LAURA AGULL ADA MACI MARA SILLA ARANTXA VALLS

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) B 1 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 (Y 3 -Y 4) Jolly phonics (from year 4 to 2 nd course of Primary) (Y 4 -Y 5)

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 (1 st/2 nd Term ) + Print letter (2 nd/3 rd 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 y, x, ch, sh, th qu, 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 – 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 (x 3) 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 (x 3) 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. 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