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Primary Descriptors EAL Language and Literacy Assessment - Extended Scale Listening
QCA Level
EAL Statement Can Do / Targets Strategies for Progression
Step
1
Pupils listen attentively for short bursts of time.
They use non-verbal gestures to respond to greetings and questions about themselves.
They follow simple instructions based on the routines of the classroom.
Relies on visual clues for meaning Tunes in to particular sounds in English eg rhyming words May join in classroom activities with L1 support Responds to friendly approaches from peers Listens one to one Participates as a listener in group activities Can listen attentively for a short time Shows understanding of elements of story in group reading
sessions Can understand and follow familiar instructions Respond appropriately to instructions with non-verbal gestures or
body language Responds to simple predictable questions eg ‘have you got a
pencil?’ Understands simple personal questions
Be welcoming, provide visual clues and use gesture Use natural English in short, simple phrases and sentences Have supportive buddy with same L1, if possible Speak normally to pupil but don’t force her/him to speak Talk through actions / events as they happen Keep familiar class routines Use peers to model routines/language Provide opportunities for listening to good English role models in small groups Model social language conventions Play games and read stories with repetitive language Structure lessons to include suitable activities e.g. matching, labelling, translating
key words Highlight key vocabulary Use visual and kinaesthetic props to provide language contexts
Step
2
Pupils understand simple conversational language.
They listen and respond to the gist of general explanations by the teacher where language is supported by non-verbal cues, including illustrations.
Understands familiar conversational phrases Follows the gist of group/peer conversation Follows narrative expressed through spoken and visual material Understands simple ideas or explanations with help of mime
gesture or pictures Listens and responds to paired/group discussion Follows a sequence of instructions relying on key words Follows teacher explanation of curriculum task Understands phrases of location e.g. over there, next to the chair
As above and: Use and refer to visuals to support teacher talk Allow time for pupils to listen to and talk with a friend who speaks the same
language Refer to key visual while explaining Use pictorial labels for resources Use familiar examples where possible, e.g. culturally and experientially appropriate Give clear instructions with consistent use of key words and phrases Respond and reply in words that extend and model Ask: closed questions, either/or questions; 1 word answer questions Provide key vocabulary, with pictorial representation where appropriate Send on simple errands/messages with partner (check outcome)
Leve
l 1 T
hres
hold
(L1T
)
With support, pupils understand and respond appropriately to straightforward comments, or instructions addressed to them.
They listen attentively to a range of speakers, including teacher presentation to the whole class.
Understands the gist of teacher/pupil talk, e.g. simple text read aloud
Can listen attentively to the class teacher or to other pupils Appear to listen attentively but does not necessarily understand Responds to straightforward instructions Responds appropriately to comments addressed to him/her and
to more abstract teacher talk e.g. ‘all find a space’
As above and: Use visuals to support key words List key words before lesson for support staff or use a bilingual dictionary where
appropriate Pre-teach key words through a range of starter activities, visuals, L1 and using
support staff Active listening tasks, e.g. word bingo, true or false, odd one out, barrier games Teacher modelling sentences and questions Provide models of different language functions e.g. describing, explaining Recycling of language across the curriculum
This has been developed with reference to documents produced by Redbridge, Milton Keynes, Lambeth, Bristol, Kent County Council, Medway, and HillingdonSouthend on Sea Borough Council Department of Children and Learning Nora McKenna (Ethnic Minority Achievement
Consultant) 1
Leve
l 1 S
ecur
e (L
1S)
In familiar contexts, pupils follow what others say about what they are doing and thinking.
They listen with understanding to sequences of instruction and usually respond appropriately.
Can understand most classroom interactions and explanations with visual or other support
Follows familiar instructions and responds appropriately but may not understand unfamiliar words or idioms
Responds appropriately to comments addressed to him/her and to more abstract teacher talk e.g. ‘all find a space’
Can act on 2 step instructions Follows instructions for a task where choice is involved Understands basic sequence markers in speech eg first, next,
then Listens to stories with increased concentration Listens confidently in different contexts; shows understanding of
main points Follows set of oral instructions/directions
As above and: Be aware that the pupils may not be familiar with many words that the other pupils
know Continue to support key words using visuals Approach abstract ideas through concrete examples or L1 Provide opportunities for pupils to repeat instructions in order to show
understanding Display key curriculum vocabulary Provide collaborative tasks
Southend on Sea Borough Council Department of Children and Learning Nora McKenna (Ethnic Minority Achievement Consultant) 2
Primary Descriptors EAL Language and Literacy Assessment - Extended Scale Speaking
QCA Level EAL Statement Can Do / Targets Strategies for Progression
Step
1
Pupils echo words and expressions drawn from the classroom routines and social interactions to communicate meaning.
They express some basic needs, using single words or phrases in English.
