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LEVEL DESCRIPTORS - Listening & Speaking EAL TARGETS SUGGESTED STRATEGIES
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 classroom routines.
Pupils echo words and expressions drawn from classroom routines and social interactions to communicate meaning. They express some basic needs, using single words or phrases in English.
Respond appropriately to instructions with non-verbal gestures or body language
1 use gesture talk through actions / events as they happen teach names of adults and peers use peers to model routines / language plan quality time (daily?) with pupil model social language conventions play games with repetitive language use paired / small group activities with supportive
peers highlight key vocabulary action rhymes / songs / poems / stories simple stories with repetitive language practical /doing activities visual props to provide language contexts
give clear instructions with consistent use of key words and phrases
provide time for free talk play games (including oral, board, card, track
games) respond and reply in words that extend and model encourage child to respond in words ask: closed questions;
either/or questions; 1 word answer questions
give thinking time for child to mentally rehearse words
focus on child’s meaning rather than the words used
provide the words the child needs expand and extend what child says send on simple errands / messages with partner
(check outcome!)
Listen one to one 1
Recognise and name some objects e.g. bag, pencil, rubber 1
Convey needs in single words or gestures 1
Recognise key words /phrases from classroom routine, e.g. get your pencil, It’s time for PE
1
Repeat or echo simple words or phrases 1
Step 2
Pupils understand simple conventional English. They listen and respond to the gist of general explanations by the teacher where language is supported by non-verbal cues, including illustrations.
Pupils copy talk that has been modelled. In their speech they show some control of English word order and their pronunciation is generally intelligible.
Show understanding of the gist of group / peer conversation 1
Respond appropriately to peer group in a social situation 1
Respond appropriately to an instruction when spoken to directly 1
Answer simple yes / no questions 1
Respond verbally to an instruction in a 1:1 situation 1
Respond appropriately to an instruction given to a small group 1
Talk in chunks of 2/3 words to convey meaning 1
LEVEL DESCRIPTORS - Listening & Speaking EAL TARGETS SUGGESTED STRATEGIES
1
L1Threshold
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.
Pupils speak about matters of immediate interest in familiar settings. They convey meaning through talk and gestures and can extend what they say with support. Their speech is sometimes grammatically incomplete at word and phrase level
Answer simple questions – who, what, where, when 2 teacher modelling / rephrasing sentences and questions.
provide models of different language functions e.g. describing, explaining
provide sentence starters using visual cues. respond / reply in words that extend and model circle time type activities (using repetitive
language) allow time for child to mentally rehearse words whole class reading/ poetry recitation/ singing cloze questions asked, pupil to refer to visual
cues games (pelmanism, lotto, snap, track games) information seeking activities e.g. simple
questionnaires recycling of language across the curriculum paired feedback at plenary sessions encourage child to make links with home
language (within safe environment)
Understand the gist of teacher / pupil talk e.g. simple text read aloud 2
Ask simple questions e.g. who, what, where 2
Talk about immediate experiences 2
Use simple sentences 2
Participate in whole class sessions 2
Begin to use appropriate intonation when asking questions 2
Use simple adjectives, prepositions in context 2
L1Secure
In familiar contexts, pupils follow what others say about what they are doing and thinking. They listen with understanding to sequences of instructions and usually respond appropriately in conversations.
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. Pupil convey meaning, sustaining their contributions and the listeners’ interest
Act on 2-step instruction 2 provide beginnings of responses display key curriculum vocabulary provide collaborative tasks retell story through sequencing pictures extend child’s experience of working groups opportunities for drama / role play / hot seating
within curriculum context opportunities to plan / talk in groups opportunities for paired problem solving and
feedback information seeking activities /barrier games Chinese whispers
Listen to story with increased concentration 2
Contribute occasionally to classroom conversation 2
Change word order to phrase questions 2
Retell a sequence of events 2
Begin to use subject-specific vocabulary 2
Begin to use conjunction/adverb/ adjectives when retelling, recounting or explaining
2
LEVEL DESCRIPTORS – Listening & Speaking EAL TARGETS SUGGESTED STRATEGIES
Pupils can understand most conversations when the subject of the conversation is more concrete than abstract and where there are few figurative and idiomatic expressions. Pupils begin to engage in dialogue or conversation within an academic
Initiate conversations with a teacher with increased confidence2
collaborative tasks information seeking activities /
jigsaw/ barrier games extended listening with tape and
book
Seek information from an adult2
Use intonation patterns to show understanding2
2
N.C.L2
context. In developing and explaining their ideas they speak clearly and use a growing vocabulary
Pupils begin to show confidence in talking and listening, particularly where topics interest 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.
problem solving activities drama / role play / hot seating independent feedback at plenary discussion of understanding additional listening and speaking
opportunities across the curriculum responses to others' contributions provide opportunities for:
giving explanations;explaining processes;predicting probabilities.
