An easy use resource which is full of apps/ extensions/websites to support EAL learners to develop their English skills and to access the curriculum. This is a ‘live’ document which will be updated regularly so we would recommend that you store it in Google Drive.
Resources for CDT Teachers
Strategies for Supporting Writing at Stage 1
- use individual whiteboards and pens
- model the writing for the pupil and provide modelling and deconstructing tasks
- show/provide examples of different types of writing
- provide key word/common word lists linked to writing tasks
- devise collaborative writing tasks with opportunities to ‘have a go’
- ask pupil to copy short text that has been explained and discussed
- provide opportunities for talk as rehearsal and the use of talking partners prior to starting writing tasks
- DARTS activities including;–
- provide support for pupils to match simple sentence starters to sentence endings, then ask pupil to copy complete sentences
- ask pupil to sort/sequence simple jumbled sentences
- clearly organise information on the board using graphic organisers
- use gap fill exercises
- provide sentence starters
- play simple writing / alphabet card games and puzzles
- ask pupils to copy words matched to pictures / diagrams
- ICT such as speech to text, Clicker 6 etc
- encourage pupil to write in first language (as appropriate)
- prepare differentiated tasks for the pupil to complete while the others work independently
- encourage the use of picture/dual language dictionary as appropriate to age and skills
Strategies for Supporting Reading at Stage 4
- pick out key words or events; unknown words (eg. underlining, highlighting)
- explain cultural references/nuances/homonyms including ambiguous phrases and hidden meanings
- provide dictionary / thesaurus work
- reinforce subject specific language and use vocabulary building strategies: word banks at appropriate level, crosswords, word searches, matching vocabulary with definitions etc
- identify and highlight specific language structures associated with particular types of text/genres to support pupils’ understanding and control of style/tone/genre etc
- practise hot seating characters
- use strategies such as SOLO taxonomy to develop higher order thinking and collaborative learning
- scaffold questions leading to how / why question
- ask specific skimming questions
- ask specific scanning questions
- use colour coding/numbering etc to identify different types of information in text
- discuss figures of speech, simile, metaphor, personification
- discuss symbolism/allegory
- use running dictation
- ask pupils to match headlines to pictures / titles to texts e.g. in text books, newspapers
- ask pupils to identify topic sentences of paragraphs
- use Reciprocal Reading techniques (predicting, clarifying, questioning and summarising) to engage pupils with text giving each a role/responsibility within a group reading task
- encourage pupils to look for bias and recognise different perspectives of a common event
- make cross-curricular references, links and glossaries (mono and bilingual)
- DARTS activities including:-
- use collaborative reading activities eg information gap, jigsaw reading etc.
- ask pupil to transfer or remodel information from a text into a key visual by using graphic organisers such as tables, classifying information, sequencing of key points
- gap fill activities and cloze procedures
- encourage prediction about text content using visual and contextual cues
Strategies for Supporting Reading at Stage 3
- pick out key words (g. underlining, highlighting) to help understanding
- preview text (g. pre teach key words prior to meeting in text, ideas, subject matter, share similar stories) and use mindmaps etc
- establish peer modelling and provide opportunities to talk about text pictures/illustrations with a partner
- encourage re-reading
- use teacher/adult-led shared reading strategies
- listen to stories for intonation / developing reading stamina
- set up role play activities / act out play scripts
- explain cultural references/nuances/homonyms
- provide dictionary / thesaurus work
- reinforce subject specific language
- use visual / audio / video support for text
- provide opportunities to link reading to personal experiences
- practise hot seating characters
- provide a framework to ask / answer questions about the text eg. who, what, where grid
- write book reviews
- use running dictation
- make cross-curricular references, links and glossaries (mono and bilingual)
- DARTS activities including:-
- use collaborative reading activities eg information gap, jigsaw reading etc.
- processes, matching the beginning and ends of sentences etc
- ask pupil to find/match/highlight letters in words, words in texts, phrases in texts
- ask pupil to transfer or remodel information from a text into a key visual by using graphic organisers such as tables, classifying information, sequencing of key points
- gap fill activities and cloze procedures
- encourage prediction about text content using visual and contextual cues
- scaffold questions leading to how / why question
- Use strategies such as SOLO taxonomy to develop higher order thinking and collaborative learning
Strategies for Supporting Reading at Stage 2
- provide talking texts e.g. Epic | The Leading Digital Library for Kids or Oxford Owl Website
- Read&Write for Google – use Reader, Translator Tool and Picture Dictionary (can use on all apps and web pages)
- text in first language: is the text available in the pupil’s first language
- provide visual cues, use props/actions/puppets etc as appropriate
- have a rich, clearly contextualised print environment (making links across the curriculum)
- establish peer modelling and provide opportunities to talk about text pictures/illustrations with a partner
- use collaborative reading activities eg information gap, jigsaw reading etc.
