#eflideas

Storytelling for primary. Ideas for the follow-up activities.

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The way that only the freezing winter sunsets can be

Storytelling and storybooks in the primary classroom

Welcome to one more of my obsessions: the story in the classroom, be it a story from the coursebook, a video, a storybook or even a thing that I invent myself, just to sell my ‘product‘. A story is not only the type of an activity that we introduce because of its many benefits or because we want to prepare our students for the YL Cambridge exams but also because the story can be a way and the means of developing the young children’s language skills, reading and writing, speaking and listening but also their grammar and vocabulary.

I have been using stories for ages and I am not exaggerating when I say that this is one of my favourite teaching tools and different storybooks characters, Marvin, Barry, Pete the Cat or Splat the Cat or Peppa, are like my best mates.

‘What’s new?‘, one could ask.

In this academic year (four months so far), I have been involved in teaching the British National Curriculum, KS 3 to my two wonderful groups who are an amazing but mixed bunch, especially when it comes to their actual English skills. One of my main aims is developing my students reading and writing skills, preferably fast (yes, yes, I know, nothing happens fast) while working with a very mixed ability group, ranging from complete beginners to A1+ children. Stories have been one of the many ways of doing and I decided to share a few examples of what we have done, hoping that they can serve as a source of inspiration, for all kinds of classes, EFL or ESL.

The general idea

The way these five stories were used in the primary classroom follow the same pattern

  • pre-book: looking at the cover of the book, reading the title, introducing the main character, asking some questions about it, trying to predict the story, introducing and practising the key vocabulary.
  • while-book: reading / watching the story, sometimes with pauses to check understanding, sometimes to involve the kids through gestures, sometimes through the phrases, if they are used repeatedly.
  • post-book: a variety of activities related to the content of the story or to the grammar or vocabulary of the week in which the story was introduced.

And this is when the post starts to make more sense, I hope, because I am going to share here five different stories and five story-related, follow-up activities that I used in the last few months.

Hen’s pens and Let’s practise vocabulary!

Hen’s pens is a story, one in the series published by Usborne, a lovely resource with the Ted in a red bed, Fat Cat on a mat and Big Pig on a dig. I usually use them a bit later, with slightly more advanced students, in shared reading sessions (and there probably should be a post about that) but this time, I wanted to introduce a longer story, a video story and a rhyming story, specifically to have kids practise noticing rhymes.

In the follow-up of the story, we completed a very simple reading task, in which we put the words into pairs by colour-coding them and then using the chart to practise reading. You will have also notice a colouring page in the handout. This was an additional task for the kids, only for those who like colouring.

Pete the Cat and Let’s speak!

Pete the Cat is very famous in the EFL circles and the story about rocking in the school shoes is an absolute hit. This is my personal way of teaching Present Continuous ever since I have seen the video for the first time and this year, not quite for the first time, I used it also to introduce the school vocabulary, verbs and places.

In our lesson, apart from watching, singing, miming and even re-enacting Pete’s day at school, we also followed up with a speaking activity in which the kids had to create their own sentences in the Present Continuous. They had the main verb forms, mostly taken from the story, accompanied by visuals to support speaking (in most cases, the kids were unable to read yet) and their task was to finish the sentence by drawing something. ‘I am eating…a pizza, an apple, a cookie, a banana’, according to their preferences. Later on we compared our sentences, creating our own day at school. The handout served as preparation for speaking.

Again, those children who were interested, were given a second handout to colour.

Marvin Gets Mad and Let’s practise grammar!

Marvin is, no doubt, one of my favourite characters and he’s been present in my classroom for about fifteen years now (wow!). ‘Marvin Gets Mad’ by Joseph Theobald is a great story for feelings and for learning about controlling emotions but this time round I decided to use it to reinforce the grammar behind the Present Continuous.

In the follow-up task, which was quite a stretch from the plot of the original story but it was exactly what we needed to practise the Present Continuous and to reinforce the idea of the suffix -ing. The kids had to add the suffix to all the sentences and then read them and match them to the pictures of a particular sheep.

Zog and Let’s take some notes!

Zog by Julia Donaldson was a good lesson, too. We focused on revising the body parts but we also did a lot as regards the language practice, as regards the structures we already learnt (‘I can…fly, catch a princess, breathe fire) and a few structures that were used repeatedly in the story (‘What’s the matter?’ ‘I can help you’ ‘Thank you’). While we were going through the story, the children helped me produce all the key language.

After we were done with the story itself, we ‘took notes’ about the story. All the kids got their copy of the handout and we went on through it: tracing the lines, reading the lines and completing them with our ideas. As usual, some of the lines are actually very restricted (‘Zog is a dragon’), some are more open-ended (‘He can…fly, breathe fire, catch a princess, help’), the others – even more. (‘He is…green, big, small, happy, sad, scared’). The final two lines are for tracing and for circling, depending on whether you liked the story or not. This time I included a small picture of Zog for everyone and some kids took time to colour it after they were done with writing.

Ling and her proud memory and Let’s draw!

Ling is a girl from one of the stories in our coursebook, Global English 3, in a series on memories (a sad memory, a happy memory and a proud memory) and I actually loved teaching all three. The story was quite challenging for my kids in terms of the language and I just wanted a general understanding of the main facts. After we talked about the picture and listened to the story, I did a short Yes / No activity regarding the content. This was followed by a note-taking activity, similar to the one we did with Zog, but it was substantially shorter and more limited in terms of creativity. However, this was only because the real star of the lesson was the drawing activity.

The word ‘proud’ was a new concept to us and I really wanted to make it personal, mostly because it has a huge potential and it is a good word to have at your disposal in the classroom. With the help of my T.A. we explained what it means, we gave examples and suggested some ideas for the kids, based on our shared experiences such as preparing for the Christmas show, doing difficult exercises in class and so on. I showed my students my example (below) and I let them draw.

Admittedly, the lesson (or this project) did not involve a huge lot of language production but it was a beautiful moment, nonetheless. And a very necessary one, too! Some children knew straight away what they were proud of, some others needed to take time to come up with an idea. And they did! Even those who started their search with a desperate ‘I don’t know!’.