Volunteer information about characters in a story/poem2
Use a wider range of adjectives appropriately2
Relate real or imaginary events in a connected narrative which conveys meaning to others
2
Volunteer answers to questions within a large group situation2
Be able to express an opinion verbally2
Begin to use more complex sentences2
N.C. L3
Pupils can participate as active speakers and listeners in group tasks. They understand most social and academic school interactions delivered at normal speed. Pupils use language appropriately across the curriculum for different academic purpose (e.g. explaining)-some minor errors may still be evident. They are able to use more complex sentences.
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 adapt 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.
Extend range of discourse markers (then, besides, also)3
role play/drama provide time for children to initiate give thinking time for responses partner talk and reporting back collaborative activities with good
language model partner/groups questions for varied roles e.g.
interviews barrier games to practise positional
& descriptive language hot-seating keyword cards as aide memoires
for listening and retelling
Use appropriate register for different situations and functions (playground, classroom, pupil/teacher exchanges)
3
Paraphrase content of short oral and written texts3
Explain and present ideas to others 3
Use appropriate language for cross curricular problem solving3
Understand metaphorical expressions 3
Communicate in most formal and informal situations using complex language appropriate to age group
3
N.C.L4
Pupils have a range of listening skills necessary to participate fully within the curriculum and can be fairly assessed using only the National Curriculum for English.Pupils have a range of speaking skills necessary to participate fully within the curriculum and can be fairly assessed using only the National Curriculum for English.
Pupils talk and listen with confidence in an increasing range of context. 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 3 teacher modelling guided questioning language topic displays word banks provide a range of thesauruses and
dictionaries
NATIONAL CURRICULUM TARGETS APPLY FROM THIS LEVEL
LEVEL DESCRIPTORS - Reading EAL Targets Suggested strategies
Pupils participate in reading activities. They know that in English, print is read from left to right and from top
Recognise own name or symbol for name1
shared reading (books with pictures) find letters in words words in textHold the book the right way
1
3
Step 1 to bottom. They recognise their names and familiar words and identify some letters of the alphabet by shape and sound.
match letters in words words with words model following print with finger/pointer synchronise spoken with written word individual alphabet strip upper & lower case alphabet wall chart upper & lower case talking text – on tape
on CD Rom provide visual cues rich, clearly contextualised print environment
(cross curricular) peer modelling read back any writing, pupil and teacher ask/provide/demonstrate meanings of words word games e.g. Lotto, pelmanism find phrases in text match phrases in text picture dictionaries bilingual dictionaries ensure word level work appropriate talk about text
Recognise the front of the book1
Turn pages one at a time1
Recognise signs as having meaning1
Choose own books to look at and share with others1
Step 2Pupils begin to associate sounds with letters in English and to predict what 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 words1
Know and recognise some letters of the alphabet1
Identify some initial letter sounds1
Recognise characters in a reading scheme1
Read labels around the school1
Sequence pictures1
Predict what text will be about using pictures1
LEVEL DESCRIPTORS - Reading EAL TARGETS SUGGESTED STRATEGIES
L1Threshold
Pupils can read a range of familiar words and identify initial and final sounds in familiar words.
Begin to read groups of words with a growing awareness of what their meaning
2 label pictures provide sentence starters using visual cues. cloze procedures with key vocabulary cloze procedures with visual cues match sentence beginnings to endingsSay and match letter names to letter sounds
2
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 vowels sounds, as children may not yet be able to aurally discriminate between the sounds.
4
With support, they can establish meaning when reading aloud phrases or simple sentences and use contextual clues to gain understanding.
They respond to events and ideas in poems, stories and non-fiction.
teacher modelling/rephrasing sentences and questions
Clicker 4 (ICT) Breakthrough sentence makers use of Language Master silly questions (Progression in Phonics) links across curriculum areas make own books at appropriate English
language level paired reading talk about text
Use picture cues to make sense of text2
Read stories with repetitive language e.g. ORT2
Respond to / talk about characters in text2
L1Secure
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.
