ALL Leicester PH - Progression: phonics, vocabulary and grammar

Progression in the Primary Languages ClassroomTuesday 7th November 2023

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• To explore what we mean the three strands of primary languages teaching: phonics, vocabulary and grammar.
• To consider how to ensure progression in these three areas.
• To explore ways we might track progession over time.
• To evaluate progression within our own Long and Medium-Term planning and generate next steps.

Aims of today's session:

All other skills: speaking, listening, reading and writing are all built on these.

Grammar

Vocabulary

Phonics

Building-blocks of primary language learning

Taken from: www.rachelhawkes.com

Interwoven throughout a scheme to ensure progression for pupils.

The three strands of primary language learning

• The teaching of sounds (phonemes) and their written representations (graphemes) in the target language.
• Why should we be teaching phonics to children in the target language?
• What challenges might we face when doing so?

phonics

phonics resources

segementing and blending

the end result

• The words which we think will be useful for children to learn in order to be able to communicate effectively in the target language.
• How do we select the vocabulary that we want to teach our pupils / how might our scheme select it?

vocabulary

• Vocabulary learning should not just be lists of nouns.
• Rachel Hawkes suggests a lexicon of around 500 words over the four years of KS2 (3-4 words each week or 12ish over a period of a few weeks).
• It should include lexical chunks (buenos días / je n'aime pas).
• Should be informed by the frequency with which is appears in the target language (but not driven only by this).
• Should also be informed by things that the children might want to communicate.

Try to keep in mind...

Taken from: Frequency Dictionary of French: Core Vocabulary for Learners. Routledge.

frequency of words

Any issues?

National Curriculum:

• understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

grammar

There is still an enourmous amount here and we may still find it hard to cover everything.

Taken from: Changing Phase Blogspot. https://changing-phase.blogspot.com/2018/04/grammar-in-key-stage-2.html

Possible grammar Coverage (french):

There is still an enourmous amount here and we may still find it hard to cover everything.

Possible grammar Coverage (spanish):

Taken from: Changing Phase Blogspot. https://changing-phase.blogspot.com/2018/04/grammar-in-key-stage-2.html

demonstrating progression over time

demonstrating progression over time

demonstrating progression over time

• How is phonics woven into your scheme?
• Do children have opportunites to build their phonics knowledge over time?
• How do you know pupils are making progress?

phonics focus

• Does each unit contain a manageable amount of vocabulary (12 or so words over a unit)?
• Are a variety of word classes included?
• Do children have the chance to revist vocabulary and reunse it in different ways?

vocabulary focus

• What grammatical concepts are included in your scheme?
• Do they build over time?
• Are there opportunities for revisiting?

grammar focus

https://www.cavelanguages.co.uk/sharing-good-practice

Monitoring progrssion