Making and marking progress on the DCSF Languages Ladder Primary anguages taster pack Year 3 summer term
Asset Languages and CILT have been asked by the DCSF to prepare support materias to hep teachers identify, pan for and record progression in anguages in Key Stage 2 with reference to the Languages Ladder. Materias wi be made avaiabe from September 2009 for Years 3 and 4 and from September 2010 for Years 5 and 6. This taster pack contains materias for the third term of Year 3 based on the Key Stage 2 Framework for Languages and exempified by Unit 5 of the QCA scheme of work. This unit matches the Framework objectives for Year 3 and has inks with some from Year 4. Chidren are expected to have been earning a anguage for two terms. The activities can be adapted for use with any story and in any anguage. Les Quatre Amis has been chosen as an exampe because it is freey avaiabe and can be downoaded from www.standards.dfes.gov.uk/schemes German and Spanish versions of the story can aso be downoaded. An eectronic version of this pack can be downoaded from www.assetanguages.org.uk/primaryprogress.aspx
Making and marking progress on the DCSF Languages Ladder This taster pack contains suggestions and materias to support progression in the summer term of Year 3. Page 2 sets the materias in context in terms of the Languages Ladder, skis progression and prior earning. It provides advice for teachers when choosing an extended written text. Page 3 contains the text of Les Quatre Amis, athough this pack can be used for teaching any story in any anguage to chidren in Year 3. On page 4 one of the istening activities from Sheet A, a game requiring a physica response, is considered in detai to show how it can be used to identify achievement, hep chidren make progress and record the outcomes. Sheet A expands on some of the activities from Unit 5 of the QCA scheme of work to hep teachers refect on issues of progression. The advice on what to ook for and what to consider wi hep teachers identify and note which chidren are meeting the expectations of each activity. There are suggestions for further support for chidren who are making ess progress and ideas for stretching chidren who are ready to make more. Sheets B, C, D and E provide inks to the Languages Ladder in each of the four skis of istening, speaking, reading and writing. Activities are suggested which coud aow chidren to show evidence of achievement at each of the grades of Breakthrough stage, athough the content of this unit of work is unikey to provide many opportunities for evidence of Grade 3. They are described in ascending order, with more chaenging activities at the bottom of each section. Teachers can pan opportunities for chidren to show achievement in one or more skis in order to buid a picture of progress over time. Work produced during a singe unit is unikey to provide evidence of consoidation. Exampes of anguage from the story of Les Quatre Amis are given, with space for teachers to write exampes from a story and anguage of their choice. This wi be easy to compete if the eectronic version is used. An eectronic version of this pack can be downoaded from www.assetanguages.org.uk/primaryprogress.aspx OCR 2009 Making and marking progress on the DCSF Languages Ladder 1
Refer to Key Stage 2 Framework Part 1 Section 7 Progression by Strand Part 3 Section 5 Progression: Leaps and Bounds Progress in context Evidence of achievement on the Languages Ladder wi be buit up over time and over a range of anguage and experience. For most chidren in the third term of Year 3 this unit gives opportunities to consoidate achievement at Grade 1 on the Languages Ladder for a four skis by introducing new anguage in a context beyond the cassroom. Some chidren wi be abe to make progress towards Grade 1 in one or more skis. For exampe, the visuas of a story may hep chidren to make inks with the written and spoken word for the first time. For some chidren who have made more progress, the extended anguage of this unit can give opportunities to show evidence of Grade 2 or 3 in one or more of the four skis. Sharing a story The introduction of a written story at this stage of the scheme of work coud give earners the opportunity to do some or a of the foowing: Engage with anguage at ength Encounter a new range of words and phrases See words and phrases aready met in a new context Use and deveop existing skis in a wider context Make inks between