Put words in alphabetical order2
use of worksheets supported by visual cues games, lotto / pelmanism matching beginnings and ends of sentences paired reading use of tapes to listen and record (developing
intonation patterns) answer questions with short phrases sequence text with pictures read play scripts of familiar texts (developing
intonation and expression, and understanding of character
talk about text
Read the first 45 words (NLS) on sight2
Read simple texts with pictures and 1-4 lines of text2
Understand meaning at sentence level2
Retell story and recall what has happened in the story2
Express a spontaneous personal reaction while readingComment: he’s funny
2
LEVEL DESCRIPTORS - Reading EAL TARGETS SUGGESTED STRATEGIES
N.C.L2
Pupils use more than one strategy, such as graphic, phonic, syntactic and contextual, in reading unfamiliar words and extracting information from a variety of texts. From Key stage 2 onwards reading has typically begun to be a tool for learning rather than a process which is an end in itself.
Pupils’ reading of simple texts shows understanding and is generally accurate. They express opinions about major events or ideas
Decode using knowledge of consonant clusters and digraphs taught 2 pick out key words (e.g. underlining,
highlighting) to help understanding preview text (e.g. introduce key
vocabulary, ideas, subject matter, share similar stories, concept maps, word weaving, etc)
encourage re-reading revisit known texts scaffold questions leading to how / why
questions
Begin to use inference (how, why) when discussing text 2
Suggest and predict outcomes 2
Be able to express an opinion about a text or a character in it 2
Use intonation to convey meaning 2
Read with sufficient understanding to correct own miscues 2
5
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.
listening to taped stories for intonation / developing reading stamina
listening to others on tape mime / act play scripts explain cultural references talk about text
Use context cues to guess unknown words2
Give oral explanation of text 2
N.C. L3
Pupils understand many culturally embedded references and idioms, but may still require explanations. From Key stage 2 onwards pupils can read a range of complex texts starting to go beyond the literal by using some higher order reading skills such as inference, deduction and hypothesis.
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.
Discuss characters and their motivations in a story3
dictionary / thesaurus work use of highlighter to track ideas at
paragraph / text level visual / audio / video support for text interactive visual display around text opportunities to link to personal
experiences hot seating characters provide a framework to ask / answer
questions about the text e.g. who, what, where grid, book reviews
discuss homonyms explain cultural references / nuances cross-curricular references and links talk about text
Select key information for a purpose rejecting irrelevant / unimportant information
3
Identify specific genre3
Compare and contrast texts on similar themes / subjects 3Know, understand and use alphabetical order appropriately 3Respond to humour 3Track ideas throughout a text 3Re-read and track cohesion within a text to verify understanding 3Summarise main points of fiction and non-fiction texts 3
N.C. L4
Pupils have the range of reading skills necessary to participate fully within the curriculum and can be fairly assessed using only the National Curriculum for English.
In 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.
Skim text for overall meaning 3 ask specific skimming questions ask specific scanning questions use colour coding for different types of
information in text discuss ambiguous phrases e.g. the
goalkeeper dived for the ball and children illustrate
discuss idioms match literal and actual meanings of
proverbs newspaper headlines matched to pictures
/ text talk about text
Scan text for specific information 3Identify language features of specific genre, e.g. persuasive writing, recounts, etc
3Interpret text on more than one level 3Support a point of view using text as a point of reference 3
Understand figurative language, subtle humour and nuance 3
NATIONAL CURRICULUM TARGETS APPLYFROM THIS LEVEL
6
LEVEL DESCRIPTORS - Writing EAL TARGETS SUGGESTED STRATEGIES
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.
Write within 2m – 1m lines - left to right orientation 1 individual whiteboards and pens mark the starting point for the writing (red dot) pattern making - L - R practice alphabet strips (upper & lower case) magnetic letters name cards / fans letter fans shared group writing with opportunities to ‘have a
go’ alphabet card games and puzzles writing area in the classroom all displayed work named alphabet with visual cues talk about writing / talk for writing
Use emergent writing to write letters1
Copy single letters 1
Copy single words and names1
Write some upper and lower case letters e.g. from name1
Write own name 1
Step 2Pupils attempt to express meanings 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.