Understands a little, but could still be in ‘silent period’ (acquiring English though not speaking yet)
May gain attention of staff, peers (touching, using L1, name) Can respond to familiar questions and instructions using single
words, short phrases, gestures or L1 Can ask for help by using single words Can name familiar classroom objects and equipment Can communicate needs, likes or dislikes by using single
words, short phrases (subject-verb-object) Uses grammatical patterns to create meanings e.g. played,
hitted, goed Can repeat or echo words or phrases without necessarily
understanding Pronounces common words and phrases comprehensibly
Include pupil in all activities but do not try to force the pupil to speak Used closed question with contextual support Give thinking time for answers Allow other pupils who speak the same language to support responses Use prior knowledge about pupil’s interests Use paired/small group activities with supportive peers Action rhymes/songs/poems/stories Practical/doing activities Highlight key vocabulary and use visual props to provide language contexts
Step
2
Pupils copy talk that has been modelled.
In their speech, they show some control of English word order and their pronunciation is general intelligible.
Can respond appropriately to peer group in social situation, to an instruction when spoken to directly or given to a small group
Can use a small range of familiar phrases to communicate needs and ideas/meaning
Answer simple yes/no questions Respond verbally to an instruction in a 1:1 situation Beginning to use English in small group setting in classroom
activities Repeats phrases heard from others Shows some control of English word order and pronunciation
in short utterances Asks for attention from staff Asks for clarification/interpretation from L1 speakers (of
instructions, routines) Borrows and repeats key words from previous speaker Uses positional language e.g. on, under, next to
As above and: Provide time for free talk Play games (including oral, board, card, track games) Model key words and phrases and encourage other pupils to do the same Encourage child to respond in words Give thinking time for child to mentally rehearse words Focus on child’s meaning rather than the words used Expand and extend what child says Create opportunities to speak in carefully structured situations, e.g. interview with
questions provided, teacher modelling responses, role play, phone conversation, started word games and repetitive games in circle time
Southend on Sea Borough Council Department of Children and Learning Nora McKenna (Ethnic Minority Achievement Consultant) 3
Leve
l 1 T
hres
hold
(L1T
) Pupils speak about matters of immediate interest in familiar settings.
They convey meaning through talk and gesture and can extent what they say with support.
Their speech is sometimes grammatically incomplete at word and sentence level.
Negotiates with peers in play Answer simple questions – who, what, where, when Talk about immediate experiences and speak more fluently
with friends in everyday situations Convey meaning and express needs using 2-3 word phrases Use simple sentences Contribute to whole class or group discussions with support Respond positively to contributions Being to use appropriate intonation when asking questions Use simple adjectives, prepositions in context Uses sets of words to order time (days, months) and language
to sequence events/instructions (first, then) Explore grammatical structures to generate meaningful
sentences, although the grammar will sometimes not be appropriate
As above and: Respond positively to contributions Model language by ‘echoing’ the pupil’s utterances, using the appropriate grammar Encourage pupil to talk about what they are doing Provide models of different language functions e.g. describing, explaining Provide sentence starters using visual clues Circle time type activities (using repetitive language) Allow time for child to mentally rehearse words Cloze questions asked, pupil to refer to visual clues Games (pelmanism, snap, track games) Information seeking activities e.g. simple questionnaires Paired feedback at plenary sessions Encourage child to make links with home language (within safe environment) Be aware that conversational fluency comes a long time before fluency in academic
English
Leve
l 1 S
ecur
e (L
1S)
Pupils speak about matters of interest to a range of listeners and begin to develop connected utterances.
What they say shows some grammatical complexity in expressing relationships between ideas and sequences of events.
Pupils convey meaning, sustaining their contributions and the listeners’ interest.
Talks easily on familiar topics eg family, home, hobby Contribute occasionally to a classroom conversation Asks for explanations for unfamiliar words, concepts Change word order to phrase questions Beginning to be able to express the logical relationships
between ideas using features of language such as connectives, simple past tense and future tenses
Beginning to use conjunction/adverb/adjectives when retelling, recounting or explaining
Can sustain meaning and keep the listener’s interest, often by using voice and gesture
Retell a sequence of events Begin to use subject-specific vocabulary Corrects pronunciation, models on adults and peers Begins to adapt what they say to the needs of the listener,
varying vocabulary and detail Gives reasons for actions
As above and: Provide beginnings of responses Display key curriculum vocabulary Collaborative tasks Retell story through sequencing pictures Drama/role play/hot seating within curriculum context Group and pair discussion and planning Information seeking activities/barrier games Encourage pupil to develop spoken ideas by asking questions, giving thinking time,
suggestions vocabulary, providing speaking frames Encourage writing to organise ideas before discussion e.g. flow charts, grids, mind
maps, drawings, story boards Group presentations where pupil can be supported by others
Southend on Sea Borough Council Department of Children and Learning Nora McKenna (Ethnic Minority Achievement Consultant) 4
Primary Descriptors EAL Language and Literacy Assessment - additional descriptors for NC levels Listening and Speaking
NC Level NC English Statement Can Do Strategies to Support Progression
Leve
l 2
Pupils begin to show confidence in talking and listening, particularly where the topic interests them.