the spoken and written word Read aoud famiiar phrases Panning for progress Before choosing to deveop a series of essons around this or any other extended written text, the teacher wi have considered the current skis of the chidren based on achievement so far. Wi a written text meet their earning needs at this stage and provide opportunities for their skis to progress? Have they aready encountered singe words and short phrases in written form? Is the text accessibe in terms of ength? Is there enough esson time to expoit the story after it has been presented? Are the chidren used to istening to extended target anguage? Shoud I choose a shorter text? Shoud I revisit a we-known finger rhyme or song and reintroduce it with the written text? Does this story meet the chidren at the stage they are now? Is there enough famiiar anguage in this text for the chidren to be comfortabe with it? Is the vocabuary accessibe? Are there repeated phrases? Are there structures we can use again in new contexts? The activities in this pack are based on the text on page 3, which can be downoaded from www.standards.dfes.gov.uk/schemes3/subjects/primary_mff/?view=get OCR 2009 Making and marking progress on the DCSF Languages Ladder 2
Les quatre amis I fait beau. Le soei brie. Le petit cheva noir se promène dans es champs. I voit un beau pommier avec une grosse pomme rouge. «Oh» dit e petit cheva noir, «quee bee pomme rouge. Je voudrais bien manger a bee pomme rouge.» Aors, e petit cheva noir essaie de prendre a pomme mais c est impossibe! «Hmmm» dit e petit cheva noir, «je vais chercher mon ami, e mouton.» Le cheva gaope, e cheva gaope vers a maison du petit mouton banc. Toc, toc, toc! «C est qui?» dit e petit mouton banc. «C est moi, e petit cheva noir. Viens m aider, s i te paît.» «Oui, j arrive tout de suite.» Aors es deux amis retournent au pommier. Le mouton voit a bee pomme rouge. «Oh» dit e petit mouton banc. «Quee bee pomme rouge. Je voudrais bien manger a bee pomme rouge.» «Vite, vite» dit e petit cheva noir, «monte sur mon dos.» Donc, e mouton monte sur e dos du cheva. I essaie de prendre a pomme mais c est impossibe! «Hmmm» dit e petit mouton banc, «je vais chercher mon ami e apin.» Le mouton court, e mouton court vers a maison du petit apin gris. Toc, toc, toc! «C est qui?» dit e petit apin gris. «C est moi, e petit mouton banc. Viens m aider, s i te paît.» «Oui, j arrive tout de suite.» Aors es deux amis retournent au pommier. Le apin voit a bee pomme rouge. «Oh» dit e petit apin gris, «quee bee pomme rouge. Je voudrais bien manger a bee pomme rouge.» «Vite, vite» dit e mouton banc, «monte sur ma tête.» Donc, e mouton monte sur e dos du cheva et e apin monte sur a tête du mouton. I essaie de prendre a pomme mais c est impossibe! «Hmmm» dit e petit apin gris, «je vais chercher mon amie a souris.» Le apin sautie, e apin sautie vers a maison de a petite souris marron. Toc, toc, toc! «C est qui?» dit a petite souris marron. «C est moi, e petit apin gris. Viens m aider s i te paît.» «Oui, j arrive tout de suite.» Aors es deux amis retournent au pommier. La souris voit a bee pomme rouge. «Oh» dit a petite souris marron, «quee bee pomme rouge. Je voudrais bien manger a bee pomme rouge.» «Vite, vite» dit e petit apin gris, «monte sur mon nez.» Donc, e mouton monte sur e dos du cheva, e apin monte sur a tête du mouton et a souris monte sur e nez du apin. Ee étend a main et... ee prend a bee pomme rouge. «Youpi!» crie a petite souris marron et ee descend. «Youpi!» crie e petit apin gris et i descend. «Youpi!» crie e petit mouton banc et i descend. «Youpi!» crie e petit cheva noir. Croc, croc, croc. Les quatre amis mangent a bee pomme rouge. Miam! Puis e petit cheva noir gaope à a maison. Au revoir! Le petit mouton banc court à a maison. Au revoir! Le petit apin gris sautie à a maison. Au revoir! Et a petite souris marron trottine à a maison. Au revoir! OCR 2009 Making and marking progress on the DCSF Languages Ladder 3