My example is below and showing it to my class was another special moment and, guess what, they got the idea straight away! Because when we are doing something very, very difficult in Maths and my students keep raising their hands and everyone wants to give the answer, I am very proud (based on real events:-).

Coda

These are just a few ideas of what can be done in class when a story is involved. One of many ideas!

Happy teaching!

Crumbs #75 Paul and his gran. One more way of approaching the story in the YL classroom.

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Ingredients

  • One of the YLE Cambridge visuals, Movers speaking (4 pictures), Flyers writing (3 pictures) or Flyers speaking (5 pictures). In our case, this time it was Paul and his Granmother from Flyers from the sample tests booklet (volume 2 p. 96), tampered with lightly (see below)
  • A handout created to accompany the visuals, you can download it from here

Procedures

  • Prepare the visuals by covering up the numbers on the pictures and making a copy for each student, cutting these up. Make a copy of the writing handout for each student.
  • Introduce the story: without revealing too much, for examply by telling the kids that they are going to meet a boy and read a story about his day.
  • Give out the visuals, cut up, ask the kids to find out the start of the story (aka picture number 1), talk about this picture with the class. The questions to use might include: Who is it? How old is he / she? What is she / he doing?
  • Tell the kids that this is Paul and his gran (we had different interpretations here but we need grandma for the handout) and their day. Ask the kids to reorder the pictures, check and glue them in the correct order in the notebooks. They number the pictures.
  • Create the story: kids look at all the pictures, in order to be able to construct the whole story and the plot. This can be easily turned into a speaking activity: the teacher makes sentences such as: I can see a boy. Kids answer with: Picture 1, 2, 3, 4 and 5, etc. Later on, the students take over by making their own sentences. This can be done as a whole class or in pairs. This is also the time to introduce or to check that all the kids have all the key vocabulary. The kids are not telling the story yet, they are only getting ready, thinking about the characters, their actions and feelings.
  • Write the story: the teacher gives out the handwriting handout, the kids glue it in their notebooks, too. The class go together, picture by picture, they read the sentences and think of their own ways of finishing the sentences. They write the words or they ask the teacher to write the words on the board for them to copy. The teacher monitors and makes sure that everyone is going on at the same pace.
  • Read the story: the groups that I did it with were not very big, only 5 or 6 students, so we could all read our stories out loud and applaud. With the bigger groups, it might be a good idea to put the kids into pairs or smaller groups to read to each other and to applaud. Nonetheless, I still wanted to include this element, purely for the reading practice.

Why we like it

  • I am quite happy with that activity since all the materials worked well in the classroom.
  • The kids enjoyed it. Many of the ideas were the same, especially the feelings but there was also some potential for variety in kids’ answers. I accepted everything, for example ‘Parents are angry’ (picture 5) or ‘Paul is scared’ (picture 4). As we always say: ‘All ideas are good ideas’. In that sense it worked very well as ‘the first story we wrote’. I was very proud of them and they were proud of themselves, too.
  • My students are only 6 and 7 and all of them are in year 1 of primary. Their literacy levels vary and this kind of an activity gave them an opportunity to practise a variety of skills, especially their literacy skills, with more focus on reading and writing. There was enough room for creativity and enough support at the same time. Initially, I was considering including the tracing element but then I decided that it would be too much for one lesson, with five pictures and five short texts to write.
  • There is a lot of potential for adaptation: the number of pictures can be adapted, if you choose to use the Movers speaking resources or the Flyers writing resources. The number of sentences for each picture can also be adapted, extended or cut short. If there is time and if the kids are ready, they can add their own, sixth part and even to draw their own picture.
  • I made sure that everyone had the same order of the pictures for the entire story as my kids are quite young and this was the first time we worked with this kind of a materials. Because of that and because of their literacy levels, they are not yet able to work independently on such a task and I decided to keep it more T-centred and T-led this time. However, for more advanced groups (as regards literacy and independent work), there is a lot more potential. They could tell the story in their own way. If needs be, the writing handout, can also be cut up and rearranged, to match the pictures and their order.
  • One thing that I did not do was to allow creativity as regards the title of the story. We did not focus much on it, I only introduce the brief: Paul and his grandma, but there is so much potential here, especially that the kids are also supposed to learn about a structure of the story and that it includes a title. No harm done, we will be repeating this activity and next time we will write our own titles, too!

Before you go, make sure you have a look at all the other storytelling ideas, here and here.

Happy teaching!

Crumbs #74 Christmas a la Andy Warhol

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Ingredients

  • A3 paper, glue and scissors and a stack of newspapers and journals (gardening, furniture, fashion, kids, music, animals)
  • music, for atmoshpere
Andy Warhol’s Christmas Tree

Procedures

  • This lesson in this format was done with my older primary students whose language is on the level of A2 – B1.
  • We started with bringing up Andy Warhol whom we got to know in September (more about this lesson here). As always, it was a pleasure to find out that our Andy Warhol Chebourashka was a very memorable lesson. My students did rememember! We talked about Andy again and especially about his love for Christmas (I do recommend reading about it here).
  • We looked at the Christmas tree he designed and at the technique (collage).
  • Afterwards, I showed all the materials and I started to make my own collage to demonstrate the technique.
  • We looked at the journals and newspapers, leafing through to find the theme. I suggested a few (a colour, an object, a topic) and just allowed the kids to think about it.
  • All this time I was making my own: I drew a big triangle and started glueing the pieces to match my theme (Nature).
  • Kids were working, cutting out their pieces and composing their collages. They were also looking for pieces for their friends. All this time we were having an open class dicussion about different artistic decisions and the bits and pieces that match or do not match the individual collages.
  • In the end, we briefly demonstrated all the trees, together with the title.
  • In order to create a more festive atmosphere, I put on some non-invasive instrumental music, Christmas-themed.
Nature (by the teacher)

