- 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
Downloads
You can download and print any of these resources.
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 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
Useful websites for EAL Pupils
Here is a list of useful websites for EAL pupils. You can search under the different levels of English, Primary, Secondary etc. If anyone has any sites that they think would be useful additions, please contact the EAL team to add them, thanks.
- For: ESOL, Parents, Primary, Secondary, SFL
- Purpose: Best Practice, Games, Interactive
French Resources
A number of EAL resources to support French speakers.
All About Me passport (French)
Letters for Parents:
General Invitation to a Meeting (French)
Secondary Course Information Evening letter (French)
Parent Request Meeting (French)
- For: Chemistry, P5 - 7, Parents, Physics
- Language: French
- Purpose: Dual Language, Letters Home
Basic Phrases and Signs in Arabic
Here are some Arabic resources including basic phrases, welcome signs and useful classroom vocabulary.
- Arabic Information about the Language
- Useful School Phrases
- Arabic Welcome sign
- More Phrases for School – Arabic Around the School
- Around the School
Or you can download this….
For Dual Language Resources and Dictionaries in Arabic here are some book suggestions and book sellers to buy them from:
EAL resources for new arrivals (Arabic)
EAL dual language dictionaries for secondary pupils (Arabic)
There are also more resources if you follow the link below for maths, subject key words, topic words and general information….
- For: Primary, Secondary
- Language: Arabic
- Purpose: Class Signs, Phrase books
Shared Resource – spot the difference
The following resources has been shared by Steve Cooke, ex-chair of NALDIC. Please feel free to use in your classroom.