For this taster pack we have seected a istening activity described on Sheet A to exempify some of the issues reated to identifying progress. LEARNING OUTCOMES Chidren isten with care Paying a game can give teachers the opportunity to recognise the progress of individua chidren in the cass. The group activity provides a non-threatening environment. A simpe physica response is enough to show understanding. The anguage suggested woud give chidren the opportunity to show evidence of achievement in istening at Grade 1 of the Languages Ladder. Panning the activity Chidren need to be in groups with room to move No additiona resources are required The game can be payed for just a few minutes Setting up the activity Re-visit the key nouns Who can remember the word for some animas? Re-visit the commands Who can show me what evez-vous means? Expain that the chidren wi have to isten for the command and then the anima As you start Are a the chidren ready? Are they quiet and attentive? Are they ooking at you? A ACTIVITIES (AND FRAMEWORK LEARNING OBJECTIVES) Pay a game of cassroom commands. Give each tabe group the name of an anima from the story. Combine these with simpe cassroom commands, e.g. evez-vous, es moutons to identify chidren who can respond correcty to the correct anima and command. (O3.4) Observing the game Who is abe to watch you and respond correcty without hesitation? Who is reying on the support of other chidren by watching what they do? Who is performing some of the actions correcty but not responding to the nouns? Before paying again Make a note of your observation of different chidren Identify some chidren for observation next time Discuss with the chidren ways in which they coud get better at the game Re-visiting the activity Vary the game by putting the chidren into different groups Chaenge some chidren by adding more anguage from earier essons Note who is responding more prompty or istening more attentivey as the activity is repeated After paying the game severa times over the course of a few weeks, aim to have a record of the chidren s individua achievement in this activity. Refer to this when panning future essons. See Sheet B for further exampes of istening activities inked to the grades of the Languages Ladder. OCR 2009 Making and marking progress on the DCSF Languages Ladder 4
Making and marking progress on the DCSF Languages Ladder Primary anguages taster pack Year 3 summer term Sheet A The first two coumns contain earning outcomes and activities taken directy from Unit 5 of the QCA scheme of work. Two further coumns set the materias in the cassroom context guiding teachers to refect on individua chidren s responses and progress. F012
These activities are taken from Unit 5 of the QCA scheme of work showing inks to the earning objectives and outcomes of the Framework. Teachers are encouraged to refect on individua chidren s responses to the activities. LEARNING OUTCOMES Chidren isten with care Chidren identify and read simpe words Chidren understand words dispayed in the cassroom Chidren reca, retain and use vocabuary Chidren remember a sequence of chosen words Chidren speak ceary and confidenty Chidren write famiiar words and sentences using a mode ACTIVITIES (AND FRAMEWORK AWHAT LEARNING OBJECTIVES) TO LOOK FOR Use the second reading of the story to identify the chidren who demonstrate focused istening The majority of chidren show they are engaging with by joining in with actions and mimes appropriatey. (O3.1) the story by sustaining concentration, e.g. ooking at the pictures, ooking at the teacher and joining in with the actions. Pay a game of cassroom commands. Give each tabe group the name of an anima from the See page 4 for a fu description of this activity. story. Combine these with simpe cassroom commands, e.g. evez-vous, es moutons to identify chidren who can respond correcty to the correct anima and command. (O3.4) Chidren work in sma groups to match anima pictures and verb text cards. They spread the A good attempt at accurate pronunciation of picture cards face down on the tabe and pass the pie of text cards around the group. The first individua words, in particuar those containing ch, on chid reads the top card aoud and matches it to the appropriate picture card on the tabe. They graphemes. You may aso notice those chidren who then put their text card to the bottom of the pie and pass the cards to the next chid. The rest need the support of others in their group. of the group checks to see if the words and pictures match correcty. As an aternative to using picture cards, chidren coud mime the word. (L3.1) The teacher asks e.g. Qu est-ce qu i fait e apin? Chidren seect and show the correct text card to answer the question, i.e. sautie. (O3.2, L3.1) Dispay nine pictures (animas, verbs and coours from the story) and divide the cass into sma Chidren reca words using a picture prompt. Encourage teams. Chidren