Compiled by Alix Marina - Chouhan
Ethnic Minority & Traveller Achievement Service
Use the Initial Assessment booklet to assess the pupil’s level in English. Then
use this document to teach appropriate language skills.
RESOURCES FOR ALL STAGES
http://www.racingtoenglish.co.uk/about.html Excellent CD of structured
resources written specifically for EAL beginners. For some free examples see:
http://homepage.ntlworld.com/gordon.ward2000/E-A-L/beginners-list.htm
http://www.easylearn.co.uk/ Easylearn have produced materials aimed at SEN
pupils. The clear style of these resources are ideal for new arrivals
PRE STEP 1 TO STEP 1
• Receptive language up to 500 words
• Lasts: from 10 hours to 6 months
• Student is in language shock. Might be silent; parroting words or chunks selftalk; responds non-verbally; absorbing language; might copy from the board;
need first language; needs buddies; gets exhausted fast
• Teacher: 90% teacher talk. Use visuals and props , build receptive
vocabulary, use body language, actions, mimes, pointing…; repetitive language;
yes/no questions
Strategies:
Ascertain what language the child is speaking and if possible do a first language
assessment.
A language identification document: (or see Translation folder)
http://languages.refugeecouncil.org.uk/top_navigation/Language_ID_chart.htm
•
Teach your class/ form basic words in the child’s language
http://www.elite.net/~runner/jennifers/ and put up pictures of where
they come from http://earth.google.com/ and dual language displays
•
make sure the child has a group of buddies who show him/her round the
school, play with her/him, if possible in the same language.
•
Give the child a pictorial or bilingual timetable, pictorial or translated school
booklet, help cards or fan to communicate with others. See New Arrivals
folder for visual timetables, words fans etc or:
http://www.schoolportal.co.uk/GroupWorkspaces.asp?GroupId=922201&WorkspaceId=1568031
and http://www.devon.gov.uk/eals-playgroundfans.pdf
•
School welcome booklet:
http://www.leics.gov.uk/school_welcome_booklet.doc
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•
If the child is literate in home language, encourage the use of bilingual
dictionaries/ word-lists. Encourage the use of home language in class. For
bilingual dictionaries etc go to:
http://www.enchantedlearning.com/Home.html Dutch, French, German,
Italian, Japanese, Portuguese, Spanish and Swedish.
http://www.bfinclusion.org.uk/Forms.htm - Chinese, Czech, German,
Hungarian, Japanese, Polish, Portuguese, Russian, Slovakian, Spanish, Thai
http://c99.e2bn.net/e2bn/leas/c99/database/p2/homepage.php?category=T
eaching+%26+learning&cat_id=68 Secondary subject vocabulary Lithuanian,
Russian, Polish, Czech, Slovak, Japanese, Portuguese, Chinese, Hungarian,
Arabic (enter language into ‘search’ box)
See also Bilingual Resources folder
•
•
Dgteaz- excellent site for standard letters for parents translated into a
wide range of languages
https://www.mantralingua.com/uk/product.php?productid=74&cat=0&page=1
Talking pen with key phrases to use with pupils and parents
Syllabus
Try to teach new words to known concepts and new concepts with known words,
for example ask the parents to teach the child how to read the time in first
language before teaching it in English.
¾ Understand basic instructions: sit down, look, listen, read, take your book,
stand up, put your pen down - Miming
¾ Colours - Bingo
¾ Numbers- age related – How old are you? How many? - Dominoes
¾ Basic verbs: run, walk, eat, write, sleep, read, draw, count - Miming
¾ Please, thank you (nb. some languages do not have ‘please’ and ‘thank you’;
politeness is inferred by the tone of voice)
¾ School equipment - Kim’s game Subject matters for secondary
¾ Family relationships - Happy families
¾ Parts of the body -Beetle game, head shoulders, knees and toes song
¾ Home furniture, equipment
¾ Days of the week (then: on Monday..)
¾ Months, seasons, the date
¾ Weather
¾ Common animals, basic plants - Lotto, bingo, dominoes, jigsaws
¾ I can go..
