Attached are some websites to support children at home and also a list of different activities that could be done with parents and by themselves developed by Glasgow EAL.
Talking to children about Covid 19 using talking mates, video and hand washing guidance.
Also available in many different languages https://www.mindheart.co/descargables
Covid 19 Guidance in 44 different languages
Here is a link to translated information from the NHS from Doctors of the World.
Use this to share with parents and older pupils.
NALDIC have produced a useful list of websites and activities for EAL pupils who are currently at home. Take a look and see what would be useful for you and your pupils.
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.
During the last school closures, many teachers used SEESAW to link up with their pupils. High numbers of EAL pupils/parents did not engage with work that was posted:
This link shows how to use translation tools in SEESAW to ensure that EAL Pupils and their parents can also link in with materials posted through the site.
- For: Parents, Primary, SFL
- Language: Arabic, Bengali, Bulgarian, Chinese, Czech, Farsi, French, German, Greek, Hindi, Hungarian, Italian, Japanese, Latvian, Lithuanian, Malayalam, Mandarin, Nepalese, Polish, Portuguese, Punjabi, Romanian, Russian, Slovak, Spanish, Tagalog, Tamil, Thai, Turkish, Urdu, Vietnamese
- Purpose: Dual Language
These leaflets are published by Aberdeenshire EAL Service and promote bilingualism and the benefits of maintaining and developing home languages. They are published in a number of different languages and aslo have links for further information.
- Arabic Be Bilingual – A4 Trifold v5
- Bulgarian Be Bilingual – A4 Trifold v5
- Chinese (Simplified) Be Bilingual – A4 Trifold v5
- Czech Be Bilingual – A4 Trifold v5
- English Be Bilingual – A4 Trifold v5
- Hungarian Be Bilingual – A4 Trifold v5
- Latvian Be Bilingual – A4 Trifold v5
- Lithuanian Be Bilingual – A4 Trifold v5
- Polish Be Bilingual – A4 Trifold v5
- Portuguese Be Bilingual – A4 Trifold v5
- Punjabi Be Bilingual – A4 Trifold v5
- Russian Be Bilingual – A4 Trifold v5
- Spanish Be Bilingual – A4 Trifold v5
- Urdu Be Bilingual – A4 Trifold v5
Lots of different resources including some translated letters about holidays in term time; Polish dual language resources for different subjects and topics at all levels, nursery, primary and secondary; procedures and assessments and other materials. Worth a browse.
Essex County Council have produced a number of booklets with useful phrases for new pupils in a variety of languages. Can be used by teachers and pupils to ease communication and by parents to get messages across to schools and vice versa.
Available in the following languages:
- Booklet for new EAL pupils_Arabic
- Booklet for new EAL pupils_Bulgarian
- Booklet for new EAL pupils_Hungarian
- Booklet for new EAL pupils_Italian
- Booklet for new EAL pupils_Latvian
- Booklet for new EAL pupils_Lithuanian
- Booklet for new EAL pupils_Mandarin
- Booklet for new EAL pupils_Nepalese
- Booklet for new EAL pupils_Polish
- Booklet for new EAL pupils_Portuguese
- Booklet for new EAL pupils_Romanian
- Booklet for new EAL pupils_Russian
- Booklet for new EAL pupils_Spanish
- Booklet for new EAL pupils_Tagalog
- Booklet for new EAL pupils_Thai
- Booklet for new EAL pupils_Turkish
- Booklet for new EAL pupils_Vietnamese
- 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 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
- 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