Primary LEVEL DESCRIPTORS - Listening & Speaking 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. 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. EAL TARGETS SUGGESTED STRATEGIES Respond appropriately to instructions with non-verbal gestures or body language 1 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 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 using actions, gestures & pictures to support speech 1 use gesture, actions & facial expression- smile talk through actions / events as they happen teach names of adults and peers use peers to model routines / language model polite social language conventions, e.g. please, thank you, sorry organise opportunities for games which involve repetitive language use paired / small group activities with supportive peers who present a good model of language highlight and repeat key vocabulary action rhymes / songs / poems / stories simple stories with repetitive language & good illustrations practical /doing activities the constant use of visual support across all contexts encourage & respond to pupil’s use of non-verbal communication give clear instructions with consistent use of key words and phrases be prepared to repeat, rephrase & stress key words-continue to use gestures, actions, etc provide time for informal talk & ‘chat’ avoid pressuring pupil into speaking reinforce understanding of key terms/phrases across a number of contexts 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!) 1 LEVEL DESCRIPTORS - Listening & Speaking L1 Threshold 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 EAL TARGETS Answer simple questions – who, what, where, when SUGGESTED STRATEGIES 2 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 L1 Secure 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 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 2 Begin to use different tense forms but may do so inconsistently Begin to use conjunction/adverb/ adjectives when retelling, recounting or explaining 2 teacher modelling / rephrasing sentences and questions with stress placed on key words examples of appropriate responses to question types provided by adults/peers provide models of different language functions e.g. describing, explaining with reference to practical experience & visual/concrete objects provide sentence starters using visual cues. respond / reply in words that extend and model circle time type activities (using repetitive language) Place pupil towards the end of the group so that they have time to listen to other pupils’ responses allow time for child to mentally rehearse words whole class reading/ poetry recitation/ singing cloze questions asked, pupil to refer to visual cues rehearsal time in paired/small group situations games (pelmanism, lotto, snap, track games) information seeking activities e.g. simple questionnaires, completing charts and grids recycling of language across the curriculum paired feedback at plenary sessions encourage child to make links with home language (within safe environment) provide beginnings of responses display key curriculum vocabulary with good visual support provide collaborative tasks ask questions prior to reading & sharing texts aloud model questions & use talking partner situations to practise the use of certain question types retell story through sequencing pictures extend child’s experience of working in groups opportunities for drama / role play / hot seating within curriculum context use personal experience & first hand experience to introduce & reinforce use of tense forms opportunities to plan / talk in groups opportunities for paired problem solving and feedback information seeking activities /barrier games Chinese whispers Taking messages with support from peer Regular oral feedback to clarify & negotiate meaning 2 LEVEL DESCRIPTORS – Listening & Speaking 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 context. In developing and explaining their ideas they speak clearly and use a growing vocabulary N.C. L2 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. EAL TARGETS Initiate conversations with a teacher with increased confidence Seek information from an adult Use intonation patterns to show understanding Volunteer information about characters in a story/poem Use a wider range of adjectives appropriately Relate real or imaginary events in a connected narrative which conveys meaning to others Volunteer answers to questions within a large group situation Be able to express an opinion verbally Begin to use more complex sentences 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. N.C. L3 Extend range of discourse markers (then, besides, also) Use appropriate register for different situations and functions (playground, classroom, pupil/teacher exchanges) Paraphrase content of short oral and written texts 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. Explain and present ideas to others Use appropriate language for cross curricular problem solving Understand metaphorical expressions Communicate in most formal and informal situations using complex language appropriate to age group SUGGESTED STRATEGIES 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 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 Develop inferential and referential skills showing an appreciation and understanding of context, main subject matter Develop ability to talk about a variety of subjects at some length 3 collaborative tasks information seeking activities / jigsaw/ barrier games extended listening with tape and book 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 Focused listening tasks provide opportunities for: giving explanations; explaining processes; predicting probabilities. 