• provide visual stimuli for pupils to write from g. photos, video, artefacts eg Literacy Shed
• talk about the structure of English and possible similarities and differences with other languages eg. different word order, articles etc. (Omniglot details some common challenges speakers of other languages have)
• provide opportunities to rehearse before writing
• encourage paired work and peer evaluation
• Use activities such as Dictogloss to practice note taking and use to develop writing
• play games / provide activities to help understanding and use of prepositions, match nouns and pronouns, teach articles
• 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 and provide simple grids or tables for pupils to complete
  • use gap fill exercises or cloze procedure
• model writing for the pupil and providing good examples
• use writing frames to scaffold questions leading to how / why question
• introduce different  connectives/conjunctions Connectives and starters word list – basic or Connectives and starters word list – advanced eg because, so, then, but, however etc
• encourage students to learn from their mistakes and use  Correction Code
• encourage pupils to punctuate while writing
• ask pupil to read back the sentences to see if they ’sound right’, use Clicker 6 to do this
• pre teach new words through providing interactive display g. of new or key words
• encourage the ongoing use of dual language/English to English dictionary as appropriate

Back to Strategies Overview

• For: Primary, Secondary, SFL
• Purpose: Best Practice, Literacy Support