Dictate words to be written1
use of peer modelling in small groups shared writing - teacher modelling language master scribe for individuals make books as a group talk about writing as it’s done paired writing labelling pictures (with example) Cloze procedures use of writing frameworks – across the curriculum literacy games interactive literacy hour - e.g. get up and go
activities initial sound collections e.g. pictures, objects,
display tables talk about writing / talk for writing
Copy from model directly above1
Draw a story in pictures1
Identify and write some lower case letters1
Identify and write some upper case letters1
Write own phrases and captions (not necessarily correct)2
Use correct initial letter to write simple key words/ common words2
Know most letter sounds and names2
Use words to join related phrases e.g. so, then, and2
Answer questions with short phrases2
Attempt extended independent writing2
Write simple sentences without help (not necessarily grammatically correct) to convey ideas
2
7
LEVEL DESCRIPTORS - Writing EAL TARGETS SUGGESTED STRATEGIES
L1Threshold
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
Write regular CVC words2
handwriting practice cloze procedure Clicker 4 building sentences (Breakthrough sentence
makers/ Language Masters) finishing sentences paired writing retelling recounting games for learning vowel sounds talk about writing / talk for writing
Use appropriate spacing between letters and words2
Form all letters in appropriate script2
Write words without models2
Use speech balloons (single word or phrases)2
Begin to use full stops2
Write one word answers to simple direct questions 2
L1Secure
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.
Write two sentences in sequence and attempt capital letters and full stops
2 provide visual stimuli to write from sharing context for writing provide opportunity to rehearse before writing paired work punctuation fans / visual interactive games writing frames customise known text completion of grids / tables talk about writing / talk for writing
Use words to join related phrases e.g. so, then, and2
Answer questions with short phrases2
Attempt extended independent writing2
Begin to write simple sentences (not necessarily grammatically correct) without help, to convey ideas
2
LEVEL DESCRIPTORS - Writing EAL TARGETS SUGGESTED STRATEGIES
Use a range of adjectives to describe characters and feeling2
8
N.C.L2
Pupils are able to produce written outcomes using a range of appropriate grammatical structures when given ‘scaffolding’ support such as writing frameworks and a specific focus on the linguistic requirements of different kinds of writing. Pupils’ production is more limited when they receive no such support. Pupils are beginning to understand that different contexts require different forms of expression and they will be attempting to respond to this understanding in their writing.
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 accurately formed and consistent in size.
writing frames modelled writing Clicker 4 (traditional stories) sentence starters sequence key words/phrases prior
to writing visual cues e.g. photos, video hot seating role play interactive display e.g.
punctuation / spellings talk about writing / talk for writing
Begin to use the spelling patterns learned in own writing2
Write a story within a given structure2
Describe events in chronological order 2
Spell words with common vowel digraphs2
Use a simple grid to record information2
Write procedures or instructions using imperative tense e.g. describe a method in science
2
N.C. L3
Pupils can produce appropriately structured and generally accurate work in a variety of familiar academic contexts with few errors and without support. They will still require support to develop the organisational skills and appropriate linguistic forms for new contexts.
Pupils’ 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 question marks – is used accurately. Handwriting is joined and legible.
Use tenses correctly in the future3
moving to independent writing
writing partners (one element as focus e.g. punctuation)
use of highlighters to track ideas report frameworks display to highlight additional
literacy focus talk for writing encourage use of dictionary encourage use of thesaurus talk about writing / talk for writing
Use a wider range of conjunctions to improve fluency3
Write a simple report3
Begin to use paragraphs3
Monitor own writing for spellings, grammar and omissions3
Spell words regularly used in talking, reading and writing3
Use direct speech in writing 3
N.C. L4
Pupils have the range of literacy skills necessary to participate fully within the curriculum and can be fairly assessed by using only the National Curriculum for English.
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 patterns, 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.
Monitor own writing for irrelevant sentences, phrases or ideas 3
continue to model support the use of subject specific
language use texts to develop figurative
language e.g. metaphor / idiom etc talk about writing / talk for writing
Proof read work for ways to improve the flow of ideas3
NATIONAL CURRICULUM TARGETS APPLY FROM THIS LEVEL
Secondary
9
LEVEL DESCRIPTORS - Listening & Speaking EAL TARGETS SUGGESTED STRATEGIES
S1
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 classroom routines.
Pupils echo words and expressions drawn from classroom routines and social interactions to communicate meaning. They express some basic needs, using single words or phrases in English.