score a point for their team by seecting a picture and saying the correct word. chidren to use the definite artice (e/a) and identify (O3.3) those chidren who use it correcty, e.g. e apin. Chidren work in pairs. One chid mimes a verb and an anima to their partner who says a Chidren who can reca and sequence a simpe grammaticay correct sentence, e.g. Le apin gaope. (O3.3) sentence. Encourage confident chidren to revise famiiar verbs by aowing chidren a greater choice than those in the story, e.g. Le cheva danse. Le mouton chante. Give the chidren the opportunity to measure their abiity to reca vocabuary by asking them to Those chidren who are beginning to verbaise the stand up if certain statements appy to them, e.g. At the end of the esson I can remember a ine strategies they use to remember words and phrases. from the story; I need more practice to be abe to remember a ine from the story; I wi be abe You might want to make a note of chidren activey to remember a ine from the story next esson. Encourage chidren to tak about the strategies using a strategy to remember vocabuary as they which hep them remember words and phrases. (LLS, memorising, anaysing and evauating) practise chora speaking throughout the week. Work with pairs of chidren using the PowerPoint of the story on a PC or a booket made by Most chidren wi be abe to reca the names of the printing out the images. Ask them to reca phrases from the story by recaing as many words animas and the verbs and say them in a sentence and phrases as they can. (O3.3) ceary and confidenty. Some chidren wi be abe to reca some of the vocabuary athough this may not be in a fu sentence. Some chidren may aso be abe to reca other phrases from the story, e.g. Toc, toc, toc. Qui est à? Give chidren one of the animas to draw. They seect the correct anima name and verb from ists on the board and copy-write these as a simpe sentence, e.g. Le cheva gaope. Chidren who copy-write words accuratey. Chidren who can write some of the words from memory. Chidren who try to re-use words earnt in earier units of work. WHAT TO CONSIDER If the majority of chidren are not engaged with the story, present it in sections and focus on one section at a time. If individua chidren are not engaged, consider giving them a picture card or soft anima to wave in the air each time that anima is mentioned. This is an opportunity to make use of other aduts in the cassroom who can support you by working with some of the groups. It is important to pan time for spoken or written feedback with support staff. Aternativey, the task can be repeated throughout the week, providing additiona opportunities for you to work with individua groups. Aow chidren some thinking time before showing their seected text card. If this is a whoe-cass task, there may be some chidren who wi need the support of pictures on their text card. Aternativey, this task coud be done in abiity groups with or without picture prompts. This coud be payed as a noughts and crosses game in sma teams or in pairs. Ask more confident chidren to show their work to their cassmates at the end of the session. Some chidren wi not be comfortabe performing in front of the cass. Take the opportunity to observe these chidren during the task. Chidren who find it difficut to express how they remember a sequence because they just can are sti showing that they are starting to think about the strategies they use. You woud not be expecting chidren to reca arge extracts from the story. The aim of the activity is to see if chidren can speak ceary and confidenty when recaing words and phrases from the text. However, it wi give some chidren the opportunity to demonstrate not ony cear and confident speaking but aso their abiity to retain and reca words, phrases and sentences. When copy-writing, the words and phrases shoud be accurate. Some chidren wi benefit from having individua word ists with picture prompts rather than copying from the board. Teachers shoud be prepared to be more toerant of sips made by chidren who are starting to try to write from memory, especiay if those chidren have aready shown evidence of accurate copying. OCR 2009 Making and marking progress on the DCSF Languages Ladder
Making and marking progress on the DCSF Languages Ladder Primary anguages taster pack Year 3 summer term Sheet B Listening Cassroom activities and earner responses have been matched to the Can Do statements of the DCSF Languages Ladder. The content has been exempified with anguage from the story Les Quatre Amis. The right-hand coumn can be competed with equivaent exampes from another story and/or anguage. F013