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 & key phrase cards as aide memoires for listening and retelling Listening for key information & recording in chart form Oral rehearsal supported with picture prompts and questions guided questioning role play regular opportunities to speak at greater length 3 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. NATIONAL CURRICULUM TARGETS APPLY FROM THIS LEVEL LEVEL DESCRIPTORS - Reading 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. EAL Targets Recognise own name or symbol for name Hold the book the right way Recognise the front of the book Turn pages one at a time Recognise signs as having meaning Choose own books to look at and share with others 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. 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 language topic displays word banks provide a range of thesauruses and dictionaries Suggested strategies 1 1 1 1 1 1 1 1 1 1 1 1 shared reading (books with pictures) find letters in words words in text 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 1 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 LEVEL DESCRIPTORS - Reading Pupils can read a range of familiar words and identify initial and final sounds in familiar words. L1 Threshold 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. EAL TARGETS Begin to read groups of words with a growing awareness of what their meaning Say and match letter names to letter sounds Use picture cues to make sense of text Read stories with repetitive language e.g. ORT Respond to / talk about characters in text SUGGESTED STRATEGIES 2 2 2 2 2 L1 Secure 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 order Read the first 45 words (NLS) on sight Read simple texts with pictures and 1-4 lines of text Understand meaning at sentence level Retell story and recall what has happened in the story Express a spontaneous personal reaction while reading Comment: he’s funny 2 2 2 2 2 2 label pictures provide sentence starters using visual cues. cloze procedures with key vocabulary cloze procedures with visual cues match sentence beginnings to endings 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 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 5 LEVEL DESCRIPTORS - Reading N.C. L2 N.C. L3 N.C. L4 EAL TARGETS SUGGESTED STRATEGIES Decode using knowledge of consonant clusters and digraphs taught 2 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. 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 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. Use intonation to convey meaning 2 Read with sufficient understanding to correct own miscues 2 2 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. Discuss characters and their motivations in a story Select key information for a purpose rejecting irrelevant / unimportant information 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. 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 Use context cues to guess unknown words Give oral explanation of text Identify specific genre Compare and contrast texts on similar themes / subjects 2 3 3 3 Know, understand and use alphabetical order appropriately 3 3 Respond to humour 3 Track ideas throughout a text 3 Re-read and track cohesion within a text to verify understanding 3 Summarise main points of fiction and non-fiction texts 3 Skim text for overall meaning 3 3 3 Scan text for specific information Identify language features of specific genre, e.g. persuasive writing, recounts, etc Interpret text on more than one level Support a point of view using text as a point of reference Understand figurative language, subtle humour and nuance 3 3 3 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 listening to taped stories for intonation / developing reading stamina listening to others on tape mime / act play scripts explain cultural references talk about text 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 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 6 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. NATIONAL CURRICULUM TARGETS APPLY FROM THIS LEVEL match literal and actual meanings of proverbs newspaper headlines matched to pictures / text talk about text 7 LEVEL DESCRIPTORS - Writing 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. EAL TARGETS Write within 2m – 1m lines - left to right orientation Use emergent writing to write letters Copy single letters Copy single words and names Write some upper and lower case letters e.g. from name Write own name 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. Dictate words to be written Copy from model directly above Draw a story in pictures Identify and write some lower case letters Identify and write some upper case letters Write own phrases and captions (not necessarily correct) Use correct initial letter to write simple key words/ common words Know most letter sounds and names Use words to join related phrases e.g. so, then, and Answer questions with short phrases Attempt extended independent writing Write simple sentences without help (not necessarily grammatically correct) to convey ideas SUGGESTED STRATEGIES 1 1 1 1 1 1 1 2 2 2 1 1 1 1 2 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 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 2 2 2 8 LEVEL DESCRIPTORS - Writing EAL TARGETS Write regular CVC words L1 Threshold 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 Use appropriate spacing between letters and words Form all letters in appropriate script Write words without models Use speech balloons (single word or phrases) Begin to use full stops L1 Secure 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. SUGGESTED STRATEGIES 2 2 2 2 2 2 Write one word answers to simple direct questions 2 Write two sentences in sequence and attempt capital letters and full stops 2 Use words to join related phrases e.g. so, then, and Answer questions with short phrases Attempt extended independent writing Begin to write simple sentences (not necessarily grammatically correct) without help, to convey ideas 2 2 2 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 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 2 9 LEVEL DESCRIPTORS - Writing N.C. L2 N.C. L3 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. Use a range of adjectives to describe characters and feeling Begin