web view2.3 beginning to show some understanding of english word order and sentence structure in ......

From Westminster Stages of English Language Acquisition

Stage 1 Listening/Speaking How to support pupil progress

1.1 Participates as a listener in group activities

At Stage 1 the emphasis should be on including the pupil in the life of the school and on building their confidence by encouraging use of the first language and providing good models of spoken English. Allow for the silent period that is usual for Stage 1 learners

Listening Use an interpreter to provide in-class support for the induction

period to enable the pupil to begin accessing lessons

Create well-organised and clearly-labelled learning areas to

facilitate early independence

Introduce names of classroom objects within the context of

simple instructions, e.g. Bring me your book please.

Use vocabulary consistently e.g. tray/drawer; playtime/break

Illustrate unfamiliar vocabulary with clear visuals, video clips,

objects and actions

Provide pupils with key words to tick during the lesson on

hearing the word

Stress key words in utterances

Ensure understanding of key vocabulary by pre-teaching

Help pupils to predict what is being said by interpreting hand

gestures and facial expressions

Listening and speaking Plan practical collaborative activities that enable the learner to

participate and hear good models of English without being

required to speak if they lack confidence

Play board and card games that use restricted, repetitive

phrases

Use group/class repetition of rhythmic language such as

songs and rhymes

Rephrase pupils’ one-word utterances as a phrase or

sentence

Model different greeting forms at registration time

Speaking Encourage use of first language with same language

speakers

Use puppets and story props to encourage speaking in role

Frequent repetition of key words and phrases in order to

improve pronunciation and fluency

1.2 Relies on visual cues for meaning, by watching others and joining in activities

1.3 Recognises names of some familiar classroom objects

1.4 Plays or works silently or uses first language

1.5 Beginning to respond verbally to everyday greetings

1.6 Responds non-verbally to simple questions/instructions and may be beginning to respond verbally at times

1.7 Repeats words and phrases used by other pupils/adults

1.8 Beginning to use single words or short phrases in English to take part in classroom and playground activities

1.9 Beginning to join words to make phrases

1.10 Names some common objects with concrete and/or visual support

1.11 Expresses needs using gesture/single word/first language

1.12 Follows a simple story supported by visuals and repetition

1.13 Beginning to engage in talk in small peer groups activities such as role play and investigations

1.14 May join in repeating the refrain of a story, poem or song

1.15 Beginning to communicate simple meanings efficiently although these may include non-standard features such as word order and grammatical functions

1.16 May give information on familiar topics, e.g. self, home, favourite

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Stage 1 Reading How to support pupil progress

1.1 Recognises own name in English and/or L1

Establish as early as possible whether a pupil can read in

their first language

Assess the early reading behaviour of young EAL

learners

Match reading material to the age and interest level of the

pupil

Encourage parents to read and talk about books with their

children in their first language

Provide older literate EAL learners with a dual language

dictionary

Timetable synthetic phonics sessions for Stage 1 learners

of all ages

Use reading material with naturally repetitive structures

Listen to illustrated (and sometimes sub-titled) versions of

stories

Make sure collections of common words are accessible

(i.e. reachable and comprehensible)

Ensure the IWB is clearly visible and uncluttered

Print lists of words in lower case

Display photos of class activities accompanied by speech/

thought bubbles and whole sentence captions

Use graphic organisers (e.g. graphs and tables) to

present curriculum content with reduced language input

1.2 Shows an interest in books in English and/or L1 and exhibits reading-like behaviour

1.3 Understands that print carries meaning in English and/or L1

1.4 Understands the left/right directionality of books and prints in English

1.5 Beginning to recognise letters of the English alphabet

1.6 Becoming familiar with the order of the English alphabet

1.7 Beginning to match sounds with letter symbols in English

1.8 Beginning to recognise some high frequency words in context

1.9 Joins in with simple shared or guided reading

1.10 Reads some familiar words with visual support

1.11 Beginning to read simple texts in English – this might include own scribed text, class signs and labels

1.12 May decode without full understanding of meaning

1.13 Beginning to develop a range of reading strategies including use of phonics and visual cues

1.14 Follows and understands simple texts with repetitive vocabulary

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Stage 1 Writing How to support pupil progress