On occasions, they show awareness of the needs of the listener by including relevant detail.
In developing and explaining their ideas they speak clearly and use a growing vocabulary.
They usually listen carefully and respond with increasing appropriateness to what others say.
They are beginning to be aware that in some situations a more formal vocabulary and tone of voice are used.
Take part as a speaker and listener in most classroom exchanges and in a range of audiences in different contents (although may misunderstand more complex questions and speech)
Begins to be aware of standard English and when it is used Show confidence in speaking to convey meaning. This could
be by using familiar language in new contexts. Initiate conversations with a teacher with increased confidence
and seek information from an adult Volunteer information about characters in a story/poem Volunteer answers to questions within a large group situation Relate real or imaginary events in a connected narrative which
conveys meaning to others Be able to express details Responds appropriately in different activities e.g. brainstorm,
planning, tests Can work in role in drama activities Use appropriate expression and intonation Able to use more complex sentences Use a wider range of vocabulary, including subject-specific
vocabulary which is taught; use a wider range of adjectives appropriately
Listens to a text and answers oral comprehension questions Asks questions to develop ideas
As above and: Continue to respond positively and constructively Additional listening and speaking opportunities across the curriculum, including
extended listening with tape and book Collaborative tasks / information seeking activities / jigsaw / barrier games / problem
solving activities / drama / role play / hot seating Provide opportunities for giving explanations, explaining processes, and predicting
probabilities Avoid seeming to correct even when grammar and/or vocabulary is not entirely
appropriate; remodel responses; acknowledging and understanding pupil talk; continuing dialogue; modelling appropriate language in context
Appropriate register should be made explicit and discussed (situation-specific language that is appropriate to a particular situation or used for communicating with a particular set of people) e.g. when speaking with friends in the classroom or outside school; with teachers and other staff in school; adults in informal situations
Pre-teach key words and language structures Make explicit the language structures in order to support the knowledge and use of
different oral responses, e.g. speaking frames After paired talk, pupil feeds back on their partner’s talk
Leve
l 3
Pupils talk and listen confidently in different contexts, exploring and communicating ideas.
In discussion, they show understanding of the main points.Through relevant comments and questions, they show they have listened carefully.
They begin to adopt what they say to the needs of the listener, varying the use of vocabulary and the level of detail.
They are beginning to be aware of Standard English and when it is used.
Can understand and respond to main points from discussion Participates in class presentations; plans and delivers short
presentation of work to class Able to recount the content of a presentation or discussion Use vocabulary appropriate to subject although it may not be
very wide May try and be adventurous but may misjudge vocabulary
choice at times Can ask relevant questions and make comments Can interpret meaning when hearing unfamiliar words and
phrases Extend range of discourse markers e.g. then, besides, also Use appropriate register for different situations and functions
e.g. playground, classroom, pupils/teacher exchanges Paraphrase content of short oral and written texts Explain and present ideas to others Use appropriate language for cross curriculum problem solving Understand metaphorical expressions Communicate in most formal and informal situations using
complex language appropriate to age group Beginning to know the difference between Standard English
and other dialects
As above and: Continue to respond positively and constructively Use collaborative activities with good language model partner / groups Set specific tasks or questions in activities to help maintain a focus for listening e.g.
look out for formal language, descriptive language Support new or unfamiliar concepts and vocabulary e.g. with use of L1, key visuals,
concrete referents, pre-teaching key vocabulary, keyword cards as aide memoires for listening and retelling
Be explicit about the contexts in which Standard English and other dialects are used e.g. use relevant texts such as Benjamin Zephaniah; John Agard; Fireside Tales of the Traveller Children by Duncan Williamson
Discuss synonyms and other vocabulary choices looking at differences in use and meaning e.g. word games as starter activities
Use barrier games to practise positional and descriptive language; size and shape Use talking frames to help formulate appropriate comments and questions for varied
roles e.g. interviews
Southend on Sea Borough Council Department of Children and Learning Nora McKenna (Ethnic Minority Achievement Consultant) 5
NC Level NC English Statement
Can DoStrategies to Support Progression
Leve
l 4
Pupils talk and listen with confidence in an increasing range of contexts.
Their talk is adapted to the purpose: developing ideas thoughtfully, describing events and conveying their opinions clearly.
In discussion, they listen carefully, making contributions and asking questions that are responsive to others’ ideas and views.
They use appropriately some of the features of Standard English vocabulary and grammar.