The Listening activities beow are suitabe for chidren in the third term of Year 3 or towards the end of their first year of earning a new anguage and wi give teachers the opportunity to measure achievement on the Languages Ladder. For most chidren this wi be at Grade 1. Chidren who have made more progress wi have the opportunity to show some evidence of Grade 2 and possiby Grade 3. Some of these activities end themseves to whoe-cass assessment whie others are more suitabe for group or pair work. To achieve any grade it is expected that chidren can respond successfuy to severa of the suggested activities over a period of time and a range of anguage. Grade 1 Grade 2 Grade 3 LISTENING I can understand a few famiiar spoken words and phrases. I can understand a range of famiiar spoken phrases. I can understand the main points from a short spoken passage made up of famiiar anguage. ACTIVITY Respond to a word Identify whether a spoken word matches a visua Match a visua to a spoken word Respond to a command Identify whether a phrase matches a visua Match a visua to a spoken phrase Identify whether a spoken phrase matches a visua Match a visua to a spoken phrase Identify whether a phrase matches a visua Match a series of spoken phrases to visuas Identify the main points from a short spoken passage BCONTENT RESPONSE A gesture or mime A famiiar word from the current unit of work Nod or shake head A famiiar word from the current unit of Yes/no work Tick or cross A few famiiar words from the current Repeat or stay sient unit of work Hod up the correct visua Point to the correct visua Match visuas to spoken words by ticking a grid Match visuas abeed a, b, c... to numbered spoken words An action A phrase combining famiiar anguage from an earier unit of work with a new word from the current unit of work Nod or shake head A famiiar phrase from the current unit Yes/no of work Tick or cross Repeat or stay sient Hod up the correct visua A few famiiar phrases from the current Point to the correct visua unit of work Match visuas to spoken phrases by ticking a grid Match visuas abeed a, b, c... to numbered spoken phrases Nod or shake head A few phrases made up of famiiar Yes/no anguage from the current unit of work Tick or cross Repeat or stay sient Hod up the correct visua A few phrases made up of famiiar Point to the correct visua anguage from both the current and Draw what you hear earier units of work Match visuas to spoken phrases by ticking a grid Match visuas abeed a, b, c... to numbered spoken phrases Nod or shake head A onger phrase made up of famiiar Yes/no anguage from a range of units Tick or cross Repeat or stay sient Identify the correct visua to match spoken phrases A series of onger phrases made up of famiiar anguage from a range of units Answer questions oray in Engish Answer questions in Engish by ticking the right answer A short passage made up of famiiar anguage from a range of units with repetition but no visua support Language from Les Quatre Amis toc, toc, toc! Action words au revoir! croc, croc, croc e cheva Key nouns e mouton e apin a souris gaope Key verbs court sautie trottine a pomme e pommier petit rouge noir banc gris marron evez-vous, es moutons asseyez-vous, es souris e cheva gaope e petit mouton banc a bee pomme rouge e petit apin gris a petite souris marron e petit cheva noir e petit mouton noir e petit apin marron a petite souris rouge a petite pomme rouge e petit cheva gris Joyeux anniversaire, petite souris! Voici deux apins. Le mouton joue au footba. Le cheva danse avec e mouton. Voici trois petits moutons noirs. Le apin a un petit nez rose. Le cheva joue avec e baon vert. C est e dix-neuf avri. C est anniversaire du petit apin. I a deux ans. Toc, toc, toc! C est qui? C est moi, e petit mouton banc. Joyeux anniversaire! Bonjour petit mouton. Viens à ma fête. On va jouer au Cache-cache. LANGUAGE FROM ANOTHER STORY OCR 2009 Making and marking progress on the DCSF Languages Ladder On competing Breakthrough stage istening: you shoud be abe to understand a basic range of everyday expressions reating to persona detais and needs. You may need to isten severa times to get the information you need, depending on how fast and ceary the speaker taks. You shoud have some understanding of a few simpe grammatica structures and sentence patterns. You shoud be famiiar with the sound system of the anguage. You shoud be aware of how to address peope both formay and informay as appropriate. Adaptabe tempates for use with penci and paper activities can be found at www.assetanguages.org.uk/primaryprogress.aspx
