Confident

model language

collaborative tasks

scaffolding

DARTs activities (Directed Activities Related to Text)

graphic organisers

pre teach key words

ask focused questions to check or confirm understanding of text

selective highlighting

provide opportunities for talk as rehearsal and the use of talking partners prior to starting writing tasks

build semantic web/topic web of related vocabulary

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

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

provide visual stimuli for pupils to write from eg. photos, video, artefacts

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 display e.g. of new or key words

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