Develop inferential and referential skills Can choose from a range of vocabulary and
structures for different purposes and for emphasis e.g. storytelling
Can vary expression and speed of delivery for effect Can follow an extended discussion or presentation
but may have difficult with idiom and cultural nuances
Responds to others’ ideas and views by expressing alternative and personal opinions
As above and: Allow times for small group/pair talk before responding within any activity Make aim of group/pair discussion very clear, i.e. are pupils being asked to persuade,
collaborate, debate or advise? Make explicit the forms of language they are being expected to use e.g. the genre and
vocabulary, structures and connectives that are associated with each one Use role-play and discuss the forms of language used by particular people (e.g. parent, teacher,
child when discussing change to the school day) then assign specific roles for each group member
Use formal debate – provide and model language structures Language topic displays, word banks Provide a range of thesauruses and dictionaries
Leve
l 5
Pupils listen confidently in a wide range of contexts.
In discussion they pay close attention to what others say.
Talk engages the interests of the reader through beginning to use a variety of vocabulary and expression.
Beginning to use standard English in formal situations.
Can follow a more formal discussion Listen carefully asking questions and making
comments that show that they have understood other peoples’ ideas and views
Speaks confidently in a formal or an informal situation
Able to use colloquial vocabulary and idiom appropriately
Has a growing repertoire of vocabulary and idiom appropriate to formal situations
As above and: Display a range of language relevant to the task. Include idioms where possible Ask the pupils to listen for particular words, phrases, points. These could be recorded on a
tick/check list Asking and answering comprehension questions Use a variety of listening tools, et.c. tapes, CDs Check understanding using peer ‘Assessment for Learning’ strategies e.g. another student
observes and notes questions asked and comments made. This can be discussed with the gorup
Southend on Sea Borough Council Department of Children and Learning Nora McKenna (Ethnic Minority Achievement Consultant) 6
Primary Descriptors EAL Language and Literacy Assessment - Extended Scale Reading
QCA Level
EAL Statement Can Do / Targets Strategies for Progression
Step
1
Pupils participate in reading activities.
They know that in English print is read from left to right and from top to bottom.
They recognise their names and familiar words and identify some letters of the alphabet by shape and sound.
Hold the book the right way; recognise the front of the book; turn pages one at a time
Choose own books to look at and share with others Recognise signs as having meaning Recognise own name or symbol for name, and
some other familiar words i.e. Coca Cola Is starting to become familiar with the shape and
sounds of letters of the alphabet Underands 1:1 word correspondence (track text with
finger) Can follow gist of English text when supported with
visuals May not be securely literate in the home language and will take more time to learn to read in English because s/he needs knowledge of English to use reading for meaning strategies
May use L1 in accessing English text Derives understanding of a sequence of events
through following pictures
Provide opportunities to look at and share books, including bilingual books Model reading behaviour e.g. locating title, reading from left to right, using picture cues to
predict Be aware that pupil may be unfamiliar with letters of the alphabet and may need opportunities to
practice Ensure texts used are culturally appropriate Find letters in words, words in texts; match letters in words, words with words Model reading following print with finder/pointer Synchronise spoken with written word Individual alphabet strip upper and lower case; alphabet wall chart upper and lower case Talking text on tape, CD Rom Provide visual cues
Step
2
Pupils begin to associate sounds with letters in English and to predict that the text will be about.
They read words and phrases that they have learned in different curriculum areas.
With support they can follow a text read aloud.
Match letters in own name to other words Know and recognise some letters of the alphabet Identify some initial letter sounds Recognise characters in a reading scheme Read labels around the school Sequence pictures Predict what text will be about using pictures and
contextual cues Shows involvement in group reading sessions Gives phonic sounds in response to grapheme or
letter name
As above and: Rich, clearly contextualised print environment (cross curricular) Peer modelling Support the reading of even very short texts using other pupils, support staff, discussion or L1 Read back any writing ( pupil and teacher) Make a personal book and use pupil’s own writing as familiar text to read Ask / provide/ demonstrate meanings of words Word games e.g. Lotto, pelmanism Find phrases in text Picture dictionaries and bilingual dictionaries Ensure word level work appropriate Children who use more than one language may not learn the English sound system in the order
that it is taught within a monolingual phonics programme. This will need to be taken into account, for example, when teaching English vowel sounds, as children may not yet be able to aurally discriminate between the sounds.
Southend on Sea Borough Council Department of Children and Learning Nora McKenna (Ethnic Minority Achievement Consultant) 7
Leve
l 1 T
hres
hold
(L1T
) Pupils can read a range of familiar words and identify initial and final sounds in unfamiliar words.
With support, they can establish meaning when reading aloud phrases or simple sentences, and use contextual clues to gain understanding.
They respond to ideas in poems, stories and non-fiction.