Making and marking progress on the DCSF Languages Ladder Primary anguages taster pack Year 3 summer term Sheet C Speaking Cassroom activities and earner responses have been matched to the Can Do statements of the DCSF Languages Ladder. The content has been exempified with anguage from the story Les Quatre Amis. The right-hand coumn can be competed with equivaent exampes from another story and/or anguage. F014
The Speaking activities beow are suitabe for chidren in the third term of Year 3 or towards the end of their first year of earning a new anguage and wi give teachers the opportunity to measure achievement on the Languages Ladder. For most chidren this wi be at Grade 1. Chidren who have made more progress wi have the opportunity to show some evidence of Grade 2 and possiby Grade 3. Some of these activities end themseves to whoe-cass assessment whie others are more suitabe for group or pair work. To achieve any grade it is expected that chidren can respond successfuy to severa of the suggested activities over a period of time and a range of anguage. SPEAKING ACTIVITY RESPONSE CONTENT Language from Les Quatre Amis toc, toc, toc! croc, croc, croc e cheva e mouton e apin a souris gaope court sautie trottine e petit mouton banc a bee pomme rouge e petit apin gris a petite souris marron e petit cheva noir e cheva gaope e mouton court e apin sautie a souris trottine (Quee bee pomme) rouge. (Je voudrais bien manger) a bee pomme rouge. (Le mouton sautie ou e mouton court?) Le mouton court. (Une grosse pomme verte ou une grosse pomme rouge?) Une grosse pomme rouge. Words and phrases as in the repeating activities above e cheva e baon quinze rouge e pommier e nez banc a main gaope (De quee coueur est e mouton?) I est banc. (Que fait e apin?) I sautie. (Qui prend a bee pomme rouge?) La souris. Oh quee bee pomme rouge. Toc, toc toc! Qui est à? C est moi, e petit cheva noir. Viens m aider etc Voici e cheva. Voici a pomme. Le cheva gaope. Toc, toc, toc! Voici e mouton etc Le mouton est rouge? Non, i est banc. Qui sautie, e cheva ou e apin? LANGUAGE FROM ANOTHER STORY Grade 1 Grade 2 Grade 3 I can say and repeat singe words and short simpe phrases. I can answer simpe questions and give basic information. I can ask and answer simpe questions and tak about my interests. Repeat words with visuas to support understanding Repeat phrases with visuas to support understanding Compete a sentence begun by the teacher with a visua prompt Choose the correct answer Guess the word or phrase shown on a hidden visua Pay noughts and crosses with a visua in each square Answer simpe questions about a visua Perform the story Rete the story Pair work Repeat words accuratey Repeat phrases accuratey Say a word or short phrase accuratey Repeat accuratey the correct statement about a visua from a choice of two Say words and short phrases accuratey Say the word on the visua accuratey Answer the questions De quee coueur? Que fait? Qui? Learn ines for soo or group performance of an abridged version of the story Describe a series of visuas to recreate part of the story Ask and answer questions about the story New vocabuary from the current unit New phrases from the current unit Words and phrases from the current unit Words and phrases from the current and earier units Words and phrases from the current unit Words from the current and earier units of work Words and phrases from the current unit of work Words and phrases from the story Words and phrases from the current and previous units of work Question forms and phrases from the current unit of work OCR 2009 Making and marking progress on the DCSF Languages Ladder On competing Breakthrough stage speaking: you shoud be abe to use a basic range of everyday expressions reating to persona detais and needs. Your pronunciation may not aways be competey accurate but your meaning wi be cear. You shoud be abe to understand and use a few simpe grammatica structures and sentence patterns. You shoud be famiiar with the sound system of the anguage. You shoud be aware of how to address peope both formay and informay as appropriate.
