary and (b) phonics is most effective if done little and often. The KS3 work builds on what has already been achieved in KS2. So primary colleagues, it is important that you continue to do phonics, to enable your KS3 colleagues to get off to a flying start with what they have to do, and secondary colleagues, it’s important that you continue and build on the good work that has been started for you in KS2. We need children taking GCSE in a language (because that’s where we’re all supposed to be heading, n’est-ce pas) to be confident speakers. Most are scared to speak in case they get it wrong. Here’s a way of ensuring that they get it right, that they can crack the code.
We’ve talked a lot about why we should do phonics across the key stages. But do you know what phonics is? This is Rachel Hawkes’s definition. More about her in a moment. The outcomes of doing this are the learner can be trusted with written text in the foreign language without the teacher having to present and pronounce it first. The learner can cope with unfamiliar language and is confident speaking and reading out loud in the language. Phonics help to eliminate the fear of speaking The learner becomes autonomous and can make links between words and apply patterns They become more independent learners with the tools in their box with which to solve puzzles and find the solution to problems. Imagine how much time you could save!
New Y7s will have used these technical terms throughout their primary career. Can you use them with confidence? Phoneme: smallest unit of sound in a word Grapheme: the letter or letters that correspond to a sound Blending: synthesising words from their constituent phonemes Camera words: high frequency words which the learner meets early on and which can’t be easily decoded, e.g. le un de. Digraph: a 2-letter grapheme that makes a single sound, like ch, au.
So what can you do to teach phonics? Here are some ideas. The ideas will all be in Spanish, as it’s the language that I teach, and also it’s the language that many of you won’t know, so I’ll be putting you in the position of the learner.
This is courtesy of Rachel Hawkes. I’ve used it with my KS2 and it works. The idea is that the children see an image, hear then say the word, and do the action – VAK responses all together. (do the actions etc)
Then once you’ve introduced the sounds you can start to incorporate them in your lessons and practise them. Focussed listening. Children listen carefully to a list of words or a short text, and make an action, or hold up a grapheme card or add a multilink cube to a stack each time they hear a certain phoneme. Pito Pito Gorgorito ¿adónde vas tú tan bonito? a la era verdadera Pim Pom Fuera Listen for “I” first then “I” and “e” Vowel sounds are crucial to Spanish A counting out rhyme and therefore intercultural understanding too!
Then once you’ve introduced the sounds you can start to incorporate them in your lessons and practise them. Focussed listening. Children listen carefully to a list of words or a short text, and make an action, or hold up a grapheme card or add a multilink cube to a stack each time they hear a certain phoneme. Pito Pito Gorgorito ¿adónde vas tú tan bonito? a la era verdadera Pim Pom Fuera Listen for “I” first then “I” and “e” Vowel sounds are crucial to Spanish A counting out rhyme and therefore intercultural understanding too!
2. One person goes out of the room, someone chosen to give a sign to switch sound, all chant the phonemes, have to spot who it is Can also do this as a “conducting” fun activity, where one child is the conductor. Can also give 2 halves of the class their own “line to sing” This can also work well as an activity to practise longer phrases such as question forms Endless choral repetition in a fun way
3. Distinguishing phonemes or graphemes. Children sort the phonemes or graphemes in a variety of ways. You say the word, they hold up a grapheme card, Examples of words: jirafa, gambas, gorro, general, paja (Click for Venn diagram)
Alternatively you can give the children word cards which they sort into a Venn diagram. Venn diagram with 2 graphemes. Therefore practising the [x] sound and the [ɵ] sound. Could do this as class, with you saying the word and them placing it, or give them picture cards and they have to think of the word then place it. Words: azul, rojo, pájaro, pez, mariquita, abeja, atención, ceja, página, juicio
Alternatively you can give the children word cards which they sort into a Venn diagram. Venn diagram with 2 graphemes. Therefore practising the [x] sound and the [ɵ] sound. Could do this as class, with you saying the word and them placing it, or give them picture cards and they have to think of the word then place it. Words: azul, rojo, pájaro, pez, mariquita, abeja, atención, ceja, página, juicio
3. Number fans Cuatro Diez Trece cincuenta Quinientos Challenging for the beginner !
Something that’s good fun to practise phonics is animal sounds. Can children work out what the animal sound is and therefore which animals makes it?
Very focussed activity. Children are thinking, listening, taking decisions and really paying attention to the details of the language. They are also having to think about grammar that they know which might simplify the task. Dictation doesn’t have to be a text. It can be tailored very precisely to the needs of the class, and so can be single words, phrases where you might give them the pattern of the phrase, one gap per word. You could try leaving certain phonemes out to really concentrate on which is which and when you use each one.
Very focussed activity. Children are thinking, listening, taking decisions and really paying attention to the details of the language. They are also having to think about grammar that they know which might simplify the task. Dictation doesn’t have to be a text. It can be tailored very precisely to the needs of the class, and so can be single words, phrases where you might give them the pattern of the phrase, one gap per word. You could try leaving certain phonemes out to really concentrate on which is which and when you use each one.
Very focussed activity. Children are thinking, listening, taking decisions and really paying attention to the details of the language. They are also having to think about grammar that they know which might simplify the task. Dictation doesn’t have to be a text. It can be tailored very precisely to the needs of the class, and so can be single words, phrases where you might give them the pattern of the phrase, one gap per word. You could try leaving certain phonemes out to really concentrate on which is which and when you use each one.
Here are some key questions for KS3 colleagues: Do you and your department think that it’s important to teach phonics? Would learning phonics make your students better learners? Would you be able to teach phonics to your students in the same way that KS2 teachers have done? How much do your new Y7s know about phonics? This is why it’s important to open the dialogue with your KS2 colleagues, find out what they have done and how they have done it, and how it has affected the children’s learning. Students beginning a language in KS3 with no prior experience of language learning are often embarrassed about making the strange noises often required, but they’ve got used to it in KS2 – it’s time to take advantage of this!