1.1 Attempts to convey meaning using pictures, English letter-like forms or some recognisable English letters

Establish as early as possible whether a child can write in

their first language

Precede all written work with oral rehearsal

Use the teaching sequence of modelling → joint

construction/supported writing → independent writing

Make the writing process explicit with a running

commentary

Use first language to record class work

Provide older literate EAL learners with a dual language

dictionary

Create a dual language glossary of key words

Encourage pupils to demonstrate understanding through

different ways of recording (drawings, diagrams etc.)

Share-write with adult acting as scribe

Pair with a more fluent peer for collaborative writing

Use sentence making IT programmes such as Clicker and

2Simple for a paired writing activity

Repeated reference to left-right directionality with a small

dot to mark starting point

Create a range of opportunities for writing, e.g. post-it

notes to add to interactive displays, role play areas, lists,

labelling etc.

Use mini whiteboards to rehearse spelling and draft

sentences

Give simple patterned sentence starters

Write simple captions to photos of class activities

Add speech and thought bubbles to story characters and

photos of class and school events

Order simple illustrated sentences about a familiar topic

Use process of sharing ideas, selecting best ideas,

ordering best ideas

While composing sentences, pause to reread at regular

intervals

1.2 Writes own name independently but not necessarily consistently or accurately

1.3 Aware of left/right directionality in English

1.4 Attempts tasks by copy-writing

1.5 May use L1 literacy skills to develop initial literacy skills in English

1.6 Attempting to express meaning through writing independently, showing knowledge of letter strings and/or simple words

1.7 Beginning to use letter-sound correspondence in own writing

1.8 Beginning to construct simple sentences in English with support from peers or adults

1.9 Beginning to use full stops to separate sentences

1.10 Beginning to distinguish between upper and lower case letters

* Pupils literate in their first language and who use the Roman alphabet are likely to be further advanced in their secretarial skills. For these pupils, the development of the content and grammatical structure of their written English will be paramount.

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2.1 Follows the gist of curriculum-focused teacher talk with visual support and repetition

Stage 2 learners need the continued support of clear visual and kinaesthetic prompts as above but with greater emphasis on language production by the pupils themselves

Listening Use the past tense naturally in the context of personal/familiar

narrative and recount

Help pupils to predict content from titles/clips/learning

objectives etc.

Use a variety of word games to help pupils to distinguish the

difference between words that sound similar, e.g. ship/sheep

Dictation of simple sentences

Listening and speaking Pair EAL learners with more fluent peers at a similar

intellectual level

Plan collaborative group investigations in which different

group members have differentiated questions to

answer/investigate

Play word games in which certain features of language must

be included, e.g. adding adjectives to a sentence

Plan opportunities for pupils to use the language structures

being modelled

Plan for drama and role play to develop understanding of

events, settings and characters

Use sequencing activities to order and explain

Display illustrated subject-specific vocabulary in context

Speaking Think, pair, share

Precede all written work with oral rehearsal of required

language structures and frequent checks on understanding

Provide oral sentence starters and speaking frames to

introduce and reinforce specific language structures

Encourage full sentence answers, including explanations and

reasons for opinions/conclusions

Frequent repetition of key words and phrases in order to

improve pronunciation and fluency

2.2 Follows a simple sequence of instructions in a familiar context

2.3 Engages in social talk with growing confidence

2.4 Beginning to contribute to talk in group/whole class situation

2.5 Beginning to expand phrases to formulate statements or questions about familiar topics or within a familiar context

2.6 Beginning to express ideas and feelings

2.7 Recounts a simple sequence of events

2.8 Mainly uses the present tense with omission of some words and an absence of word endings such as plurals

2.9 Follows the gist of a more complex story with visual support

2.10 Retells and discusses a simple story/narrative

2.11 Beginning to use simple adjectives and adverbs

2.12 Beginning to use subject-specific vocabulary

2.13 Uses mainly connected utterances about familiar topics, especially in informal situations

2.14 Beginning to use plurals and pronouns (e.g. he/she; her/him)

2.15 Beginning to use simple past tense in narrative/reporting events

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2.1 Uses the English alphabet to find words ordered alphabetically.