Respond appropriately to instructions with non-verbal gestures or body language
1 use gesture allow pupil time to listen and absorb talk through and demonstrate actions / events as
they happen highlighting key words teach names of adults and peers use peers to model routines / language plan quality time (daily?) with pupil model social language conventions play games with repetitive language use paired / small group activities with supportive
peers (mixed ability / same language etc) highlight key words related to classroom activities
and routines follow simple texts with repetitive language practical activities use audio/visual props and ICT to provide language
contexts encourage pupil to make links with home language refer to classroom displays give clear instructions with consistent use of key
words and phrases (repeated if necessary) plan time for free talk and to talk about work play games (including oral, board, card, track
games) respond and reply in words that extend and model encourage pupil to respond in words and phrases
e.g. Can I have … praise and reward pupil’s contributions ask: closed questions;
either / or questions; 1 word answer questions
give thinking time for pupil to mentally rehearse words
focus on pupil’s meaning rather than the words used
provide the words the pupil needs (n b as long as it doesn’t pre-empt pupils’ responses)
expand and extend what pupil says send on simple errands / messages with partner
(check outcome!)
Listen one to one 1
Recognise and name some objects e.g. bag, pen, calculator 1
Convey needs in single words or gestures 1
Recognise key words /phrases from classroom routines, e.g. open your books, start packing up
1
Repeat or echo simple words or phrases 1
S2
Step 2
Pupils understand simple conventional English. They listen and respond to the gist of general explanations by the teacher where language is supported by non-verbal cues, including illustrations.
Pupils copy talk that has been modelled. In their speech they show some control of English word order and their pronunciation is generally intelligible.
Show understanding of the gist of group / peer conversation 1
Respond appropriately to peer group in a social situation 1
Respond appropriately to an instruction when spoken to directly 1
Answer simple yes / no questions 1
Respond verbally to an instruction in a 1:1 situation 1
Respond appropriately to an instruction given to a small group 1
Talk in chunks of 2 / 3 words to convey meaning 1
LEVEL DESCRIPTORS -Listening & Speaking EAL TARGETS SUGGESTED STRATEGIES
10
S3Threshold
NC L1Threshold
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.
Pupils speak about matters of immediate interest in familiar settings. They convey meaning through talk and gestures and can extend what they say with support. Their speech is sometimes grammatically incomplete at word and phrase level
Answer simple questions – who, what, where, when 2 teacher modelling / rephrasing sentences and
questions provide models of different language functions
e.g. describing, explaining provide sentence starters using visual cues respond & reply in words that extend and model allow time for child to mentally rehearse words whole class reading of fiction / non fiction ask cloze questions, pupil to refer to visual
cues games to practice language information seeking activities e.g. simple
questionnaires clarify language used across the curriculum paired feedback at plenary sessions
Understand the gist of teacher / pupil talk e.g. simple text read aloud 2
Ask simple questions e.g. who, what, where 2
Talk about immediate experiences 2
Use simple sentences and phrases 2
Participate in whole class sessions 2
Begin to use appropriate intonation when asking questions 2
Use simple adjectives, prepositions in context 2
S4 Secure
NC L1Secure
In familiar contexts, pupils follow what others say about what they are doing and thinking. They listen with understanding to sequences of instructions and usually respond appropriately in conversations.
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. Pupil convey meaning, sustaining their contributions and the listeners’ interest
Act on 2-step instruction 2 provide beginnings of responses display key curriculum vocabulary provide collaborative tasks retell story / activity (eg investigation) through
sequencing pictures extend child’s experience of working in groups allow time to rehearse contributions /
presentations opportunities for drama / role play / hot seating opportunities to plan / talk in groups opportunities for paired problem solving and
feedback information seeking activities frameworks to scaffold pupil’s talk provide a purpose for listening e.g. framework
to record response to music
Listen to story with increased concentration 2
Contribute to group discussions / presentations 2
Change word order to phrase questions 2
Retell a sequence of events 2
Begin to use subject-specific vocabulary 2
Begin to use connectives/adverbs/ adjectives when retelling, recounting or explaining
2
LEVEL DESCRIPTORS Listening & Speaking EAL TARGETS LBHLevels
SUGGESTED STRATEGIES
S5Consolidating
Pupils can understand most conversations when the subject of the conversation is more concrete than abstract and where there are few
Initiate conversations with a teacher with increased confidence2
devise collaborative tasks such as information seeking activities
Seek / request information from an adult2
11
NC L2
figurative and idiomatic expressions. Pupils begin to engage in dialogue or conversation within an academic context. In developing and explaining their ideas they speak clearly and use a growing vocabulary
Pupils begin to show confidence in talking and listening, particularly where topics interest 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.