to use the spelling patterns learned in own writing Write a story within a given structure Describe events in chronological order Spell words with common vowel digraphs Use a simple grid to record information Write procedures or instructions using imperative tense e.g. describe a method in science 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. Use tenses correctly in the future 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. Write a simple report 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. N.C. L4 EAL TARGETS 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. Use a wider range of conjunctions to improve fluency Begin to use paragraphs Monitor own writing for spellings, grammar and omissions Spell words regularly used in talking, reading and writing Use direct speech in writing Monitor own writing for irrelevant sentences, phrases or ideas Proof read work for ways to improve the flow of ideas NATIONAL CURRICULUM TARGETS APPLY FROM THIS LEVEL SUGGESTED STRATEGIES 2 2 2 2 2 2 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 2 3 3 3 3 3 3 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 3 3 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 10 Secondary LEVEL DESCRIPTORS - Listening & Speaking S1 Step 1 S2 Step 2 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. 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. EAL TARGETS SUGGESTED STRATEGIES Respond appropriately to instructions with non-verbal gestures or body language 1 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 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 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!) 11 LEVEL DESCRIPTORS -Listening & Speaking With support, pupils understand and respond Threshold appropriately to straightforward comments or instructions addressed to them. They listen attentively to a range of speakers, including teacher presentation to the whole class. S3 NC L1 Pupils speak about matters of immediate 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 Threshold interest S4 Secure NC L1 Secure 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 EAL TARGETS Answer simple questions – who, what, where, when SUGGESTED STRATEGIES 2 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 Act on 2-step instruction 2 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 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 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 12 LEVEL DESCRIPTORS Listening & Speaking S5 Consolidating NC L2 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 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. EAL TARGETS Initiate conversations with a teacher with increased confidence Seek / request information from an adult Use intonation patterns to show understanding Volunteer information e.g about characters in a story / results of an experiment Use a wider range of adjectives appropriately Talk about real or imaginary events which convey meaning to others Answer questions within a large group situation Able to express an opinion verbally Begin to use more complex sentences S6 Competent 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. Extend range of discourse markers (then, besides, also) Use appropriate register for different situations and functions (playground, classroom, pupil / teacher exchanges) Initiate and contribute to brainstorming NC L3 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. Paraphrase content of short oral and written texts Explain and present ideas to others Use appropriate language for cross curricular problem solving Understand some idioms and metaphorical expressions LBH Levels 2 2 2 SUGGESTED STRATEGIES 2 2 2 2 2 2 3 3 3 3 3 3 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 devise collaborative tasks such as information seeking activities 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 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) 13 LEVEL DESCRIPTORS Listening* & Speaking S7 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. EAL TARGETS Develop inferential and referential skills LBH Levels 3 SUGGESTED STRATEGIES NATIONAL CURRICULUM TARGETS APPLY FROM THIS LEVEL teacher modelling guided questioning make language topic displays and word banks provide a range of thesauruses and dictionaries 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. The descriptors that appear in italic print are for listening. 14 EAL guidelines (secondary) - reading LEVEL DESCRIPTORS - Reading 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. EAL TARGETS Recognise own name Handles books with some confidence Select own book to read / look at Know some letters of the alphabet and letter sequence Recognise some letter names and sounds 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 words Recognise most letter names and sounds Recognise high frequency subject words Read some signs around the classroom and the school Respond to common short written instructions e.g. on worksheets with support Predict what text will be about using illustrations and diagrams SUGGESTED STRATEGIES LBH Levels 1 1 1 1 1 1 1 1 1 1 1 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 15 LEVEL DESCRIPTORS – Reading S3 Threshold NC L1 Threshold 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. EAL TARGETS Begin to read some adjacent related words or phrases in simple sentences Say and match all letter names to letter sounds Use picture cues and illustrations to make sense of text Read simple texts with subject specific vocabulary Respond to / talk about key points in text e.g. characters in a story Understand layout of written page e.g. headings, glossaries, diagrams S4 Secure NC L1 Secure 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 order Read simple texts with pictures and illustrations Understand meaning at sentence level Respond to text while reading Explain main points of a simple text or story in their own words Read with attention to punctuation SUGGESTED STRATEGIES 2 2 2 2 2 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 2 2 2 2 2 2 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 16 LEVEL DESCRIPTORS - Reading S5 Consolidating NC L2 S6 Competent NC L3 S7 Independent NC L4 EAL TARGETS SUGGESTED STRATEGIES Decode using knowledge of phonics 2 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. 