Making and marking progress on the DCSF Languages Ladder Primary anguages taster pack Year 3 summer term Sheet D Reading Cassroom activities and earner responses have been matched to the Can Do statements of the DCSF Languages Ladder. The content has been exempified with anguage from the story Les Quatre Amis. The right-hand coumn can be competed with equivaent exampes from another story and/or anguage. F015
The Reading activities beow are suitabe for chidren in the third term of Year 3 or towards the end of their first year of earning a new anguage and wi give teachers the opportunity to measure achievement on the Languages Ladder. For most chidren this wi be at Grade 1. Chidren who have made more progress wi have the opportunity to show some evidence of Grade 2 and possiby Grade 3. Some of these activities end themseves to whoe-cass assessment whie others are more suitabe for group or pair work. To achieve any grade it is expected that chidren can respond successfuy to severa of the suggested activities over a period of time and a range of anguage. Grade 1 Grade 2 Grade 3 READING I can recognise and read out a few famiiar words and phrases. I can understand and read out famiiar written phrases. I can understand the main points from a short written text in cear printed script. ACTIVITY Identify whether a written word matches a visua Match a visua to a written word Read singe words out oud Identify whether a written phrase matches a visua Match a visua to a written phrase Read aoud and draw Match visuas to written phrases Identify the main points from a short written passage DCONTENT RESPONSE Nod or shake head Yes/no Tick or cross Hod up the correct visua Point to the correct visua Match visuas to written words by ticking a grid Match visuas abeed a, b, c... to numbered written words Match a picture card with a word card ICT: drag and drop a visua to match a word Read out oud a word on a card and match it with a visua to show understanding Nod or shake head Yes/no Tick or cross Hod up the correct visua Point to the correct visua Match visuas to spoken phrases by ticking a grid Match visuas abeed a, b, c... to numbered written phrases ICT: drag and drop visuas to match phrases Read aoud and draw a picture to show understanding, then present the picture to a partner and read the phrase again Identify the correct visua to match written phrases Answer questions in Engish by ticking the right answer A famiiar word from the current unit of work A famiiar phrase from the current unit of work A few phrases made up of famiiar anguage from the current unit of work A onger phrase made up of famiiar anguage from a range of units A series of onger phrases made up of famiiar anguage from a range of units A short passage made up of famiiar anguage from a range of units with no visua support Language from Les Quatre Amis e cheva e mouton e apin a souris a pomme e pommier rouge noir banc gris marron e cheva gaope e petit mouton noir e petit apin marron a petite souris rouge a petite pomme rouge e petit cheva gris Le cheva danse avec e mouton. Voici trois petits moutons noirs. Le apin a un petit nez rose. Le cheva joue avec e baon vert. C est e dix-neuf avri. C est anniversaire du petit apin. I a deux ans. Toc, toc, toc! C est qui? C est moi, e petit mouton banc. Joyeux anniversaire! Bonjour petit mouton. Viens à ma fête. On va jouer au Cache-cache. LANGUAGE FROM ANOTHER STORY OCR 2009 Making and marking progress on the DCSF Languages Ladder On competing Breakthrough stage reading: you shoud be abe to understand a range of everyday expressions reating to persona detais and needs. You shoud have some understanding of a few simpe grammatica structures and sentence patterns. You shoud be famiiar with the writing system of the anguage. You shoud be aware of how to address peope both formay and informay as appropriate. Adaptabe tempates for use with penci and paper activities can be found at www.assetanguages.org.uk/primaryprogress.aspx