Recognises and knows the sound of most letter of the alphabet
Has a sight vocabulary of some common words and those used in the curriculum
Begins to read groups of words with a growing awareness of their meaning
Reads aloud known and predictable texts with repetitive language e.g. ORT
Gains an understanding of new words using contextual and pictorial cues
Use picture cues to make sense of text Can demonstrate an understanding of what is read Responds to and talks about characters in text Can read and understand simple text with support
As above and: Label pictures Provide sentence starters using visual cues; cloze procedures with key vocabulary and/or visual
cues; match sentence beginnings to endings; silly questions (Progression in Phonics) Teacher modelling / rephrasing sentences and questions Clicker 4 (ICT); Breakthrough sentence makers; Use of Language Master Links across curriculum areas Make own books at appropriate English language level Paired reading Introduce and explain active reading strategies – underlining, colour-coding, transferring words
into a grid, annotating pictures etc. Activate prior knowledge and thinking as a way into a text Avoid silent reading and use talk to support understanding, et.c. as part of guided reading using
support staff Be aware that decoding skills may be in advance of understanding
Leve
l 1 S
ecur
e (L
1S) Pupils use their knowledge of letters, sounds
and words to establish meaning when reading familiar texts aloud, sometimes with prompting.
They comment on events or ideas in poems, stories and non-fiction.
Has increased sight vocabulary of commonly used words in different context; the first 45 words (NLS)
Reads own work aloud to class Can read aloud using knowledge of sounds and
letters (but may not fully understand) Uses more than one word attack strategy eg
phpnics, graph, context, syntax Can read complex known English texts but needs
support with unfamiliar text, idiom and grammar Read simple texts with pictures and 1-4 lines of text Understand meaning at sentence level Responds to text expressing personal views,
answering factual questions Retell story and recall what has happened in the
story With support can infer meaning Uses information from cover, title, blurb to select
books
As above and: Discuss topic before reading Paired reading Use tapes / CDs with corresponding text to listen and record (developing intonation patterns) Highlight key words through activities e.g. bingo Teach and show pupils how to extract relevant information from non-fiction texts e.g.
highlighting; underlining words, phrases Use worksheets supported by visual cues; matching beginnings and ends of sentences;
sequence text with pictures Games, lotto / pelmanism Read play scripts of familiar texts (developing intonation and expression, understanding of
character) Explain and show how to read diagrams, graphs, grids etc.
Southend on Sea Borough Council Department of Children and Learning Nora McKenna (Ethnic Minority Achievement Consultant) 8
Primary Descriptors EAL Language and Literacy Assessment - additional descriptors for NC levels Reading
NC Level NC English Statement Can Do Strategies to Support Progression
Leve
l 2
Pupils’ reading of simple texts shows understanding and is generally accurate.
They express opinions about major events or ideas in stories, poems and non-fiction.
They use more than one strategy such as phonic, graphic, syntactic and contextual, in reading unfamiliar words and establishing meaning.
Beginning to read a variety of fiction and non-fiction without support
Can sustain accurate, independent reading over short passages of text
Able to express an opinion about a text or character; give oral explanation of text
Suggest and predict outcomes Use dictionary to check meaning of new words When subject matter is familiar, can use a variety of
strategies to make sense of the text and self-correct, e.g. phonic visual cues; consonant cluster, digraphs, context cues
Incorporates range of strategies including growing familiarity with phonic blends; word-segmenting skills to tackle poly-syllabic words
Use intonation to convey meaning Reads texts in a variety of forms (sign, captions,
speech bubbles, ICT fonts
Preview text (e.g. introduce key vocabulary, ideas, subject matter, share similar stories, concept maps, words weaving, etc.)
Discuss strategies with pupils to further understanding, e.g. ‘How did you work out what it meant?’
Continue to support reading by activating prior knowledge and thinking; encourage re-reading; revisit known texts
Continue to support understanding with visuals Use Directed Activities Related to Text (DART) to understand, e.g. highlight / underline key
words Use range of inclusive resources Encourage use of dual language dictionaries Scaffold questions leading to how / why/ questions Explain cultural differences Listen to taped stories for intonation / developing reading stamina; listen to others on tape
Leve
l 3
Pupils read a range of texts fluently and accurately.
They read independently using strategies appropriately to establish meaning.
In responding to fiction and non-fiction they show understanding of the main points and express preferences.
They use their knowledge of the alphabet to locate books and find information.
Can read a range of age-appropriate text and understand most of what they read
Can make simple inferences from the text Can select key information for a purpose rejecting
irrelevant / unimportant information Re-read and track cohesion within a text to verify
understanding Can choose leisure reading they enjoy and say why Can use a range of reading strategies to read for
understanding e.g. phonics, visual prompts Can use the alphabet to access reference materials
e.g. indexes and encyclopaedias Able to read sentences with complex Subject Verb
Object patterns although fluency will be slower
As above and: Encourage pupils to identify vocabulary, phrases, expression or idiom which they do not
understand Draw attention to key words in the text; use highlighter to track ideas at paragraph / text level Make explicit cross-curricular references and links Support all use of reference materials by: modelling note-taking (provide headings and match to
paragraphs); providing a focused range of questions (for research) and encouraging pupil generated questions; using DART strategies to support reading of reference texts; selecting texts that are visually appealing
Provide visual / audio / video support for text; interactive visual display around text Provide framework to ask / answer questions about the text e.g. who, what where grid, book
reviews Dictionary / thesaurus work; explain cultural references / nuances; discuss homonyms Recognise that pupils might wish to read younger repetitive text for pleasure. This is a useful
way of developing fluency and understanding
Southend on Sea Borough Council Department of Children and Learning Nora McKenna (Ethnic Minority Achievement Consultant) 9
Leve
l 4
I
n responding to a range of texts, pupils show understanding of significant ideas, themes, events and characters.