Why we like it

  • The collage was a success. The students got really involved perhaps because the activity gave them an opportunity to be creative without requiring any real artistic skills, drawing, sketching or painting which sometimes can be a challenge.
  • It took a while for the students to choose the theme but it is perfectly natural because they needed time to leaf through, to see what is available and to make up their mind and to select something. But I was really happy because it was clear and obvious that they really did make a decision and focused on the colour, one specific item or a general idea to represent. What’s more, I could see that the kids themselves were happy and proud of their choices especially when their pieces were completed.
  • The task became a collaborative one although only by accident. Once it became obvious what everyone was working on, we all started to suggest and to offer pieces that we found in the journals that we were looking for. ‘I’ve got a yellow sofa here. Do you want it?’, ‘There is a princess here. Does anyone need it?’ and so on. It started with the teacher but the kids picked up on it. It is definitely something that I will be introducing purposefully the next time we do a collage.
  • We used the A3 paper but the A4 sheets are also an option and the trees will be easier to fill in as the smaller the paper, the fewer the elements.
  • We started with drawing the triangle on the A3 paper and went on to fill it in with the items. Two of my students did not have enough time (and the chosen elements) to complete the tree in one lesson. We are going to finish next week, we have this opportunity. However, that made me think that it might be a good idea to choose a topic, cut out all the elements and them compile them into a tree, making a conscious decision regarding the size of the tree and opting for a smaller version if time or resources are limited.
  • I presented the idea of a combined technique: a collage and drawing, to fill up the space with own drawings, if needs be, but, in the end, not one of my students decided to use this option this time.
  • The decision to put the background music on was a good one, too. It helped to create the atmosphere and, after a while, kids asked for the permission to put on their favourite songs which was granted and we ended up working and singing together.
  • As regards the language production, a lot was going on because we were chatting throughout the lesson but I have to be honest about one thing – my older group are already a high level, some of them very close to fully communicative in English and even bilingual. That is why I didn’t need to do much to encourage production in the way an EFL teacher would. They wanted to talk and we did, in English. However, there are other options for the lower level and the EFL/ ESL students. I am still to try these in class but off the top of my head, I would go for:presenting the collage with the title, calling out the names of all the elements of the tree (or as many as possible), choosing the character who might like this kind of a tree. I am quite likely to teach the same lesson on Monday next week and, if I do, I will be updating the post soon.
  • We did it in our Art classes but it might be a fun activity for a regular VYL or YL class, perhaps even with teenagers.

Here are some of the Christmas trees my students created:

Yellow. Still in progress.
Dragons
Around the house
Beauty

Happy teaching!

More than drilling, more than flashcards. Teaching vocabulary to young learners.

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It’s been six months now (and four courses) since we introduced the individual consultations to our YL and VYL course and a lot of good has come out of it already for the course, for the trainees and my blog. This post today will be dedicated to one of the course participants, Valentina, who came to the meeting with one question only, namely: ‘I am bored with teaching vocabulary through flashcards and drilling’. This was when I realised that we never really talked about the variety in that area. Hence this post.

Back to the basics…

…or our gurus. For anyone who is not familiar, I would recommend getting hold of Carol Read’s chapter on teaching vocabulary and grammar and all the basic concepts as well as her post in the series of the ABC of Teaching Children in which she highligts the need for the crystal clear meaning, the context as well as opportunites for memorising and for practice.

Carol also offers a lot of ideas for the classroom (as promised) and if you are looking for more, please have a look at the bilbliography where I have left some more interesting links, for inspiration and from two different areas, the teachers of EFL/ESL and just children learning new words. Many of them are quite recent publications so have a look! There is lots and lots to read.

For that reason, also, this post here will focus not on practice activities but on ways of introducing vocabulary to primary and pre-school students, more than just flashcards.

Electronic flashcards

‘Electronic flashcards’ is an umbrella term for a great variety of resources that can be used in the YL classroom. I will try to include here at least the few basic ones

  • Wordwall (wordwall.net), with all its growing number of templates and options. You need to join the community but the membership is free and it gives you access to everything that any member ever created and made public. You can, for example, get access to the whole library that I have created (Azapart). The ability to create resources is only available to the members with subscription but it is cheap and definitely worth it. My favourite resources here to introduce vocabulary include stencil flashcards, cropped images, simple word cards and flashcards or flashcards with the audio.
  • Simple video flashcards of which there are plenty available on youtube, such as offered by Maple Leaf Learning. There are also such products as EFL Kids Videos that present not only vocabulary but also vocabulary + structures.
  • Videos that not only present the new vocabulary but that also offer an option of a game, for example places in the city from Smile and Learn where you get a presentation and a guessing game, ‘What is it?’ games from Fun Kids English or drawing – guessing games from Games4ESL.

Sounds

This might be a more obvious resource when it comes to some topics, such as animals, pets, farm or jungle but it is definitely a lot more potential here. Sounds can be also used to introduce the vocabulary of transportation, places in the city, instruments, Present Continuous or everyday activities and objects, a day in sounds or even weather.

It needs to be mentioned that these materials were not created as educational materials with a specific aim to match the content of one coursebook or another and they are not used to replace the official published materials. They only help to introduce the topic and the idea in an interesting way, with at least some of the items that we are required to cover according to the curriculum.

Gestures

I am a huge fun of using gestures in the classroom. The gesture is king after all! For a good few years now, whenever we introduce new vocabulary we add gestures to it, to help clarify the meaning but also to give the children one more channel that might help them remember and recall the meaning of these new words. This kind of miming can be upgraded to include a lot more speaking (see: a post here) and the children can be involved and invited to come up with their own gestures for certain phrases and express themselves in that way, too! It is not only for the youngest of the youngest. Once we introduced, even my 8 – 10 A2 year-olds loved working with this form of expression.

Realia

Like in the case of sounds, realia would be something that naturally springs to mind when we talk about teaching school objects, food or classroom vocabulary and, perhaps, if you have any access to any friendly children who are willing to share their collection, perhaps also to teach toys, transport or even animals. The other topics seem to be impossible. Or do they?

I think my realia creativity had a chance to skyrocket during the pandemic while we were all stuck at home and with a very limited access to all those beautiful things that we would normally use. A blessing in disguise?

