- 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
Resources for Support for Learning Teachers
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
Strategies for supporting EAL pupils
These strategies support pupils at different stages of their acquisition of English. The EAL Primary profile or the EAL Secondary Profile shows the level which the pupil is working on. If the strategies are highlighted there are resource materials available by clicking on the highlighted text.
Teachers and pupils are encouraged to work across the 3 modes of language – integrating listening & talking, reading and writing into all activities, topics or themes. There are many common strategies that are used with every one of these modes (click on highlight).
Listening & Talking:
- Stage One: New to English
- Stage Two: Early Acquisition
- Stage Three: Developing Competence
- Stage Four:Competent
Reading:
- Stage One: New to English
- Stage Two: Early Acquisition
- Stage Three: Developing Competence
- Stage Four: Competent
Writing:
Developing Good EAL Practice in the Early Years
Cumbria early years EAL is a good guide to enable you to self evaluate your progress in establishing a great setting for EAL learners in the Early Years. With ticklists to help you reflect on your practice and suggestions of things to do, a look at enrolment and a brief look into the theory behind supporting strategies for EAL pupils. Lots to absorb… could be part of a development plan or and in-service CPD session.
- For: Nursery - P1, Parents, SFL
- Purpose: Best Practice, Information
EAL Assessment in Primary Schools
Initial assessments can be made by a member of the EAL team. Please contact EAL Team to be directed to the appropriate member of staff.
Assessments are undertaken using the
Guidance on Updating EAL Profiles helps you to fill in the profiles
NEW: Short Primary EAL Profile
Example of new shorter profile: B P2 EAL Profile Feb 2023
The targets identified in the profiles are linked with strategies from the Primary EAL strategies booklet or the Strategies documents
Children may go through a silent period during their initial time in school. The Silent Period Language Development checklist may be useful to track this period.
The EAL Team may also be able to offer CAT sessions to support staff to update profiles.