1. Authentic texts: how they can help you cover the Programmes of Study at KS2 and KS3

2. Objectives We are going to explore the following questions:
What are we trying to achieve by using picture books?
How can we use them?
Where can we get them from?

3. 1) What are we trying to achieve by using picture books?
We and our pupils will have a lot of fun!! Pupils get to see new or familiar language in context. They learn new vocabulary. They gain in fluency and confidence. The experience will motivate our pupils to learn languages. It will encourage them to read for pleasure. It will inspire them to write. Activity 1: have you used picture books in your language lessons before and if so, which ones and how? If not, what has stopped you? Please write down your ideas on the paper on the tables.
No right or wrong answers!
They will see the language in context, learn extra vocabulary (which has not been simplified) and gain in confidence.
Familiar books can be used as an introduction to a new language/new vocabulary.
Fun, want to learn languages even more, motivation to read more / for pleasure, inspiration to write.
In the Programme of Studies, will tick the box: “appreciate songs, stories and rhymes in the language”… and every other box too!!

4. 1) What are we trying to achieve by using picture books?
We want children to make progress! Programmes of Study KS2 Programmes of Study KS3
They can help with every bullet point from the programme of study!
Languages are being taught in some places in the USA solely through reading and storytelling!
Being specific with our aims will decide which book we choose and which activities we do with it!
They encourage a desire to work things out and look for cognates.
Skills developed: listening, learning vocab, cultural understanding, reading skills, general literacy skills, grammar, writing, speaking, enjoyment, surprise/suspense element of new stories, exposure of the children to the written word whilst they are small as they have no fear, moral (social and psychological development/PHSE/SEAL), can help develop a general topic with non-fiction books.

5. Languages – key stage 2
Subject content
Key stage 2: Foreign language
Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. The teaching should provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at key stage 3. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary.
The focus of study in modern languages will be on practical communication.
Pupils should be taught to:
listen attentively to spoken language and show understanding by joining in and responding
explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*
speak in sentences, using familiar vocabulary, phrases and basic language structures
develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
present ideas and information orally to a range of audiences*
read carefully and show understanding of words, phrases and simple writing
appreciate stories, songs, poems and rhymes in the language
broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
write phrases from memory, and adapt these to create new sentences, to express ideas clearly
describe people, places, things and actions orally* and in writing
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.
The starred (*) content above will not be applicable to ancient languages.

6. Languages – key stage 3
Subject content
Key stage 3: Modern foreign language
Teaching may be of any modern foreign language and should build on the foundations of language learning laid at key stage 2, whether pupils continue with the same language or take up a new one. Teaching should focus on developing the breadth and depth of pupils’ competence in listening, speaking, reading and writing, based on a sound foundation of core grammar and vocabulary. It should enable pupils to understand and communicate personal and factual information that goes beyond their immediate needs and interests, developing and justifying points of view in speech and writing, with increased spontaneity, independence and accuracy. It should provide suitable preparation for further study.
Pupils should be taught to:
identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied
use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate
develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues
use accurate grammar, spelling and punctuation
listen to a variety of forms of spoken language to obtain information and respond appropriately
transcribe words and short sentences that they hear with increasing accuracy
initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address
express and develop ideas clearly and with increasing accuracy, both orally and in writing
speak coherently and confidently, with increasingly accurate pronunciation and intonation
read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material
read literary texts in the language [such as stories, songs, poems and letters], to stimulate ideas, develop creative expression and expand understanding of the language and culture
write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language.

7. 2) How can we use picture books?
A concrete example: “Le loup qui voulait être un artiste”.
Activity 2: for each one of the suggested activities on your sheet, please write the number(s) of the element(s) of the Programmes of Study which they can help address!
At the beginning or at the end of a lesson, all in one go or over several lessons depending on the book; for National Storytelling Week, World Book Day, National Poetry Day: Caca Boudin, Le popo du chiot; can read in French only; check understanding after each page; encourage predictions (though can go on a bit! Use to develop writing skills afterwards!); a well-know story, eg the very hungry caterpillar where the pupils can listen out for cognates.
A whole class can work on a book or if they have enough appropriate books they can be used as extension tasks, if a child finishes early (book box); a well-know story, eg the very hungry caterpillar where the pupils can look out for cognates.
Une souris verte: book of a nursery rhyme performed in assembly; how it was taught: with flashcards (could be training in itself!), human sentences, actions, words, putting the sentences back together
De la cabeza a los pies: animal, body parts, verbs. It will never only teach one thing but good to have a focus! With soft toys, flashcards, actions.
Les quatre amis, ALL Connect materials.
Books with audience participation, eg petite taupe, ouvre moi ta porte! Story which can be re-enacted with puppets and puppet theatre.
Books which can be adapted: le loup qui voulait changer de couleur. Other colours can be used and seasons or months instead of days; mini-books and games made.

8. 2) How can we use picture books?
Activity 3: look at the books on your tables. Can you think of any other ways to exploit them? Please write your ideas down on the paper so they can all be collated and shared! If you like any of the books, please feel free to make a note of their titles!

9. 4) Where can we get stories from?
Specialist languages businesses: Little Linguist, b small publishing, The European Bookshop, Mary Glasgow
Friends and/or relatives abroad; colleagues
To borrow a range of books and resources or for ideas of suitable books: Le
For free digital copies: Les Quatre Amis (also in Spanish and German), ALL Literature Wikidot, Culturethèque, Goethe Institut; also Little Red Languages (£50 a year)
NB for puppets: Tiny Tots Shop

10. When are you next going to read a story to your pupils??
Please try something new out and share it with us all!