My solution is relatively un-revolutionary and is based on using symbols, items that we agree stand for our chosen concepts. Here are some examples:

  • rooms in the house: a spoon = the kitchen, a pair of socks = the bedroom, a remote = the living room, a key = the hall, a toothbrush = the bathroom
  • weather: gloves = it is snowing, sunglasses = it is sunny, a cap = it is warm, a kite = it is windy, an umbrella = it is raining, a scarf = it is cold
  • school subjects: a tshirt = PE, a mouse = IT, paints = Art, counting sticks = Maths, dictionary = English, a book = Russian, a magnet (from abroad) = Geography, a paper crown or a photo of a king = History etc
  • party aka characters: a star = a sheriff, a crown = a prince / a princess, a red nose = a clown, a witch’s hat = a witch, a flower = a gardener, a plastic stetoscope = a doctor etc
  • seasons: just lots of things, clothes and accessories which we use in winter, spring, autumn and summer
  • family: accessories that different memebers of the family might have, a car = a brother, a doll – a sister, a newspaper = daddy, wool = grandma etc.
  • body: accessories and objects which we use with different body parts: glasses: a nose and ears and eyes, socks = feet and toes, a spoon = a hand and fingers. The confusion might be even beneficial here because we will be repeating the words a number of times.
  • free time and verbs: different objects and accessories that we use, for example: a pen = to write, a ball = to play, a spoon = to eat etc.

Song

In a majority (almost certain here) of our coursebooks songs are introduced as a means of practising and revising vocabulary and grammar but this does not have to always be the case, not when we are in charge.

Since I discovered the existance of the amazing Pete the Cat who is rocking in his school shoes, I have not taught the places in the school (and Present Continuous) in a different way. The song is beautiful, fun and very catchy and the video illustrates the idea of both the vocabulary and the tense in such an obvious way that I am not even looking for any alternatives. We start with the song, we enjoy the music, the video and Pete and only later, we move on to flashcards, drilling and all the other practice activities.

Here are some more examples of songs that can be used in the same way

E pronto? E pronto!

Story

Whatever we do with songs, it can be done with a story. A video, a storybook or storycards can be the starting point in a vocabulary lesson. Here are my favourite storybooks to teach vocabulary:

  • ‘Elmer’ by David McKee to teach jungle animals
  • ‘Marvin Gets Angry’ by Joseph Theobald to teach emotions
  • ‘Cat’s Colours’ by Airlie Anderson to each colours
  • ‘A Very Hungry Caterpillar’ by Eric Carle to teach food
  • ‘Zob’ by Julia Donaldson to teach helth problems

To name just a few. Introducing them will give you a ready made context and it will be a pleasure for the kids to get back to the story over a series of lessons and to be more and more involved in reading and retelling the story. That is a brand new level of the sense of achievement and of the meaningful lessons.

Posters

Admittedly, in the past, a few years ago or in the previous editions of the coursebooks, posters were a more frequent quest. They are not as common today although different schools produce their own posters and so do publishing houses, although not necessarily in connection with a particular title. For that reason, I will extend the definition of poster to ‘any large size visual with a variety of elements’ in order to be able to include any silly pictures, clip art creations to be found on google (really!) or the picture wordlists as these absolute beauties available on the CUP website for Starters, Movers and Flyers exam preparation (but not exclusive to these).

I am a huge fan of using visuals in the classroom and I am proud to say that I have come up with a plethora of ideas for language practice. You can find them in two posts: All you need is…a picture. They can be displayed on screens or interactive whiteboards or even printed and laminated.

As regards vocabulary introduction, however, here are some ideas:

  • labelling the items in the picture together with the kids
  • covering some parts of the pictures with the post-it notes, to elicit from kids (It is a city. What can we see here?) and then to uncover the picture step by step while introducing the equivalents of the words the kids provide, in English
  • covering some parts of the picture with the post-it notes, to uncover them step by step while clarifying the meaning of the words and including elements of drilling
  • covering some parts of the picture with the post-it notes, to play ‘What’s missing?’ (although this slowly moves towards controlled practice / drilling)
  • pointing at two objects in the picture and calling out a name for the kids to recognise. Here, the teacher can use hands (Left! Right!) or, if it is too confusing, two markers of different colours (Blue! Red!), a fun exercise for the auditory practice and word recognition.

Coda

All of the activities mentioned above can be used during the practice stage and they are not to replace flashcards and drilling but to supplement or replace them and to introduce a bit of variety and a breath of fresh air, for the students and for the kids.

The choice will depend on the age and level of the students and, naturally, on the specific set of vocabulary.

Happy teaching!

Bibliography

Carol Read (2007), 500 Activities for the Primary Classroom, Macmillan

Carol Read (2011), ABC of Teaching Children, V is for Vocabulary here.

How to teach vocabulary: 5 fun and easy ideas (2020) from Begin Learning.

17 ways for kids to learn new vocabulary (2020) from Imagination Soup.

Kids and vocabulary (2011?) from British Council, Teaching English.

How to teach vocabulary. Twinkl’s super seven-step guide (2023) from Twinkl.

6 Science-based tips for teaching your kids vocabulary…the fun way (2022) from Maya Smart.

5 fun ideas to make vocabulary jump out of the page for young learners (2021) from CUP.

30 meaningful vocabulary activities for every grade (2023) from We Are Teachers.

Celebrating 23 000 hits with my favourite posts ever*)

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*) Not any more. It is 25 000 now. OMG.

Well, it is one of my guilty pleasures to open the blog dashboard to have a look how many hits, visitors and visits there have been since the last I check. I do it regularly, of course, sometimes a few times a day, but I write down only the certain hoops, like every thousand of views. Recently, in the last few months the blog has been very active and I have registered a whole thousand of views within two weeks only…

I have just checked the most recent ‘celebration post’ and it turns out that it was written in January this year and I was rejoycing the fact that I crossed the line of 15 000 visits. Which means 8 000 since. Not too bad, I have to say!

It’s been very rewarding to see that the blog has had a growing number of readers and that, perhaps, there is something useful and necessary about what I do in the classroom and at the keyboard.