Continue synthetic phonics sessions as appropriate

Introduce new texts in the pupil’s first language

Create shared and individual structured reading texts

based on the pupil’s own experiences or familiar stories

Use texts with high quality illustrations that are

representative of a range of children’s cultural

backgrounds, experiences and interests

Pair/group pupils with more experienced users of English

to read and follow instructions to complete collaborative

tasks

Introduce and use all subject-specific vocabulary within a

meaningful context and supported by visuals and/or real

objects

Reconstruct cut-up sentences (this encourages focus on

details of words and discussions about word order)

Revisit texts and use appropriate questioning to ensure

comprehension

Plan for pupils to hear a range of stories and poems with

repetitive text supported by visuals and/or real objects

Use drama and role play to support understanding of

events, settings and characters

Sequence images and actions to support understanding

of different genres

Match different parts of a text(e.g. sentences, captions) to

images

2.2 Continuing to develop knowledge of English phonic system and to use this knowledge to decode

2.3 Reads back own writing

2.4 Beginning to read with some recall and understanding

2.5 Developing a sight vocabulary (including friends’ names)

2.6 Reads simple texts with repeating language and structure

2.7 Beginning to extract meaning from familiar texts by using context cues

2.8 Follows simple written instructions

2.9 Extracts some meaning from subject-specific text with clear context and support of pictures, diagrams etc.

2.10 Makes reasonable inferences at a basic level, e.g. who is speaking in a story

2.11 Beginning to use books for research purposes at an age-appropriate level, although may continue to need support

2.12 Reads simple/short texts with visual support

2.13 Beginning to recognise the features of some text types such as stories, letters, instructions

2.14 Identifies key ideas by using clues in the text, e.g. title, sub-

2.15 Responds appropriately to questions about texts that require information recall, e.g. names of characters, main ingredients

2.16 Beginning to make inferences with reference to the text

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2.1 Can use a model to write sentences





commentary

Continue to create a range of opportunities for writing in

the classroom

Pair Stage 2 learners with more fluent English speakers

to play word games and create texts

Ensure key word lists are accessible for quick reference

Demonstrate spelling patterns and word families

Explore the etymology of words to support learning of

spelling and meaning (look for similarities with other

languages)

Use the past tense naturally through personal recount

and re-telling of familiar stories

Create human sentences to teach word order and

appropriate use of connectives etc.

Encourage pupils to evaluate sentences, giving reasons

for suggested changes

Use process of sharing ideas, selecting best ideas,

ordering best ideas

While composing sentences or longer pieces of text,

pause to reread at regular intervals

2.2 Attempts to express meaning in writing supported by oral rehearsal and visual clues

2.3 Beginning to show some understanding of English word order and sentence structure in own writing of age-appropriate texts

2.4 Beginning to show some knowledge of English sentence division through use of simple age-appropriate punctuation

2.5 Most commonly used letters are correctly shaped, but may be inconsistent in their size and orientation

2.6 Makes use of simple conjunctions (e.g. and, but) to construct longer sentences

2.7 Continuing to develop letter/sound correspondence, progressing to blends and digraphs

2.8 Developing a basic written vocabulary of accurate spellings

2.9 Beginning to use simple tenses (past and present)

2.10 Grammatical constructions may be irregular

2.11 Beginning to use different genres in writing (age-appropriate)

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3.1 Understands most curriculum–focused teacher talk with visual support and repetition

Talk continues to play a key role in modelling language structures and use of vocabulary. However, of equal importance are the planned opportunities for pupils to rehearse these structures and use the vocabulary in appropriate contexts

Listening Prompt pupils’ prior learning by using visual, auditory or

kinaesthetic clues

Anticipate the need to explain potentially unfamiliar idiomatic

English phrases

Listening and speaking Ensure that teacher talk does not dominate but is focused

instead on modelling the structures and vocabulary needed to

achieve the learning objective

Use flexible groupings and pairings to provide pupils with

sufficient intellectual challenge together with appropriate

language support

Target and vary questions to challenge or support

development of oral English as appropriate

Gradually introduce new vocabulary within the context of a

meaningful activity and follow this with frequent checks on

understanding

Speaking Initiate explicit discussions about language structures and

vocabulary such as position of adjectives, origins of words etc.