They begin to use inference and deduction.
They refer to the text when explaining their views.
They locate and use ideas and information.
Can skim text for overall meaning; scan text for specific information
Can read a range of age appropriate texts and understand the important ideas, themes, events and characters
Beginning to express opinions related to the text and justify opinions and use evidence from the text
Can show clear reasoning Can make links with other texts they have read Can understand the effects of different types of
language and identify language features of specific genre e.g. persuasive writing, recounts, etc.
Can understand figurative language, subtle humour, nuance
Can extract specific information from subject based diagrams, graphs, charts
Use grids and other graphic organisers to help develop ideas from text; use colour coding for different types of information from text
Ask specific skimming and scanning questions Teach and model explicitly how to use quotations from text as evidence for an argument Teach and model explicitly how to summarise particular points from a text Support pupils in understanding unfamiliar social and cultural contexts when they are asked to
make inferences Discuss ambiguous phrases; idioms; match literal and actual meanings of proverbs Provide a wide range of culturally relevant texts
Leve
l 5
Pupils show understanding of a range of texts, selecting essential points and using inference and deduction where appropriate. In their responses, they identify key features, themes and characters and select sentences phrases and relevant information to support their views.
They retrieve and collate information from a range of sources.
Show understanding of literal and implied meaning in a range of texts
Skim and scan texts effectively in order to identify key information
Make conclusions about plot or character and justify opinions using evidence from the text
Demonstrate an ability to identify and describe the authors’ style
Explain how meaning is conveyed by different writers of fiction, poetry, drama
Beginning to comment upon the writer’s style using appropriate sentences / phrase to justify opinion
Evaluate use of appropriate language for audience and purpose
Able to find, use, organise and summarise information from a wide range of texts
Give a personal critical response to texts
As above and: Use range of reading activities prior to engaging with text Pair and small group reading Small group talk before whole class discussion Use a range of DART; jigsaw reading activities; hot seating / role play Teacher modelling of key strategies to develop reading e.g. note taking, skimming, scanning Provide frames, charts, diagrams to collate information Provide pupils with opportunities to work with a range of texts, fiction and non-fiction Highlight key words / language features in a text
Southend on Sea Borough Council Department of Children and Learning Nora McKenna (Ethnic Minority Achievement Consultant) 10
Primary Descriptors EAL Language and Literacy Assessment - Extended Scale Writing
QCA Level
EAL Statement Can Do / Targets Strategies for Progression
Step
1
Pupils use English letters and letter-like forms to convey meaning.
They copy or write their names and familiar words and write from left to right.
Can understand that written scripts convey meaning and can use pictures to convey meaning
Can copy recognisable English symbols Writes text from left to right across page Use emergent writing to write letters; copy single
letters; copy single words and names Can form some letters from memory Can write own name and some other familiar words Can write some initial sounds Can relate some English sounds to the written form
Plan speaking and listening opportunities before any writing to give meaning to the task Model writing behaviour, e.g writing from left to right, keeping to the line, shaping letters and
support correct use of pen and pencil Encourage use of pictures to convey meaning Use picture annotation Use alphabet strips (upper and lower case); magnetic letters; letter fans; pattern making Alphabet card games and puzzles; alphabet with visual cues Shared group writing with opportunities to ‘have a go’
Step
2
Pupils attempt to express meaning in writing, supported by oral work or pictures.
Generally their writing is intelligible to themselves and a familiar reader and shows some knowledge of sound/ letter patterns in English spelling.
Building on their knowledge of literacy in other languages, pupils show knowledge of the function of sentence division.
Draw a story in pictures Can copy from model directly above Know most letter sounds and names Use correct initial letter to write simple key
words/common words Write own phrases and captions (not necessarily
correct) Can write simple sentences with support (not
necessarily grammatically correct) to convey ideas Mixes writing and drawing in text to communicate
ideas Writing is legible to themselves and familiar readers Will attempt to read back own writing In discussing own written text, will be able to explain
more than s/he can write; explains ideas to adult and ‘reads back’
Writes most letters in response to initial sound using phonetic knowledge
Writing stems from oral rehearsal and pictorial support (may also want to practice in L1)
As above and: Initial sound collections e.g. pictures, objects, displays Small group and paired work: peer modelling; making books; literacy games Use shared writing with peer and/or adult support Use grids, labelling, captioning, etc Encourage pupil to dictate text to scribe and then to re-read with scribe e.g. Teaching Assistant Talk about writing as it’s done Writing frameworks – across the curriculum
Leve
l 1 T
hres
hold
(L1T
)
Pupils produce recognisable letters and words in texts, which convey meaning and show some knowledge of English sentence division and word order.