support extended listening with tape and book
set up problem solving activities give independent feedback at
plenary check pupils’ understanding provide activities to model and
practice language for different settings and audiences
provide opportunities for: giving explanations,explaining processes,predicting probabilities.
enable contributions to presentations and demonstrations
engage pupil in informal conversation to develop fluency and confidence
Use intonation patterns to show understanding2
Volunteer information e.g about characters in a story / results of an experiment
2
Use a wider range of adjectives appropriately2
Talk about real or imaginary events which convey meaning to others
2
Answer questions within a large group situation2
Able to express an opinion verbally2
Begin to use more complex sentences2
S6Competent
NC L3
Pupils can participate as active speakers and listeners in group tasks. They understand most social and academic school interactions delivered at normal speed. Pupils use language appropriately across the curriculum for different academic purpose (e.g. explaining)-some minor errors may still be evident. They are able to use more complex sentences.
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 adapt 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.
Extend range of discourse markers (then, besides, also)3 use role play and drama
provide time for pupils to initiate talk
give thinking time for responses encourage partner talk and
reporting back set up collaborative activities with
good language model partners and groups
ask questions for varied roles e.g. interviews / work experience preparation
play games to practise positional & descriptive language
provide keyword cards as aide memoires for listening and retelling
extend range of vocabulary through homework activities (in home language and English)
Use appropriate register for different situations and functions (playground, classroom, pupil / teacher exchanges)
3
Initiate and contribute to brainstorming3
Paraphrase content of short oral and written texts3
Explain and present ideas to others 3
Use appropriate language for cross curricular problem solving3
Understand some idioms and metaphorical expressions 3
Use a broader range or vocabulary to rephrase and modify ideas
3
Communicate in most formal and informal situations using complex language appropriate to age group
3
LEVEL DESCRIPTORS Listening* & Speaking EAL TARGETS LBHLevels
SUGGESTED STRATEGIES
S7 Develop inferential and referential skills 3 teacher modelling
* The descriptors that appear in italic print are for listening.
12
Independent
NC L4
Pupils have a range of listening skills necessary to participate fully within the curriculum and can be fairly assessed using only the National Curriculum for English.Pupils have a range of speaking skills necessary to participate fully within the curriculum and can be fairly assessed using only the National Curriculum for English.
Pupils talk and listen with confidence in an increasing range of context. 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.
guided questioning make language topic displays and
word banks provide a range of thesauruses
and dictionariesNATIONAL CURRICULUM TARGETS APPLY
FROM THIS LEVEL
13
EAL guidelines (secondary) - reading
LEVEL DESCRIPTORS - Reading EAL TARGETS LBHLevels
SUGGESTED STRATEGIES
S1
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.
Recognise own name1
share reading (books with illustrations) find / match / highlight letters in words, words in texts, phrases in texts model following print with finger / pen model letter names and sounds synchronise spoken with written word provide talking texts – on tape / CD Rom provide dual language books / dictionaries / ICT to
demonstrate or explain words and phrases provide visual cues have a rich, clearly contextualised print
environment (cross curricular) establish peer modelling read back any writing, pupil and teacher ask for/ provide / demonstrate meanings of words play word games sequence pictures with simple written text annotate text with translations into first language make picture dictionary/word bank in English and
home language label diagrams / texts with prepared cards (words
and phrases) pre teach key words prior to meeting in text ensure word level work is appropriate talk about text
Handles books with some confidence1
Select own book to read / look at1
Know some letters of the alphabet and letter sequence1
Recognise some letter names and sounds 1
S2
Step 2
Pupils begin to associate sounds with letters in English and to predict what 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.
Identify letters in words1
Recognise most letter names and sounds1
Recognise high frequency subject words1
Read some signs around the classroom and the school1
Respond to common short written instructions e.g. on worksheets with support
1
Predict what text will be about using illustrations and diagrams1
14
EAL guidelines (secondary) - reading
LEVEL DESCRIPTORS – Reading EAL TARGETS SUGGESTED STRATEGIES
S3Threshold
NC L1Threshold
Pupils can read a range of familiar words and identify initial and final sounds in familiar words.With support, they can establish meaning when reading aloud phrases or simple sentences and use contextual clues to gain understanding. They respond to events and ideas in poems, stories and non-fiction.