- processes, matching the beginning and ends of sentences etc
- ask pupil to find/match/highlight letters in words, words in texts, phrases in texts
- ask pupil to transfer information from a text into a key visual by using graphic organisers such as tables, classifying information, sequencing of key points
- gap fill activities and cloze procedures
- encourage prediction about text content using visual and contextual cues
- Use strategies such as SOLO taxonomy to develop higher order thinking and collaborative learning
- Encourage the on-going use of picture/dual language/English dictionary Cambridge Online Dictionary with visuals as appropriate
- pre teach key words prior to meeting in text and also Pip St John materials
- ask focused questions to check or confirm understanding of text
- provide support and encourage pupils to make own books e.g using Book Creator and word banks in English and / or home language
- after reading ask for verbal summary of reading
- for older pupils provide character lists and summaries of longer class texts/novels etc
Strategies for Supporting Reading at Stage 1
- share reading (books with illustrations)
- with younger pupils choose books which have repetitive, predictable patterns of language and are visually well supported
- model following print with finger / pen
- model letter names and sounds, use ICT for phonics practice e.g. Studyladder
- provide talking texts e.g. Epic | The Leading Digital Library for Kids or Oxford Owl Website or Studyladder – Reading Comprehension
- Provide talking texts and digital stories in home language e.g WorldStories
- Read&Write for Google – use Reader, Translator Tool and Picture Dictionary
- Use ICT to demonstrate or explain words and phrases
- use dual language texts and picture dictionaries Mantra Lingua UK | Dual language books and picture vocabulary books in English First Thousand Words in English Usborne First Thousand Words : 1
- provide visual cues, use props/actions/puppets etc as appropriate
- have a rich, clearly contextualised print environment (cross curricular)
- establish peer modelling
- read back any writing, pupil and teacher
- ask for/ provide / demonstrate meanings of words
- play word games eg word pairs/word & picture ‘bingo’ etc
- ask pupils to work collaboratively to sequence pictures or words with simple written text, sentences, instructions, processes etc
- ask pupil to find/match/highlight letters in words, words in texts, phrases in texts
- ask pupils to choose between True/False statements to show understanding of text
- label diagrams/texts/pictures/illustrations with prepared cards (words and phrases), matching words to diagrams
- gap fill activities
- annotate text with translations of key words/phrases into first language
- make picture dictionary/word bank in English and home language. Use picture dictionary on Read&Write
- pre teach key words prior to meeting in text and also Pip St John materials
- ensure word level work is appropriate
Strategies for Supporting Listening & Talking Stage 4
- devise collaborative tasks that will necessitate extended speaking
- support extended listening with tape and book for example with Literacy Toolbox
- set up problem solving activities
- give independent feedback at plenary as well as encourage partner talk and reporting back (think, pair, share) with good language model peers
- check pupils’ understanding using formative assessment strategies
- provide activities to model and practise language for different settings and audiences
- higher order thinking: elicit language for higher order thinking (explain, predict, hypothesise, evaluate). Provide language structures for these functions (e.g. I think; it might be; it could be … because, I disagree)
- enable contributions to presentations and demonstrations
- engage pupil in informal conversation to develop fluency and confidence
- use role play and drama
- provide time for pupils to initiate talk and give thinking time for responses
- ask guided questions for varied roles e.g. interviews / enterprise tasks etc
- provide opportunities for pupils to play games to practise positional & descriptive language including substitution tables
- extend range of vocabulary through homework activities (in home language and English)
- teacher modelling as required
- complex processes or topic specific barrier games to develop use of key vocabulary
- make language topic displays, word banks and glossaries
- provide a range of thesauruses and dictionaries
- encourage maintenance of personal vocabulary jotter
- be aware of language needed for academic success for example tier 2 words (inc assessments)
- use Dictogloss activities to promote careful listening
Strategies for Supporting Listening & Talking Stage 3
- devise collaborative tasks such as problem solving/information seeking activities
- support extended listening with tape and book or through Literacy Toolbox
- check pupils’ understanding by questioning and encourage them to ask questions
- provide activities to model and practice language for different settings and audiences e.g. interviews / enterprise tasks etc
- higher order thinking: elicit language for higher order thinking (explain, predict, hypothesise, evaluate). Provide language structures for these functions (e.g. I think; it might be; it could be … because, I disagree)
- enable contributions to presentations and demonstrations and give independent feedback at plenary
- engage pupil in informal conversation to develop fluency and confidence
- use role play and drama
- provide time for pupils to initiate talk and give thinking time for responses