Making and marking progress on the DCSF Languages Ladder Primary anguages taster pack Year 3 summer term Sheet E Writing Cassroom activities and earner responses have been matched to the Can Do statements of the DCSF Languages Ladder. The content has been exempified with anguage from the story Les Quatre Amis. The right-hand coumn can be competed with equivaent exampes from another story and/or anguage. F016
The Writing activities beow are suitabe for chidren in the third term of Year 3 or towards the end of their first year of earning a new anguage and wi give teachers the opportunity to measure achievement on the Languages Ladder. For most chidren this wi be at Grade 1. Chidren who have made more progress wi have the opportunity to show some evidence of Grade 2 and possiby Grade 3. Some of these activities end themseves to whoe-cass assessment whie others are more suitabe for group or pair work. To achieve any grade it is expected that chidren can respond successfuy to severa of the suggested activities over a period of time and a range of anguage. Grade 1 Grade 2 Grade 3 WRITING I can write or copy simpe words or symbos correcty. I can write one or two short sentences to a mode and fi in the words on a simpe form. I can write a few short sentences with support, using expressions which I have aready earnt. ACTIVITY Write words accuratey with support Fi the gaps in a short text Write sentences to accompany a visua Write a sentence incuding a given word Write sentences to accompany a visua RESPONSECONTENT Make abes for visuas for a wa dispay A few famiiar words or short phrases Make word cards for a game from the current unit of work Write words or phrases to compete gaps in sentences about a Famiiar words or short phrases from the picture from the story current unit of work Study two short sentences about a picture from the story; write a One or two sentences made up of text to accompany a second picture from the story famiiar anguage from the current unit of work Write sentences which each incude a different word from the story Two or three separate sentences made up of famiiar anguage from the current and earier units of work Write a short text about a picture which is not from the current Three or four sentences on a singe story but which gives opportunities to use famiiar anguage theme made up of famiiar anguage from the current and earier units of work Language from Les Quatre Amis e cheva e mouton e apin a souris a pomme e pommier rouge noir banc gris marron gaope court sautie trottine «Oh» dit e petit mouton.. banc... «Quee bee.. pomme rouge...» Mode: Voici e petit mouton. I est banc. Response: Voici e petit cheva. I est noir. apin Le petit apin gris sautie à a maison. Au revoir! bee La souris voit a bee pomme rouge. Voici e chat. I est noir. I voit a souris. I court vers a maison de a petite souris marron. LANGUAGE FROM ANOTHER STORY OCR 2009 Making and marking progress on the DCSF Languages Ladder On competing Breakthrough stage writing: you shoud be abe to use a basic range of everyday expressions reating to persona detais and needs. Your speing may not aways be competey accurate but your meaning wi be cear. You shoud be abe to understand and use a few simpe grammatica structures and sentence patterns. You shoud be famiiar with the writing system of the anguage. You shoud be aware of how to address peope both formay and informay as appropriate.
New materias for the autumn term of Years 3 and 4 wi be avaiabe in September 2009. Materias for the spring and summer terms of Years 3 and 4 wi be avaiabe in January and Apri 2010. Materias for Years 5 and 6 wi be produced during 2010 and 2011. Each set of materias wi ink cassroom activities to the DCSF Languages Ladder and provide support for teachers in terms of identifying, panning for and recording progress. An eectronic version of this pack can be downoaded from www.assetanguages.org.uk/primaryprogress.aspx Asset Languages is the assessment scheme for the DCSF Languages Ladder. Externa and cassroom-based teacher assessment is avaiabe in 25 anguages. For more information go to www.assetanguages.org.uk CILT is the Nationa Centre for Languages. For more information go to www.cit.org.uk The Training Zone, CILT s website for Primary Languages, can be found at www.primaryanguages.org.uk Under no circumstances may any part of this pack be photocopied for resae. F011