Strategies

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Strategies for Supporting Writing at Stage 4

provide visual stimuli for pupils to write from g. photos, video, artefacts eg Literacy Shed
talk about the structure of English within the contexts of the text eg parts of speech, differences between spoken land written language
provide opportunities to rehearse before writing
encourage paired work, possibly with writing partners, to brainstorm ideas before writing and discuss the context and then peer evaluation afterwards
Use activities such as Dictogloss to practice note taking and use to develop writing
DARTS activities including;–
- 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 to develop awareness of synonyms
model writing for the pupil and providing good examples
use writing frames to scaffold first attempts and to encourage paragraphs and structure
encourage students to learn from their mistakes and use Correction Code
encourage pupils to punctuate to clarify meaning while writing
ask pupil to read back the writing to check for flow and continuity
pre teach new words and broaden the vocabulary around the theme through providing interactive
develop awareness of word families (eg photograph, photography etc) and semantic awareness (eg volume in music and science)
encourage the ongoing use of dual language/English to English dictionary as appropriate
develop understanding of metaphor and idiomatic sayings

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

Information, Strategies

Strategies for Supporting Writing at Stage 3

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

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

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Strategies for Supporting Writing at Stage 2

encourage peer modelling in small groups
scribe for individuals or use speech to text software (available on Google Docs)
devise paired and collaborative writing tasks
use storyboards and story mapping
Pre Teach new vocabulary
talk about writing beforehand, as it is done and reviewing
link the writing activity to the preceding talk or reading
Use differentiated tasks such as :
- ask pupil to label pictures / diagrams with initial letter cues and use word lists / banks (with illustrations / translations)
- ask pupil to write short phrases of two or more words
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
- build semantic web/topic web of related vocabulary
- use gap fill exercises or cloze procedure
use writing frames from across the curriculum – primary and secondary
make literacy activities and games to teach phonics
encourage pupil to write in first language (as appropriate)
provide example paragraphs and ask pupils to substitute new set of information
build in writing activities to consolidate new language eg writing crossword clues on key topic vocabulary
encourage the ongoing use of picture/dual language English dictionary as appropriate

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

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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

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For: Art, Biology, CDT, Chemistry, Drama, English, ESOL, Geography, History, I.T., Maths, Modern Studies, Music, Nursery - P1, P.E., P2 - 4, P5 - 7, Parents, Physics, Primary, Science, Secondary, SFL
Purpose: Best Practice, Literacy Support

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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

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For: Art, Biology, CDT, Chemistry, Drama, English, ESOL, Geography, History, I.T., Maths, Modern Studies, Music, Nursery - P1, P.E., P2 - 4, P5 - 7, Parents, Physics, Primary, Science, Secondary, SFL
Purpose: Best Practice, Literacy Support

Downloads, Information, Links, Resources, Strategies

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

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For: Art, Biology, CDT, Chemistry, Drama, English, ESOL, Geography, History, I.T., Maths, Modern Studies, Music, Nursery - P1, P.E., P2 - 4, P5 - 7, Parents, Physics, Primary, Science, Secondary, SFL
Purpose: Best Practice, Literacy Support

Downloads, Information, Links, Resources, Strategies

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

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 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

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For: Art, Biology, CDT, Chemistry, Drama, English, ESOL, Geography, History, I.T., Maths, Modern Studies, Music, Nursery - P1, P.E., P2 - 4, P5 - 7, Parents, Physics, Primary, Science, Secondary, SFL
Purpose: Best Practice, Literacy Support

Downloads, Information, Links, Resources, Strategies

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

DARTS activities including:-

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