The most popular posts so far

In the post mentioned above, you can check the top ten most popular posts in January 2023. Today, this top 10 includes:

My favourite posts…

Here are my top ten favourite posts and why I really like time out of those 246 posts committed so far:

  • Much Ado About Nothing: realistic flashcards vs illustrations in the EFL world: I love it because it started with a not very pleasant conversation on the social media but because what I said was met with derision and mockery, I decided to prove to myself that, indeed, I am right. And a lovely and very interesting research followed.
  • All you need is…a picture! This is a post that was written after an online conference presentation which had my biggest audience so far (almost 700 people) but I really like because it is the post that really reflects what I do in the classroom. I love using pictures and visuals and illustrations and I am happy that I can share my ways of doing that. There is also the part two because the new ideas keep coming!
  • Setting up the routine. A diary, week 1. This is one of the newest post because this one (and the whole series) was created at the start of the current academic year, in September. I started two new groups of primary, of brand new kids, in a brand new context, for them and for me, and I thought that it might be a good idea to keep track of what we do in the classroom during those first weeks. I am hoping that it might come in handy for all the teachers who start in the area and are on the lookout for ideas and solutions but, surprise surprise, it was also an amazing opportunity for me to reflect on the activities and to understand the process even better. I loved writing it so much that I decided to keep this series going, only now the reflection takes places only once a month, at the end of it. If you haven’t read it yet, please check it out! It definitely deserves more hits than the 33 it has got so far.
  • Tell stories! Please do! This is another post that was written with pure love and this time the object of my affection was storytelling and I wrote it for all the teachers who need a little bit of convincing to start using stories in the classroom or to start using them more, not only because of their impact on the students emotional and cognitive development but, mainly, because of the amazing potential for the linguistic development.
  • A balancing act. Non-competitive ESL games for kids. This post started in the teacher training classroom during the YL course this summer. I shared my long-held opinion that our lessons are overflowing with games that are competitive and that there is no appropriate balance of games and activities that promote cooperation and collaboration. And in response to my trainees’ slightly desperate question (‘But how to do it?!’), I did another research and an article came out of it.
  • What an old dog learnt. A YL teacher goes back to the YL classroom. This post came about as a result of one of the adventures (or, rather, ‘adventures’) of my professional life and a real case of making lemonade of the lemons that the world throws at you. One of the things that I learnt in this Lemonade Year was that my classroom is the classroom full of kids and, I suppose, it is amazing that I was given a chance to check and to double check it, to confirm and to confirm it again.
  • A lesson in structures. Notes from the classroom. Here is a post for all the VYL teachers and for anyone who is wondering how much language pre-schoolers are able to produce in the EFL setting. In one word: LOTS. If you are intereted in details, please have a look at the post. These are simply the notes I took about our everyday lesson procedures at the end of the academic year with my level 2 kids. A lot of possible if you want to and if you apply appropriate techniques. Really. I loved writing this post not only because it gave me an opportunity to be really (really) proud of my babies and myself for doing a good job, but also, because only through this reflection and the list, I could really understand the progress made. I have said it here, on this blog, but I will say it again – there is so much happening in the classroom that we simply forget! It is good to take time to look back at your lesson and lessons to remember and to see it in a better light and in a more realistic way.
  • Jerome et al or how the EFL world started to scaffold. This is one of the oldest post, one of the 2020 lockdown posts and one of the first research posts. It is dedicated to one of my professional gurus, Jerome Bruner and the original research done together with Wood and Ross, about the role of tutoring in problem solving (which is the actual title of the article). I do believe that all the YL teachers need to read this one and my post can be the first step to it.
  • How to see a city. From the series: Teaching English to Art. This one is where it all started for me, with teaching English through Art. It involves the following: a long, long time ago, my teenage group, Georgia O’Keeffe, Frida Kalho and New York. If you haven’t used any Art in class, this is a good place to start.
  • And I love absolutely all of the posts in the Crumbs series, the little ideas from the classroom. These are just the activities that I have created or adapted for my classroom and things that worked with my students. I have to admit that I am quite proud of the format of a recipe with the ingredients and the procedures but upgraded with the ‘why we love it’ section. So far, there have been 72 crumbs worth sharing.

A few words from the human behind the words

I love teaching and I love writing and it is a just precious that I can combine these two things here, on the blog and I have been doing it for almost four years now (short of a few months). The funny thing is that I started this post as a way of celebrating another benchmark, 23 000 visits, but, somehow, due to the magic in the world, before I was able to finish it those 23k turned into almost 24k overnight. And, over the next two weeks (as in: 14 days) it became 25 000.

I don’t get it but I am happy)

That means, that somewhere out there, in the US, India, Canada, Russia, Spain, Hong Kong, Japan, Egypt, the UK, Germany, Finland, Israel, Cambodia, Italy, Latvia, Taiwan, Australia, New Zealand, Argentina, Brazil, Kuwait, Poland and Ghana, there are people who decided to click and to read about my classroom life. And I hope that they took something out of it.

Thank you, dear readers!

Happy teaching!

Crumbs #72 Teaching design to kids aka some magic with a paper towel and water

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Page 1 and Page 2 of the Rainbow Volcano

Ingredients

  • Paper kitchen towels, cut up into rectangles. It might be a good idea to test and trial, always, but especially here, not all the kitchen towels have the appropriate density. They cannot be too thin or too thick, for the kids to be able to draw with markers and for the water to wet them fast and efficiently enough.
  • Markers. I am using the thick ones but their tip is not to thick. Roller pens might be too thin.
  • Some water. In order to be able to use it in the classroom, we used a big plastic box. Ours is not very deep and it does not have to be. At home kids can use the washbasin, the sink or even the soup plate.