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 / event in it 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. Use intonation to convey meaning 2 Read with sufficient understanding to correct own miscues 2 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. Discuss characters and their motivations in a story Select key information for a purpose rejecting irrelevant / unimportant information 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. 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. Use context cues to guess unknown words Give oral explanation of text 2 2 3 3 3 Know, understand and use alphabetical order appropriately 3 3 Build reading repertoire of subject specific language 3 Track ideas throughout a text 3 Re-read and track cohesion within a text to verify understanding 3 Summarise main points of fiction and non-fiction texts 3 Skim text for overall meaning 3 3 3 Recognises / responds to different genre Compare and contrast texts on similar themes / subjects Scan text for specific information Identify language features of specific genre, e.g. persuasive writing, recounts etc Interpret text on more than one level Support a point of view using text as a point of reference Able to select relevant information from more than one text Understand figurative language, subtle humour and nuance 3 3 3 3 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 shared reading in groups and pairs scaffold questions leading to how / why questions listen to taped stories for intonation / developing reading stamina listen to others on tape set up role play activities / act out play scripts explain cultural references provide dictionary / thesaurus work reinforce subject specific language use highlighters to track ideas at paragraph / text level use visual / audio / video support for text provide an interactive visual display around text provide opportunities to link reading to personal experiences practise hot seating characters provide a framework to ask / answer questions about the text e.g. who, what, where grid write book reviews discuss homonyms explain cultural references / nuances make cross-curricular references, links and glossaries (mono and bi-lingual) ask specific skimming questions ask specific scanning questions use colour coding for different types of information in text discuss ambiguous phrases discuss and teach idiomatic language explain hidden and actual meanings of texts headlines matched to pictures / texts e.g. in text books, newspapers talk about text NATIONAL CURRICULUM TARGETS APPLY FROM THIS LEVEL 17 LEVEL DESCRIPTORS - Writing S1 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. EAL TARGETS SUGGESTED STRATEGIES Write using left to right orientation 1 Copy single letters 1 Step 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 single words and names 1 Write some upper and lower case letters e.g. from name 1 Write own name 1 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 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 18 LEVEL DESCRIPTORS - Writing S3 Threshold 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 NC L1 EAL TARGETS SUGGESTED STRATEGIES Write regular CVC words 2 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 Threshold S4 Secure NC L1 Secure 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 devise activities to develop legible handwriting 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 19 EAL TARGETS SUGGESTED STRATEGIES LEVEL DESCRIPTORS - Writing S5 Consolidating NC 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. Begin to use the spelling patterns learned in own writing / glossaries / word lists Uses a broader vocabulary Write a story / text within a given structure Describe events in chronological order Use past tense of most common verbs (regular and irregular) Increase accuracy when spelling monosyllabic words Use a simple grid to record information Use pronouns to refer to nouns in other sentences Use prepositions (not always correctly) Use articles (determiners) (not always correctly) Begin to develop a sense of audience Punctuation becoming more accurate Write procedures or instructions using imperative tense e.g. describe a method in science and technology S6 Competent NC L3 2 2 2 2 2 2 2 2 2 2 2 2 2 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. Use future tenses correctly 3 Use a wider range of connectives to improve fluency 3 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. Broaden use of adjectives and adverbs 3 Write a simple report / evaluation 3 Begin to use paragraphs 3 Use direct speech in writing use writing frames to scaffold first attempts talk about the structure of English and possible similarities and 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 3 moving to independent writing 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 20 LEVEL DESCRIPTORS - Writing EAL TARGETS Reconstruct own text from notes S6 SUGGESTED STRATEGIES 3 Competent see previous page for descriptors at this level Monitor own writing for spellings, grammar and omissions 3 Spell mono and polysyllabic words regularly used in talking, reading and writing 3 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 NC L3 S7 Independent 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. Use sentence subordination to make shifts in meaning clear Working at similar rate to peers 4 4 talk about writing e.g. with focus on sentence structure encourage the use of dictionaries (mono and bilingual) and thesaurus 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 The targets and strategies suggested on this page will also enable pupils to move through English National Curriculum levels 5/6 and beyond. 21