Begin to read some adjacent related words or phrases in simple sentences
2 label pictures and illustrations provide sentence starters using visual cues. create cloze procedures with key vocabulary and
/ or visual cues match sentence beginnings to endings model / rephrase sentences and questions ICT e.g. Clicker 4 provide activities to revisit and reinforce key
language ask focused questions to check or confirm
understanding of text make links across curriculum areas make own books and word banks in English
and / or home language set up paired reading e.g. with fluent reader or
pupil who shares home language
use differentiated worksheets supported by visual cues
set up paired reading use ICT to listen, read and record (developing
intonation patterns) answer questions with short phrases sequence text with pictures and illustrations read play scripts of familiar texts (developing
intonation and expression, and understanding of character)
talk about text
Say and match all letter names to letter sounds2
Use picture cues and illustrations to make sense of text2
Read simple texts with subject specific vocabulary2
Respond to / talk about key points in text e.g. characters in a story2
Understand layout of written page e.g. headings, glossaries, diagrams2
S4 Secure
NC L1Secure
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.
Put words in alphabetical order2
Read simple texts with pictures and illustrations2
Understand meaning at sentence level2
Respond to text while reading2
Explain main points of a simple text or story in their own words2
Read with attention to punctuation2
LEVEL DESCRIPTORS - Reading EAL TARGETS SUGGESTED STRATEGIES
Pupils use more than one strategy, such as graphic,
Decode using knowledge of phonics 2 pick out key words (e.g. underlining, highlighting) to help understanding
15
LEVEL DESCRIPTORS - Writing EAL TARGETS SUGGESTED STRATEGIES
S1
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.
Write using left to right orientation 1 use individual whiteboards and pens model the writing for the pupil clearly organise information on the board devise shared group writing tasks with
opportunities to ‘have a go’ play simple writing / alphabet card games and
puzzles copy words matched to pictures / diagrams ICT encourage pupil to write in first language prepare differentiated tasks for the pupil to
complete while the others work independently
encourage peer modelling in small groups scribe for individuals devise paired writing tasks use storyboards talk about writing as it is done link the writing activity to the preceding talk or
reading label pictures / diagrams with initial letter cues
and use word lists write short phrases of two or more words create cloze procedures use writing frames from across the curriculum make literacy activities and games to teach
phonics use interactive, collaborative tasks develop word banks (with illustrations /
translations) encourage the pupil to write in first language ICT talk about writing / talk for writing
Copy single letters 1
Copy single words and names 1
Write some upper and lower case letters e.g. from name 1
Write own name 1
S2
Step 2
Pupils attempt to express meanings 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.
Copy from model directly above 1
Identify and write some upper and lower case letters 1
Know most letter sounds and names including vowels 2
Use correct initial letter to write simple key words/ common words 2
Convey understanding in pictures and diagrams with simple written accompaniment
2
Write short phrases of two or more words 2
LEVEL DESCRIPTORS - Writing EAL TARGETS SUGGESTED STRATEGIES
Write regular CVC words 2 devise activities to develop legible handwriting
S3Threshold
NC L1Threshold
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
model handwriting for pupil use collaborative activities to share ideas and
understanding prior to writing develop cloze procedure devise activities to practice building sentences devise activities to practise finishing sentences pre teach words / phrases encourage paired writing encourage retelling encourage recounting introduce 100 most frequent words ICT talk about writing / talk for writing
provide visual stimuli to write from discuss context for writing provide opportunities to rehearse before
writing encourage paired work play interactive games provide writing frames e.g. to practise simple
connectives customise known text provide simple grids or tables for pupils to
complete ICT talk about writing / talk for writing
Use appropriate spacing between letters and words 2
Form all letters in appropriate script 2
Write words without models 2
Use speech balloons (single word or phrases) 2
Writes simple sentences (word order emerging) 2
Begin to use full stops 2
Write one word answers to simple direct questions 2
S4 Secure
NC L1Secure
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.
Write two sentences in sequence and attempt capital letters and full stops
2
Use words to join related phrases e.g. so, then, and 2
Answer questions with short phrases 2
Attempt extended independent writing 2
Begin to write simple sentences usually in present tense (not necessarily grammatically correct) without help, to convey ideas
2
LEVEL DESCRIPTORS - WritingEAL TARGETS SUGGESTED STRATEGIES
S5Consolidating
Pupils are able to produce written outcomes using a range of appropriate grammatical structures when given ‘scaffolding’ support such as writing frameworks and a specific focus on the linguistic requirements of different
Begin to use the spelling patterns learned in own writing / glossaries / word lists 2 use writing frames to scaffold first attempts
talk about the structure of English and possible similarities and
Uses a broader vocabulary 2
Write a story / text within a given structure2
NC L2
kinds of writing. Pupils’ production is more limited when they receive no such support. Pupils are beginning to understand that different contexts require different forms of expression and they will be attempting to respond to this understanding in their writing.
