Early Acquisition

• 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

• 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

• 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

• 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