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Hip Hop Phonics

Hip Hop Phonics. (or how to avoid ‘ Janner Spanish’). Hip Hop Phonics. Rationale: Move within department to focus on learning to learn languages. Need to make sound-spelling links explicit to improve students’ autonomy. Links with whole school Literacy Programme.

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Hip Hop Phonics

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  1. Hip Hop Phonics (or how to avoid ‘Janner Spanish’) Nina Elliott - Tor Bridge High, Plymouth - @senoraelliott

  2. Hip Hop Phonics Rationale: Move within department to focus on learning to learn languages. Need to make sound-spelling links explicit to improve students’ autonomy. Links with whole school Literacy Programme. Stops students saying – “meeelamo Chelsea why no meeegustarrhhayy-sir loose Deborahs” Oh .. And it is a bit of fun! Nina Elliott - Tor Bridge High, Plymouth - @senoraelliott

  3. Hip Hop Phonics In practice: All Y 7 students spend first 10 lessons learning HOW to learn languages. When they begin Spanish / French they spend first two lessons learning common French / Spanish phonemes (à la Rachel Hawkes) Phonics activities are embedded into Schemes of Learning, most often as starters. Wherever possible, we use phonics starters to prepare students for any new vocabulary introduced in a given topic. Hip hop phonics starters are a mix of choral repetition (boo!), group work, rapping, singing in rounds, being silly, standing up, posing, competition, and demonstrating sense of rhythm (or lack thereof!) Nina Elliott - Tor Bridge High, Plymouth - @senoraelliott

  4. do no mi First .. Introduce the ‘phonemes’ required one by one …. ver ti soy que te zo gen ha ja alla ci Nina Elliott - Tor Bridge High, Plymouth - @senoraelliott

  5. do ha ha ti ci Second .. Put some or all of the ‘phonemes’ in to ‘phonics phrases’ – 3-4 works well. We tend to focus on the ones that are most commonly mispronounced … te ver que zo ja mi ja mi ja mi alla Nina Elliott - Tor Bridge High, Plymouth - @senoraelliott

  6. ha do ha ti ci Third .. Separate class in to groups – each group practices their ‘phonics phrase’…NB – You need to figure out a rhythm for each phrase and try to make all rhythms fit together te ver que zo ja mi ja mi ja mi alla Nina Elliott - Tor Bridge High, Plymouth - @senoraelliott

  7. ha do ha ti ci Fourth.. Start the ‘grupoamarillo’ off repeating their phrase .. Then the ‘grupoverde’ .. Then the ‘grupoazul’ .. te ver que zo ja mi ja mi ja mi alla Nina Elliott - Tor Bridge High, Plymouth - @senoraelliott

  8. ha do ha ti ci Make it competitive .. Single out any non-doers and get them to ‘do’ – Check pronunciation is super accurate. te ver que zo ja mi ja mi ja mi alla Nina Elliott - Tor Bridge High, Plymouth - @senoraelliott

  9. ha do ha ti ci Now a twist .. Repeat the activity but tell groups they have to stand up / nod head / clap etc on the highlighted phoneme te ver que zo ja mi ja mi ja mi alla Nina Elliott - Tor Bridge High, Plymouth - @senoraelliott

  10. ha do ha ti ci Or get them to do a proper sick hip-hop move! te ver que zo ja mi ja mi ja mi alla Nina Elliott - Tor Bridge High, Plymouth - @senoraelliott

  11. Now introduce the vocab .. Hopefully students can predict spellings based on phonics activities or with phoneme grids to help. • With a bit of luck .. Janner Spanish is eradicated! • Re-use and recycle for new vocab List of vocab adapted from Rachel Hawkes’ materials  Nina Elliott - Tor Bridge High, Plymouth - @senoraelliott

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