- encourage partner talk and reporting back (think, pair, share) with good language model peers
- play games to practice positional & descriptive language including substitution tables
- provide keyword cards as aide memoirs for listening and retelling
- extend range of vocabulary through homework activities (in home language and English)
- teacher modelling
- guided questioning
- make language topic displays and word banks
- provide a range of thesauruses and dictionaries
- highlight and encourage the recording of keywords and sentence structures for all lessons
- topic specific barrier games to develop use of key vocabulary
- provide opportunities for pupils to rehearse and consolidate new language structures orally in pairs/groups
- use Dictogloss activities to promote careful listening
Strategies for Supporting Listening & Talking Stage 2
- use Teddy Talk / Primary New to English EAL Induction Pack (Big Bear Banter resources included) or Secondary New to English EAL Induction Pack
- teacher modelling / rephrasing sentences and questions
- provide models of different language functions by using substitution tables e.g. describing, explaining
- group with pupils who can provide good models of English
- provide sentence starters using visual cues
- respond in words that extend and model /recast pupils’ utterances in correct form
- allow time for child to mentally rehearse words/contributions
- whole class reading (modelled by teacher) of fiction / non fiction with contextual support
- ask oral gap-fill and either/or questions and encourage pupil to refer to visual cues
- games to practise language using set phrases
- promote use of L1 for learning and encourage parents to discuss homework in L1
- information seeking activities through simple questionnaires
- clarify/explain curricular language eg key words
- paired feedback at plenary sessions
- provide beginnings of responses by using speaking frames
- active listening: use active listening activities to encourage pupils to tune in to specific information (e.g. listen and sequence, listen and fill in correct word, listen and complete graph)
- display key curriculum vocabulary & concepts/topics
- provide collaborative tasks
- retell story / activity (eg investigation) through sequencing pictures
- simple barrier games
- extend child’s experience of working in groups, allocating specific role to ensure participation and providing opportunities to plan / talk in groups and also for paired problem solving and feedback
- opportunities for drama/role play
- frameworks to scaffold pupil’s talk
- provide a purpose for listening e.g. use framework to record information to answer pre-set questions/responses to text etc
- encourage the use of picture dictionaries eg. First Thousand Words in English
- provide talking texts e.g. Epic | The Leading Digital Library for Kids or Oxford Owl Website or Studyladder – Reading Comprehension
- work closely with the family
- Paired (or Partner) Reading /talking about texts with older pupils or PSA in English and home language
- Provide texts in home language/ English to listen to e.g. WorldStories .
- Also you can do a Youtube search for stories in different languages e.g.You tube search for stories in Portuguese for Teenagers
- Dual Language Texts in the class and to send home Mantra Lingua UK Dual Language Books
- Dual Language Signs @ schoolslinks.co.uk
Strategies for Supporting Listening and Talking at Stage 1
- use Teddy Talk / Primary New to English EAL Induction Pack (Big Bear Banter resources included) or Secondary New to English EAL Induction Pack
- use gesture/visuals/objects to demonstrate actions / events
- allow pupil time to listen and absorb and give thinking time for pupil to mentally rehearse words
- teach names of adults and peers
- use peers to model language/ social language
- drilling to practice phrases and vocabulary
- plan quality time (daily) with pupil and plan time for free talk and to talk about their work
- play games with repetitive language
- use paired / small group activities with supportive peers (mixed ability / same language etc)
- highlight key words related to classroom activities and routines
- use audio/visual props and ICT to provide language contexts
- encourage pupil to make links with home language
- refer to classroom displays
- give clear instructions with consistent use of key words and phrases (repeated if necessary)
- play games (including oral, board, card, track games)
- focus on meaning: after showing understanding by nodding or smiling, model and extend pupil’s statement
- encourage pupil to respond in words and phrases e.g. Can I have …
- ask: closed questions; either / or questions;1 word answer
- focus on pupil’s meaning rather than the words used
- provide the words the pupil needs (as long as it doesn’t pre- empt pupils’ responses)
- send on simple errands / messages with partner (check out- come!)
- set up home/school communication system. Where possible send word lists/key texts home
- encourage parents to: talk about school at home; continue to develop L1; discuss school work/ reading in L1
- provide talking texts e.g. Epic | The Leading Digital Library for Kids or Oxford Owl Website or Studyladder – Reading Comprehension
- Paired (or Partner) Reading /talking about texts with older pupils or PSA in English and home language
- Provide texts in home language to read/listen to e.g. WorldStories .
- Also you can do a Youtube search for stories in different languages e.g.You tube search for stories in Portuguese for Teenagers
- Dual Language Texts in the class and to send home Mantra Lingua UK Dual Language Books
- Dual Language Signs @ schoolslinks.co.uk