Early Acquisition

• visuals

• support pupils to build and extend their vocabulary

• make classroom language accessible 

• use of translation tools

• 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

• annotating texts

• talk to write

• build semantic web/topic web of related vocabulary

• use of home language in the classroom

• use Teddy Talk (ELC)or Primary New to English EAL Induction Pack or Secondary New to English EAL Induction Pack to build key vocabulary

• support pupils to build and extend their vocabulary

•  use of translation tools

• 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 speaking frames

• respond in words that extend and model /recast pupils’ utterances in correct form

• focus on meaning, model and extend pupil’s statement & 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 e.g. simple barrier games

• information seeking activities through simple questionnaires

• paired feedback at plenary sessions

• 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)

• build and display key curriculum vocabulary & concepts/topics

• provide collaborative tasks .  For free resources see the Collaborative Learning Project.

• retell story / activity (eg investigation) through sequencing pictures

• 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

• encourage the use of picture dictionaries eg. First Thousand Words in English

• work closely with the family

• 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 

• 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 .

• do a Youtube search  for stories in different languages e.g. YouTube search for stories in Portuguese for Teenagers

• dual Language Texts in the class and to send home Mantra Lingua UK  Dual Language Books

• 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

• encourage peer modelling in small groups & provide modelling and deconstructing tasks

• scribe for individuals or use speech to text software (Read and Write) 

• devise paired and collaborative writing tasks

• Description Bubbles (sentence building) resources 

• Support for Grammar Worksheets

• use storyboards and story mapping

• Pre Teach new vocabulary

• Talk to writing - 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 sentences

• 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 e.g. writing crossword clues on key topic vocabulary

• encourage the ongoing use of picture/dual language English dictionary  & translation tools