Most commonly used letters are correctly shaped, but may be inconsistent in their size and orientation.
Copies longer text accurately from board Writes letters and words increasingly legibly and
independently Use appropriate spacing between letters and words;
form all letters in appropriate script Writes words without models; spells simple
monosyllabic words correctly, or phonetically Attempts spellings of unfamiliar words using
knowledge of phonetics Can write independently and convey meaning
through recognisable words, phrases and sentences but spelling and sentence structure are irregular
Uses appropriate and interesting vocabulary Able to read back most of own work
As above and: Handwriting practice Cloze procedures; finishing sentences Clicker 4; building sentences (Breakthrough sentence makers/Language Masters) Model writing examples first Retelling / recounting Respond to the meaning of the pupil’s writing, not the form Encourage pupil to read own writing aloud and help them self-correct orally Do not over-correct Encourage peer marking Use sentence starters and simple writing frames to support Ensure writing is purposeful Set specific and achievable targets for pupils to aim for when writing
Southend on Sea Borough Council Department of Children and Learning Nora McKenna (Ethnic Minority Achievement Consultant) 11
Leve
l 1 S
ecur
e (L
1S)
Pupils use phrases and longer statements which convey ideas to the reader, making some use of full stops and capital letters.
Some grammatical patterns are irregular and pupil’s grasp of English sounds and how they are written is not secure.
Letters are usually clearly shaped and correctly orientated.
Begins to use simple punctuation e.g. full stops, capital letters
Can write increasingly legibly with letters clearly shaped and correctly orientated, appropriate spacing between words
Writes sentences with correct word order Writes sequenced and ordered factual texts based
on experience or topic areas and demonstrates more complex ideas in sequences of events
As above and: Visual stimuli to write from Scaffold writing with group activities and oral rehearsal Paired work Punctuation fans / visual interactive games Writing frames Customise known text Use grids, flow charts, tables etc to help structure writing Let pupil read back own writing and discuss the ideas with supporting adult in English or L1 if
preferred Model correct grammatical expression in responses to work whilst still focussing on content
before form (this is important at all levels)
Southend on Sea Borough Council Department of Children and Learning Nora McKenna (Ethnic Minority Achievement Consultant) 12
Primary Descriptors EAL Language and Literacy Assessment - additional descriptors for NC levels Writing
NC Level NC English Statement Can Do Strategies to Support Progression
Leve
l 2
Pupils’ writing communicates meaning in both narrative and non-narrative forms, using appropriate and interesting vocabulary, and showing some awareness of the reader.
Ideas are developed in a sequence of sentences, sometimes demarcated by capital letters and full stops.
Simple, monosyllabic words are usually spelt correctly, and where there are inaccuracies the alternative is phonetically plausible.
In handwriting, letters are accurate formed and consistent in size.
Can write with some accuracy so another reader can understand
Can write for different purposes although may produce writing more based on speech rather than written models
Can link ideas together within a text by using a range of connectives
Can use capital letters and full stops Usually spells simple words correctly and uses
phonetically plausible spelling for others; spell words with common vowel digraphs
Can use more complex or lengthy sentences although grammatical construction may show evidence of EAL e.g. omission of definite article
Selects descriptive vocabulary for emphasis Will be able to structure a chronologically-organised
text more easily than other types of text Can express own reasoned opinions and interests in
independent writing Write a story with a given structure Write procedures or instructions using imperative
tense e.g. describe a method in science Use direct speech appropriately in context Uses a dictionary or word bank to aid spelling
As above and: Teach how to use a simple illustrated dictionary Encourage pupils to use or compile a subject specific glossary in English and L1 Modelled writing Support pupils in structuring non-narrative text through discussion and simple writing frames Make explicit and discuss different forms of writing e.g. story, report, explanation, instructions,
etc. Make explicit the structures of writing associated with different genres of writing Make explicit the vocabulary and connectives related to writing forms in scaffolding activities Sentence starters Sequence key words/phrases prior to writing Visual cues e.g. photos, video Hot seating Role play Interactive display e.g. puncturation / spellings Encourage pupils to re-read what s/he has written Talk about writing / talk for writing
Southend on Sea Borough Council Department of Children and Learning Nora McKenna (Ethnic Minority Achievement Consultant) 13
Leve
l 3
Pupil’s writing is often organised, imaginative and clear.
The main features of different forms of writing are used appropriately, beginning to be adapted to different readers.
Sequences of sentences extend ideas logically and words are chosen for variety and interest.
The basic grammatical structure of sentences is usually correct.
Spelling is usually accurate, including that of common, polysyllabic words.
Punctuation to mark sentences – full stops, capital letters and questions marks – is used accurately.
Handwriting is joined and legible.
