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These strategies support pupils who have been assessed at "Developing Competence" acquisition of English. The EAL 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.
Common Strategies
Common Strategies
DARTs activities (Directed Activities Related to Text)
ask focused questions to check or confirm understanding of text
Listening and Talking
Listening and Talking
devise collaborative activities
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
enable contributions to presentations and demonstrations and give independent feedback at plenary
engage pupil in informal conversation to develop fluency and confidence
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)
make language topic displays and word banks
provide a range of thesauruses and dictionaries (including bilingual dictionaries)
encourage the use of translation tools for words and phrases only
highlight and encourage the recording of keywords and sentence structures for all lessons
topic-specific barrier games to develop use of key vocabulary
use Dictogloss activities to promote careful listening
Reading
Reading
pick out key words (g. underlining, highlighting) to help understanding, annotate texts
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
set up role play activities / act out play scripts
provide dictionary / thesaurus work
reinforce subject specific language
use visual / audio / video support for text
provide a framework to ask / answer questions about the text eg. who, what, where grid
dictation activities
Use strategies that develop higher order thinking and collaborative learning
Writing
Writing
provide visual stimuli for pupils to write from eg. photos, video, artefacts
talk about the structure of English and possible similarities and differences with other languages e.g. different word order, articles, etc. (Omniglot details some common challenges speakers of other languages have)
provide opportunities to rehearse before writing
encourage paired work and peer evaluation
Use activities such as Dictogloss to practice note-taking and use to develop writing
play games / provide activities to help understanding and use of grammar e.g. prepositions, match nouns and pronouns, teach articles
use writing frames to scaffold questions leading to how / why questions
introduce different connectives/conjunctions Connectives and starters word list – basic or Connectives and starters word list – advanced eg because, so, then, but, however etc
encourage students to learn from their mistakes and use Correction Code
teach/model how to use punctuation
ask pupils to read back the sentences to see if they ’sound right’
pre-teach new words through providing interactive display g. of new or key words
encourage the ongoing use of dual language/ English dictionaries as appropriate
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