Plan activities that will give students opportunities to discuss

the meaning of what has been said

Encourage extended speech by asking pupils to use

sequence markers to keep going (e.g. Tell them their answer

must include the words firstly, secondly and finally)

3.2 Follows most instructions

3.3 Beginning to understand more abstract figures of speech such as metaphors

3.4 Increasingly confident and fluent in contributing to group/class discussion

3.5 Engages confidently with peers in curriculum-focused collaborative activities

3.6 Continues to broaden understanding of subject-specific vocabulary and uses it with increasing accuracy

3.7 Engages in talk involving predicting and hypothesising

3.8 Beginning to recognise and use appropriate registers (e.g. formal/informal speech) according to the situation

3.9 Demonstrates a widening general vocabulary

3.10 Speech demonstrates a growing control of grammatical features such as verb tense, subject-verb agreement and use of pronouns and prepositions

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3.1 Reading with increasing fluency, confidence and understanding

Plan for supported reading of a wide range of text formats and genres

Before-reading activities e.g.: Predict from an illustration, key words, title or first

sentence

Relate the subject matter to personal experience if

possible

Create a concept map/semantic web of what pupils

already know about the topic of the text

Make a collection of questions pupils would like to ask

about the text

Ask pupils to sequence a small selection of illustrations

from the text and justify their decisions

During-reading activities, e.g.: Scan for information

Pause and predict

Ask questions about specific words and phrases that may

be unfamiliar, e.g. How could you work out the meaning of

...? How would you feel in this situation?

Paraphrase a short section of the text and ask pupils to

locate and read the specific words represented by the

paraphrase

Analyse some language features, e.g. Why is the text

written in the first person?

Begin to introduce reciprocal teaching techniques in which

pupils work in small groups with a text to predict, ask each

other comprehension questions, clarify meanings with

each other, and then summarise

After-reading activities, e.g.: Match topic sentences to sub-headings or paragraphs

Distinguish between true and false statements

Represent the information contained in the text in graphic

form, e.g. timelines, cause and effect diagrams

Summarise the text

Create cloze activities

Reconstruct more complex sentences and discuss the

impact of certain words, word order etc.

Create innovations on the text

Create cartoon strips with speech bubbles

Perform short sections of narrative texts with a narrator

and other pupils speaking dialogues between characters

3.2 Approaches unfamiliar texts with growing confidence, using context cues for meaning

3.3 Identifies key ideas in a range of texts

3.4 Understands some of the detail of more complex texts with visual support/explanation

3.5 Beginning to use inference and deduction more confidently

3.6 Beginning to use books independently for research purposes (with reference to contents, index etc.)

3.7 Follows most written instructions

3.8 Beginning to recognise the features of a wider range of text types

3.9 Identifies the main points of a text although there may be some misunderstanding

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3.1 Beginning to write in appropriate styles in both narrative and non-narrative forms, although may continue to need prompts, writing frames and/or models





commentary

Reinforce grammatical rules through games

Teach focused grammar sessions within the context of a

text or topic being studied

Focus on the key language features of different genres

Introduce academic language to express key concepts

(nominalisation) by enabling pupils to initially explore

concepts using their own non-specialist vocabulary.