Able to write at length using a range of writing forms Can produce writing which shows structure and a
logical progression of ideas Makes good use of scaffolding Tends to use one tense, e.g. simple past and simple
present with signs of other tenses emerging Use a wider range of conjunctions to improve
fluency May try and be adventurous with vocabulary; uses
key words taught in class Can write a simple report Begins to use paragraphs Monitors own writing for spellings, grammar and
omissions Spells words regularly used in talking, reading and
writing Uses direct speech in writing May have minor grammatical errors e.g. in tenses,
use of pronouns, subject/verb agreements Shows cohesion in writing through use of various
devices, ie use of pronouns, determiners e.g. finally
As above and: Encourage use of illustrated thesaurus Use scaffolding activities Explicitly help pupils to structure writing by comparing texts, highlighting grammar, language
structures, vocabulary and sentence types Provide opportunities for shared writing, peer marking, redrafting Writing partners (one element as focus e.g. punctuation) Use of highlighters to track ideas Report frameworks Display to highlight additional literacy focus Move to independent writing When marking/discussing written work, respond to content prior to comments on presentation Remind pupils own writing targets when doing own writing Use pupil targets and objectives for marking criteria
Leve
l 4
Pupils’ writing in a range of forms is lively and thoughtful. Ideas are often sustained and developed in interesting ways and organised appropriately for the purpose of the reader.
Vocabulary choices are often adventurous and words are used for effect.
Pupils are beginning to use grammatical complex sentences, extending meaning.
Spelling, including that of polysyllabic words that conform to regular patters, is generally accurate.
Full stops, capital letters and question marks are used correctly, and pupils are beginning to use punctuation within the sentence.
Handwriting style is fluent, joined and legible.
Able to use a variety of description, dialogue, action and paragraphing to tell a story
Can use a variety of complex sentences eg use of noun phrases, usually correctly
Can use a variety of tenses appropriately and usually correctly (including present and past simple, present and past continuous and conditional
Monitor own writing for irrelevant sentences, phrases or ideas
Proof read work for ways to improve the flow of ideas
Basic punctuation is accurate Spells complex regular words patterns correctly Writing displays clear reasoning and interpretation of
information Can use a range of structures to suit genre and
purpose of writing Beginning to use formal language effectively Able to access new words from dictionaries and
word banks
As above and: Support the use of subject specific language Gradually introduce a range of different connectives eg so that, although, despite, to help pupil
write in complex sentences Continue to model and develop complex sentences in shared writing Discuss purpose of writing before starting shared writing or supporting independent writing Use texts to develop figurative language e.g. metaphor / idiom, etc. Ask pupils to read back writing using appropriate intonation Continue to use a thesaurus and discuss the effect of vocabulary choices Model more complicated tense forms in discussion before writing In marking or discussing written work, continue to focus on content before forms of expression
of grammar Take opportunities to explore culturally-based interpretations and implications in their writing Provide writing frames to support development of ideas within a particular genre of writing Provide opportunities to highlight/model formal language prior to writing eg through speaking
and listening opportunities e.g. role play, hot seating Use peer mentoring to redraft work -*
Southend on Sea Borough Council Department of Children and Learning Nora McKenna (Ethnic Minority Achievement Consultant) 14
Leve
l 5
Pupils’ writing is varied and interesting, conveying meaning clearly in a range of forms for different readers, using a formal style where appropriate.
Vocabulary choices are imaginative and words are used precisely.
Simple and complex sentences are organised into paragraphs.
Words with complex regular patters are usually spelt correctly.
A range of punctuation, including commas, apostrophes and inverted commas, is usually used accurately.
Handwriting is joined, clear and fluent and, where appropriate, is adapted to a range of tasks.
Organises non-fiction ideas clearly and coherently, giving points of view
Beginning to display a wider range of descriptive vocabulary which includes less common/more complex words
Selects vocabulary appropriate to task and audience Beginning to write consistently in a range of genres Chooses words with precision Spells complex / uncommon words correctly Is beginning to use more complex punctuation e.g.
commas, apostrophes, inverted commas Uses paragraphs consistently Writing is both legible and fluent; handwriting is
consistently joined Handwriting makes use of different fonts for
appropriate purposes e.g. when creating posters or writing poetry
Proof reads for grammatical accuracy, spelling and punctuation
Presents work neatly and attractively
As above and: Small groups brainstorm for the most imaginative choice of words before beginning to write;
preparation for writing tasks by class discussions on interesting words Guided writing to fully master genre e.g. write a thriller / police report / eye witness statement Pupils create word banks in connection with genre writing Peer marking; practisingof spelling patters e.g. as a lesson starter activity Encourage pupils to notice punctuation when reading text aloud, and to use correctly inflection
in response to this Discuss the use of paragraphs in curricular texts – both fiction and non-fiction Include development comments on handwriting when marking Discuss examples of different fonts; analyse how font can match, or enhance, genre Use writing frames which include prompts e.g. beginnings of sentences in impersonal style Use ICT opportunities
Southend on Sea Borough Council Department of Children and Learning Nora McKenna (Ethnic Minority Achievement Consultant) 15