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 accurately formed and consistent in size.
differences with other languages e.g. different word order, articles
model writing for the pupil provide sentence starters sequence key words and phrases
prior to writing introduce different connectives play games / activities to
understand and use prepositions, match nouns and pronouns, teach articles
provide visual cues e.g. photos, video, artefacts
encourage students to learn from their mistakes
encourage to punctuate while writing
read back the sentences to see if they ’sound right’
provide interactive display e.g. of new or key words
ICT
moving to independent writing
Describe events in chronological order 2
Use past tense of most common verbs (regular and irregular)2
Increase accuracy when spelling monosyllabic words2
Use a simple grid to record information2
Use pronouns to refer to nouns in other sentences2
Use prepositions (not always correctly)2
Use articles (determiners) (not always correctly)2
Begin to develop a sense of audience2
Punctuation becoming more accurate2
Write procedures or instructions using imperative tense e.g. describe a method in science and technology
2
S6Competent
NC L3
Pupils can produce appropriately structured and generally accurate work in a variety of familiar academic contexts with few errors and without support. They will still require support to develop the organisational skills and appropriate linguistic forms for new contexts.
Pupils’ 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 question marks – is used accurately. Handwriting is joined and legible.
Use future tenses correctly 3 establish writing partners show good examples of texts and
stories to demonstrate final outcome
talk about language within the context of the text e.g. parts of speech
discuss the differences between spoken and written English
brainstorm ideas in pairs / groups prior to writing
use highlighters to track ideas use report frameworks provide classroom displays to
highlight the literacy focus devise activities to broaden the
vocabulary around a theme
Use a wider range of connectives to improve fluency 3
Broaden use of adjectives and adverbs 3
Write a simple report / evaluation 3
Begin to use paragraphs 3
Use direct speech in writing 3
LEVEL DESCRIPTORS - Writing EAL TARGETS SUGGESTED STRATEGIES
S6Competent
see previous page for descriptors at this level
Reconstruct own text from notes 3 talk about writing e.g. with focus on sentence structure
encourage the use of dictionaries (mono and bi-lingual) and thesaurusMonitor own writing for spellings, grammar and
omissions3
NC L3 use spider graphs / mind maps to organise writing e.g. brainstorm and mind map around key words
model use of bullet points / note taking encourage awareness of word families e.g.
photograph, photographer, photography develop semantic awareness e.g. ‘volume’ in
music and science use source materials to generate ideas develop activities to incorporate ideas from
source materials into own texts e.g. changing genre and register to fit own writing
use punctuation to show clause and sentence structure and clarify meaning
practise using paragraphs to separate and connect ideas
practise writing extended texts continue to model writing and text convention support the use of subject specific language use texts to develop figurative language e.g.
metaphor / idiom etc continue opportunities to rehearse ‘out loud’ reread work to check flow and continuity continue activities to form and use tenses
correctly (e.g. timelines) continue activities to broaden vocabulary
choices games and activities to develop use of
adjectives, adverbs, determiners teach how to combine ideas in writing by using subordination use word order grids and cards use (shared) activities to improve selected
sentences / texts provide feedback on an individual basis so pupil
can understand how correct form clarifies meaning.
ICT
Spell mono and polysyllabic words regularly used in talking, reading and writing 3
S7Independent
NC L4
Pupils have the range of literacy skills necessary to participate fully within the curriculum and can be fairly assessed by using only the National Curriculum for English.
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 patterns, 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.
Monitor own writing for irrelevant sentences, phrases or ideas
3
Proof read work for ways to improve the flow of ideas
3
Use broader range of connectives to structure writing
3
Use tenses to convey when action is occurring 3
Vary lengths of sentences appropriately 3
Use extended vocabulary confidently 4
Use sentence subordination to make shifts in meaning clear
4
Working at similar rate to peers 4
The targets and strategies suggested on this page will also enable pupils to move throughEnglish National Curriculum levels 5/6 and beyond.