Procedures

  • This was one of the three experiments I planned for our Science lesson devoted to water.
  • Apart from everything else that we did on the day (which you can read about in an earlier post here), this part of the experiment was called the Surprise Experiment. We started with looking at the materials which I demonstrated and we watched a short but very informative video from the Messy Little Monster that I found on youtube.
  • While in our lab (aka the dining room), I showed the kids the box filled with water and, together, we looked at the pictures I prepared and tried to guess what we might see once they land in the water. These included: Hello – kids! (the visible part – the part that appeared while in the water), a simple sun – a smiling, yellow sun, my name is – miss Anka, you are – fantastic.
  • Then we were dropping cards into the water one by one and checking the full picture.
  • Afterwards we went back into the classroom and started to create our own pictures. I showed the kids two cards and drew one picture with everyone looking, as a model. It was absolutely important that they understand that page 1 is only a part of the picture and that page 2 is going to be more detailed. While we were working on the pictures, we developed a few useful techniques: checking the design against the light, drawing with the picture on the window pane, tracing the lines twice or three times (on page 1) to ensure that they seep through onto the page 2, to facilitate making sure that the pictures match. I was also showing the kids’ ideas to the room as soon as I spotted something interesting, for example the use of the words, the use of the colours or the elements.
  • We established in the beginning that in class we are only going to watch a few examples and create our own, to take home and to surprise the parents.
  • After the lesson, I sent a message to the parents in the messenger to tell them about the surprise coming from school and how they can use it, where they can pour water etc.

Why we like it

  • Apart from the fact that this activity was a great puzzle piece in the lesson and on the Blue / Water day, I loved the fact how it worked.
  • The activity itself is very simple and requires only the minimal resources.
  • All the kids, our preschoolers and primary students, could create it, with varying degrees of detail and complexity. It worked very well with a mixed ability group. Although, of course, I can be further adapted with the teacher starting the activity i.e. drawing circles on both pages or other shapes to which the kids could only add the detail on page 2.
  • It gave everyone an opportunity to design something and I was really impressed that they got the idea of how this simple toy works and what is required to make it. To be honest, I was truly impressed with the kids took to it and how creative they became in the process. The first designs were very simple, a circle that turns into a smiley and so on but, as the time went on, their creativity was simply snowballing and more and more amazing ideas started to pop up, also because everyone was observing everyone else and sharing ideas. The mountain that turns into a volcano (in the photo), a girl that turns into a princess, cards to say hello to mum, dad, grandma, the house that gets all its details…It was amazing and I am just sorry I did not take more photos. And I did not take more photos because I was busy cutting up more and more pieces of the paper towels. I planned to give everyone three bits for three mini-projects but I underestimated my kids, their creativity and the speed with which they started to draw.
  • I was also very happy with my being clever and announcing that all the kids’ experiments will be carried out at home only. Doing it in class could become very messy, especially with the big groups because the pictures need to be taken out of the water as the colours start to run, they get the water dirty. Taking the pictures out means that there are wet balls of paper around…I decided that the kids would enjoy it a lot more at home, especially that they could also take pleasure in showing off what they have learnt at school.
  • The langauge production was a bit limited but, to be fair, for us, it was spread throughout the day. We talked about the pictures while they were being designed and there was a lot of focus on instruction and the functional langauge. There was also some opportunity for the language of prediction / guessing and I would definitely like to explore it more in the future.
  • This experiment can be a part of a lesson on the colour blue, on the topic of water or perhaps also in a lesson on conditional and the langauge of prediction with the older kids. It can be also a very simple craft activity with all age groups.

Happy teaching!

Crumbs #71 Refraction aka Catching up on Physics in the YL classes

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Ingredients

  • A glass of water, if you have a big group, the bigger the glass the better.
  • A set of visuals (I prepared my own based on what I found googling refraction), you can see them in the photographs. I used an A4 piece of paper, folded in half as I wanted it be able to stand on its own on the table.
Through the glass and On their own

Procedures

  • Before the Science / Lab lesson, we started the day with the poem dedicated to colour blue, modelled on the poems from the Little Learning Corner, we looked for the blue items around us and we had a whole section of the lesson devoted to adjectives, describing and guessing the objects in our Magic Bag. All of which were blue, of course. In the Art lesson, the kids also made a beautiful craft with the bottle caps.
  • In the beginning of the Science lesson we talked about water and the clever ocean animals. We watched some cool videos about the clever octopus, the flying birds and the orca.
  • Afterwards I presented the three experiments. The first one was the experiement with the cold and hot water (aka Melting the Skittles aka Checking How Skittles Are Made of Sugar and Food Colouring). More of it in an older post here. The there was the Surprise Experiement (check it out here) and the Illusion Experiment aka refraction.
  • We went into our Lab (the dining room) where I prepared all the ingredients and tools.
  • I showed the kids the glass of water and the first picture with the arrows. We talked about the direction of the arrows and we demonstrated and practised ‘left’ and ‘right’. Afterwards I showed the picture through the glass of water and, of course, the arrows changed the direction, almost magically. We learned the term ‘refraction’.
  • Afterwards we proceeded with the other two pictures.

Why we like it

  • Just like the previous crumbs post, devoted to red, fire and volcanoes, this one is about the experiments we did as part of our Autumn Camp. The second day was devoted to the colour blue and water. This was one of the experiements we did.
  • It is a super simple experiment, in its simplest forms it involves only a glass of water and a piece of paper with two arrows.
  • Again, it was fun. For me, because I could realise that I never ever heard about it in my Physics classes in high school and it felt good to be catching up on my primary or secondary education. For the kids, because it looked like magic)
  • It helped to make this whole experiment kinesthetic by showing the direction of the arrows with our arms, by naming the colours of the clouds or by holding the side of the card where the blue cloud was with my hand and checking how the cloud moved to the other side or by showing the direction of the stripes, on the paper and as seen through the water.
  • It was also a lot of fun to experiment with the distance between the glass and the paper to find the best angle.
  • As with the other experiment (Crumbs #70), this one also can be used with a variety of topics and lessons: water-themed classes, blue-themed classes, black and white and optical illusions lessons or, simply, Physics that, can, actually, be fun! Basically, you can make it as scientific or as magical as you want!
  • We did not have time for that but this lesson also has some potential for creating our own drawings that can be used in the experiments to give the kids an opportunity to be creative and to experiment with different designs. It is also possible to dip the pictures in water and see how they change. See the links here and here, here (experiment at 2’04) and here (really cool ideas!) Next time!

Happy teaching!