Gradually introduce technical vocabulary and model how

to use it in written form to describe the key concept, e.g.

bend → refract → refraction (light)

stick → attract → attraction (magnetism)

Model the extension of noun or nominal groups and plan

for opportunities for pupils to create and evaluate their

own, e.g.

a beast → a fearsome beast → a fearsome beast with an

18cm beak, powerful wings and a chunky neck

3.2 Using an increasingly varied vocabulary

3.3 Spelling shows a growing understanding of the English phonic system

3.4 Use of basic punctuation is generally accurate and a wider range of punctuation is beginning to be used

3.5 Beginning to use a greater variety of conjunctions to produce longer and more complex sentences, although there may continue to be some grammatical inaccuracies

3.6 Uses simple tenses mainly accurately and appropriately

3.7 Beginning to produce writing that shows some structure and logical progression of ideas

3.8 Handwriting is joined and legible

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Stage 4 Listening/Speaking How to support pupil progress4.1 Understands and uses English

confidently in most contextsTalk continues to play a key role as a tool for developing thinking and learningListening

Encourage the development of higher order thinking skills via

effective questioning techniques

Listening and speaking

Ask pupils to summarise main points of what has been heard

Encourage pupils to ask each other questions that will show

that they have understood hidden messages, meanings and

structures

Continue to be aware of the need to explain, rephrase and

model unfamiliar vocabulary and language structures

Continue to plan for the activities listed under Stage 3 but at a

level that will provide appropriate challenge

Reformulate a pupil’s utterance using a more appropriate

register, especially in the use of academic English

Speaking

Continue to plan for opportunities for pupils to orally rehearse

different registers of English

Encourage coherent extensive speech by giving a list of

ten/twenty words a pupil must use in a given speech

Video pupils making a presentation so that they can evaluate

their presentation skills

4.2 Engages in sustained conversation with peers/adults

4.3 Expresses more complex ideas and concepts using subject-specific vocabulary

4.4 Recognises a range of registers and uses them appropriately according to different situation

4.5 Becoming familiar with culturally-specific English expressions, such as idioms (see Appendix)

Stage 4 Reading How to support pupil progress4.1 Reads independently and for

meaning over a wide range of texts, including reference books

Continue to plan for the activities listed under Stage 3 with

appropriate challenge and development

Use comprehension questions based on Bloom’s

Taxonomy to develop higher order thinking skills and a

deeper understanding of texts

Give jumbled paragraphs for pupils to put in the correct

order, using pronouns, word choices, topic sentences,

time referents etc. to help

Continue to use reciprocal teaching (see Stage 3)

4.2 Beginning to scan texts for identified purposes

4.3 Beginning to skim texts for gist4.4 Recognises the function of

paragraphs in a text4.5 Identifies features (language,

form and structure) of different genres

4.6 Recognises the attitudes of writers, though may continue to need help with this

4.7 Becoming familiar with culturally-specific English expressions, e.g. idioms (see Appendix)

4.8 Infers meaning from texts which may be accurate although the evidence may not be rooted securely in the text

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4.1 Writes at greater length with increasing confidence and accuracy as appropriate to the genre, using a more formal style where appropriate


Use the teaching sequence of modelling → supported

writing → independent writing


commentary

Continue planning for activities listed under Stage 3 but at

a level that will provide appropriate challenge

4.2 May try to be adventurous with vocabulary, use words for effect and use key words although some words may not be used appropriately

4.3 Simple and complex sentences are organised into meaningful paragraphs

4.4 Spelling, including that of polysyllabic words that conform to regular patterns, is generally accurate

4.5 The full range of age-appropriate punctuation is usually used accurately

4.6 Uses a range of grammatical structures with increasing accuracy but with evidence of non-native errors such as:

inaccurate use of prepositions unfamiliarity with or

misunderstanding of some culturally-specific English expressions (see Appendix)

inaccurate use of modal verbs e.g. can, will, might, could, should, would

subject-verb agreement verb tenses and endings use of adverbial

4.7 Handwriting style is fluent, joined and legible

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5.1 Uses English fluently and age-appropriately with understanding of culturally-specific English expressions

See Stage 4


5.1 Reads fluently and in an age-appropriate way over a wide range of texts

See Stage 4


5.1 Writes with no evidence of non-native use

See Stage 4

5.2 Copes as confidently and competently as an average native speaker of English of a similar age with the writing demands of all areas of the curriculum

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web view2.3 beginning to show some understanding of english word order and sentence structure in ......

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