Paul Klee, the cat, the bird and the accidental stained glass. Teaching English through Art

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All the stained glass pictures on the window

The language

I have decided that November will be the month of animals, apparently, for no apparent reason whatsover, just because because. This week was our first lesson and we only focused on introducing and revising the vocabulary using the wordwall cards and playing a great animal sounds quiz that I found on youtube. This is my favourite because it has some less obvious animal sounds and it offers three options, with the visuals and the written words on the screen. It makes it quite challenging, even for the adults who play it the first time but it also offers some support so the kids can learn the new language from the game. There is also a feedback aka the answer, a short video with the animal making the same sound. We have played it with a few groups and it has always been fun.

NY Moma klee cat and bird – Cat and Bird – Wikipedia

The artist

Our artist of the day was Paul Klee and his Cat and Bird, but, somehow, although I have taught this lesson before and I had all the materials ready, this time round, we did not spend any time on talking about the original picture. I was planning on describing different birds and describing different cats using photographs and then on revising the shapes in the paintings which would be a nice connection between the Month of Shapes (October) and the Month of Animals (November)…But it just didn’t happen. We started a bit later (autumn camp and a general mayhem in the school) and I was really preoccupied with the logistics of the technique. However, now that all our cats are on display, I am going to use this idea in the following lesson.

Here are our watercolour cats from 2021

The art

I have used this painting in class but previously we went for simple watercolour and the cats turned out beautiful, too. This was the main aim and the main preoccupation of this lesson because we were to try and to experiment with a completely new technique. I have been on the lookout for new things yesterday and that is how I found out about the melted crayons. My main source was the post on the Artful Parent (which is one of my favourite creative directories) although I adapted it to the needs of our bigger group with a slightly different objectives.

I used the same technique for preparing the crayons, the grater worked just fine (and then all the tiny, unusuable crayons stubs went home to be recycled and melted into brand new crayons, the link to the instructions can be found here) but instead of plates or muffin cups I decided to use sheets of baking parchments. Once I had enough shavings, I simply folded each colour separately and it worked very well during the lesson itself. The kids were passing different little packets to each other, opening them, taking the colour they needed and passing them on.

Preparing the picture was super simple, it is easy to find the Klee’s painting as a colouring page and to make copies. We were sitting at a large table (aka all the small desks huddled together) and each child had a large sheet of the baking parchement and a copy of the picture on it, in my attempt to contain the mess.

We started with colouring in the smallest shapes (the diamonds in the eyes, the heart nose and the bird). Afterwards, everyone was just picking up the shavings in pinches and putting them on the picture. I also gave out paintbrushes which we used as brooms to sweep the shavings off the lines and unnecessary places. The packets with colours were travelling around the table.

As soon as someone was ready, I showed them how to cover the picture with a sheet of baking parchment (we had to use the one that was under the picture but, ideally, I would have had another one for each child, to keep the tables even cleaner) and I walked around with my iron, ironing one picture after another. The kids peeled off the baking parchment right away and put the pictures away for drying and cooling down. I think, overall, we got better results with covering the picture with the baking parchment the matte side down but there is some room for experiments there.

In the following day, I framed all the pictures in simple frames made from the coloured paper and I put them up in the window. I used all the pictures, those that we intended to be pretty and also the baking parchment prints which turned out to be interesting, too!

It needs to be mentioned that I did not intend these as stained glass, despite the fact that this is how I found them. I only wanted a new and interesting technique but the thin layer of crayons really looks beautiful on the window so this is how I decided to display them in the end.

Overall, I think that it is better to be economical with the shavings. First of all, the pictures seem to be more interesting and, what is more, too much shaving creates a thick layer that might crack while drying and it is also quite likely to stick to the parchment more. I still recycled those (as stained glass pictures and for the second ironing round) and I love how they look but, initially, some kids were a bit disappointed with the outcome.

When I am using the technique again, I will definitely start with drawings, either done by the kids or photocopied, just for the framwork. Unless, of course, we decide to create some melting crayons Jackson Pollock…I would also love to try following that up with the drawings or a simple collage…

The Making of…

P.S. Here are my new cool, chunky crayons from the recycled crayons stubs and the leftover shavings…

Happy teaching!

Crumbs # 69 A heart, a heart! I can see a heart! A slightly different approach to Art in English

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This was our final October Art Explorers lesson. I was preparing for using Paul Klee’s The Bird and the Cat because the painting does include two hearts as well as other shapes, a perfect final lesson. However, in the middle of the preparations and my trying squeeze everything in one academic hour, I decided to go easy on all of us, myself and the kids. I changed the concept entirely and chose to focus on the technique, for the first time ever in my Art Teacher history.

Ingredients

  • A pile of cards, A5, enough for everyone to try a few techniques.
  • Pencils, crayons, watercolours, salt, tissues, hand sanitizer, a paper clip.
  • For the older learners: a heart as a symbol in brands.
  • Videos for the teacher to learn about different watercolour techniques. I have taken my ideas from these: here, here, here and here. Thank you)))

Procedures

  • First of all, I watched all the videos to learn about different techniques and to choose those that will be feasible in the classroom with my kids. The next step was creating my own hearts, a whole set, with different techqniues before the lesson time, in order to be able to show the students the final product. I kept to the same colour for the kids to be able to see the different effect and the impact on the texture and not to be distracted by the colours.
  • We started the lesson in our usual way, with the hello song, taking the roll call, singing the song about the shapes and looking for the shapes around us. With the older students we also did the heart in brands quiz.
  • Afterwards, we looked at all the techniques to try in all my samples. While we were doing it, I was also demonstrating the most important tools ie the cloth, the plastic, the salt, the paper clip (for scratching).
  • Then we just started to create. All the kids would take the cards, draw the heart and then try the new technique. We would look at the final product, talk about it a bit and move on to the following technique.

Why we like it?

  • It was a lesson like one big experiment, in which we were moving, from one stage to the other, with a lot of curiosity and excitement.
  • This time we have done the following: salt on the finished picture, salty water as the base, scratching the surface with a paperclip, drawing the patterns with wax crayons and painting over, finishing the picture with a cloth, splattered paint, the broken brush (aka printing with a split brush). I also had the plastic bag for the final touches and the alcohol prepared (aka the hand sanitizer) but we did not have time to use it in the end.
  • I have to admit, it was not the most productive lesson that I have ever taught but it was an wonderful opportunity for all of us to do something different.
  • I was very happy to see how the kids were allowing themselves to try something else, something new. At first, they were just following my instructions closely, using the same tools and the same techniques and then they were leaving all that behind and taking one more step further, with a particular technique or with a mixture of different techniques. At this point, we were all looking with curiosity at the outcomes. It was a very beautiful moment.
  • If this is an option, I would like to recommend looking at the final product on the following day (or in the following lesson). The drying time really does make an impact and the creative lesson might be followed up by gallery walk, expressing opinion and choosing the most interesting heart and technique.
  • This activity would be a perfect Valentine’s Day celebration in Art Explorers and I was almost sorry that I used it in October. I might be coming back, actually, with more techqniues!

Happy teaching!

Setting up the routine. Two months into the course

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Starting the lesson

This stage of the lesson is almost exactly the same as it was in September. The only real difference is the fact that we take the roll call, we talk about how we feel and we share what we have got today, on our tables and in our bags and only later we sing the hello song to make sure that the song is really this unifying element after which a proper lesson starts.

How do you feel today?

We haven’t added any new emotions as such but our beautiful cards are on display in our classroom, in both of them, and children refer to them when they reply to the question at the strat of the lesson. But it doesn’t mean that we don’t have anything new at all. We have been working with the phrases that we have but the kids became very creative with them and these have been my favourite replies: ‘I miss my phone’, ‘I want to sleep’, ‘I miss my bed’, ‘I miss my puppy (at some point confused with ‘papi’ aka dad) and I miss my daddy’.

Songs

In the recent weeks the greatest hit was everything related to Broccoli Ice-cream. We have been doing food and ‘do you like?’ and the song quickly became a hit, especially that it has four different versions and we could beautifully extend it over a month. It has become a part of the routine itself with looking at all the foods in the beginning of the video, attempts at predicting the combinations and then singing, of course, followed by our own game played with paper flashcards or a wordwall spinner. Naturally, we have already played this game in the dinining room, in the playground and in the hallway, during the break, with our own made-up versions.

The other great songs have been all the songs from the Dance Freeze series that we started in September. They work amazingly well for our brain breaks and I am hoping that all of the verbs will stay with us, too.

The other new songs are also our two new hello songs, Every day I go to school and Hello, nice to see you, and we use one or the other, in different lessons, depending on what we feel like.

After I have found a song about what plants need to grow, I believe that there is a song for absolutely everything!

Rules and classroom language

The system is go. This is how I could describe the rules in our life at this point. We didn’t need to add any more rules, since the end of September, which, of course, doesn’t mean that there will be no new rules in the future. These rules that we have, we have been using to remind the kids how to behave and how to survive the lesson.

That is not to say that all days, every day are smooth and that everyone is a little angel. It is not the case. We have had a few situations in which I had to put the lesson on hold and spend some lesson time on a serious conversation about how we should behave and why. And how we should not behave, too. It is still only the second month of their school life in year 1 and they are still at the stage of figuring out how to be.

Rewards chart and Time

This element of our routine has not changed at all. I am keeping track of kids’ behaviour and we still put up the lesson time (and the number for the clock) on the board, too.

Story

We have had such a good run with all the stories! My storybook library is basically just round the corner so I can just just pick up our next adventure just walking to the teacher’s room or the office.

Over this last month, I have been experimenting with different stories, some of them my real favourites, and I have been also experimenting with different follow-up activities, too.

‘Marvin Gets Mad‘ was a nice follow-up to our lessons on body parts, emotions and Present Continous. The follow-up task was devoted to reading and Present Continous about all the sheep and what they are doing.

‘The Crocodile Who Didn’t Like Water‘ was a blast. This was the story that not only read and listened to but that we also managed to retell, with very simple phrases.

‘Barry and the Fish With Fingers’ was an opportunity to practise ‘I can’ and it was also the first time we took notes about reading, such as a set of simple sentences about the character and the story as well as our opinion about it.

Socialising

In terms of socialasing, we have done the following:

  • kids have been nominating themselves ‘Who’s next?’
  • I have been a little bit more flexible regarding the seating arrangements for some of the activities, allowing friends to sit together and to work together
  • we have done a few projects in which the kids were working individually but sharing the resources such as the cards (on the board) or the stickers, learning how to take turns, how to share, how to wait. I was really proud of the children because it all went well.
  • we have had a lot of activities in which one student was leading the game, especially our riddles
  • we have also played lots of phonics games, as a whole group, individually and in teams
  • kids are also taking turns to give out and to collect materials and resources
  • it is also our everyday feature that when I am writing the lesson plan on the board, there are always some suggestions from the room, most of the time regarding the favourite games or songs, sometimes also regarding the surprises (which, most of the time is synonymous with ‘Can we have some stickers, please?’)

Creativity

Our creative projects in October were related to Halloween as my school decided to celebrate. Apart from decorating countless pumpkin, bringing spiders and coming to school in fancy dress (a few days before the actual Halloween), we have

  • used the Halloween theme in our Serious Maths Classes, with Halloween Maths Stories, Halloween Puzzles and colouring pictures
  • we created our monsters posters to practise body parts
  • we had a great Stickers in the Park project
  • we had a drawing dictation mini-project in our ESL classes, too
  • we had a lot of fun in the miming-drama activities in the ESL classes

Teacher

As a teacher I have been working on including the electronic journal in my daily school routine, especially as regards finding the time to fill it in effectively and as regards taking notes in real time to remember what to put in later on.

I had to step down as the Science teacher because my workload was just impossible to handle. I am sorry because I liked teaching Science but the kids have a great teacher now and I have a few hours to deal with the admin tasks so hooray to that.

I am very proud of all the kids because they are making progress in English and Maths and they are better and better at being students. I hope they are ready for all the new developments. The light term has come to an end and beginning November we are going to start using the coursebooks and notebooks, getting homework and we will start dealing with slightly more serious material. We’ll see how it goes. I am keeping my fingers crossed for all of them!

I will be back with more notes at the end of November!

Happy teaching!