¾ I can’t…
¾ I like- I don’t like -Venn diagrams and worksheet
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¾ Foodstuff bingo: http://www.eslprintables.com/printable.asp?id=1536
and http://www.kizclub.com/Topics/food/food-bingo.pdf
Clothes
Opposites; the car is big.., - dominoes
Basic shapes - Barrier games, shapes in a bag
Prepositions: in, on, under (on the train, not IN, and other oddities) up,
down, - hide and seek objects,
¾ Basic verbs
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Resources
Excellent range of activities :http://myweb.tiscali.co.uk/beginners/step_1.htm
Clothes, stationery, colours, body parts, classroom labels pictures at
http://www.emteconline.co.uk/rother/real/real.htm
http://www.emas4success.org/newtoenglish/TeachingMaterials/index.htm
Games and visual activities
Flashcards, bingo cards, game cards and handouts on most beginners’ topics,
some translated http://www.mes-english.com/flashcards/animals.php
Make your own bingo game
http://www.eslhq.com/worksheets/preview_worksheet.php?worksheet_id=2748
Many games and worksheets on most beginners and intermediate vocabulary and
grammar at http://www.eslprintables.com/printable.asp?id=1536
Revision worksheets for beginners- they need time off to do easy things to
avoid overload!
http://www.hvec.org.uk/hvecmain/Sections/HLS/Docs/beginner_extracts_v2.p
df
Activities for beginners http://homepage.ntlworld.com/gordon.ward2000/E-AL/beginners-list.htm
Flashcards, games, illustrated grammar etc at http://www.mes-english.com/
with multi-lingual handouts (Spanish, French, German, Japanese, Dutch, Italian..)
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STEP
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2
Receptive language up to 1000 words; Active: 10%
3 months to 1 year
Student: Listen; 1-2 words answers; uses chunks; initiate conversations
with gestures or single words, inter/personal issues; start reading,
writing with frames; pair work, some group and class participation
• Teacher: 50-60 % teacher talk; use actions, illustrations, maps, graphics
etc; who, which, what, where questions; complete sentences; labelling.
• Simple books with pictures, teach key vocabulary; provide listening
activities.
• see websites for beginners as many have intermediate language content
too
Syllabus
¾ Sounds of the letters (jolly phonics)
¾ Form letters correctly, joined up if age appropriate.
¾ Answering closed questions about books: where is Chip? (points)
¾ Books in the present tense
¾ Do writing tasks in home language, if literate
¾ Learn vocabulary in books if literate
¾ Build own bilingual dictionary if literate
¾ Repeat simple sentences from books.
¾ CVCs- vowel sounds
¾ Start on Reception 45 words
¾ Copying; labelling
¾ Matching words and pictures
Excellent range of activities: http://myweb.tiscali.co.uk/beginners/step_2.htm
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LEVEL 1
• Receptive vocabulary: 3000 - 1 to 3 years
• Sight vocabulary; speak in phrases; can read and write simple texts:
journals, stories, riddles, matching, start predicting, defining,
summarizing, reporting, comparing and contrasting; match words to
definitions; flashcards of topic vocabulary, word banks
• 40% teacher talk
• scaffolding and expansion; Poetry, songs and chants
• describing;
• information gaps; how and why questions
• problem solving pair/group discussion, reading and writing; role-play; have
dialogue journal with student
Syllabus
¾ There is, there are, here is, here are
¾ I like going
¾ you – he-she - We, they
¾ How are you? I am fine thank you
¾ Feelings: happy, sad, angry, tired, hungry, hurt Pull face.
¾ Add, plus, and, take away, together, less, times, multiply, lots of, divided
by, shared
¾ Regular plurals+ children - Online game
http://www.bbc.co.uk/skillswise/words/spelling/plurals/pluralrules/game.s
html (enter plurals in search box)
Test http://a4esl.org/q/h/vm/plurals.html
¾ Can I have…? I would like… - Happy families,
¾ I go shopping, I go to town, I go to the shops Town places, buildings
http://www.mes-english.com/flashcards/places.php
¾ Reading plays (present tense)
¾ I went: I went to the park and I saw. I went to the shop and I bought/ate
¾ Regular past tenses
¾ He is running, he was running
¾ Aches and pains
¾ up/downstairs, right, left,
¾ Simple diary writing
¾ y- ies; ss s-ses
¾ a, an, the Online game at http://a4esl.org/q/h/mc001-ck.html
¾ Next to, behind, between, in front of,
¾ Basic irregular past tenses: I saw, I ate, I wrote, I read, I bought, I
slept...
¾ My, your, her, his,
¾ I have, do you have, he/she has
¾ Do you? Does he/she? Yes I do, no I don’t, she does doesn’t Guess Who?
Write simple description of people
¾ Instructions: sequencing, and writing
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3rd person s: he reads
Question words: what, who, when, where
Temporal connectives: first, later, next
Give instructions; barrier games
And, then, but
forward, across
Strategies
sequencing
Unjumbling simple sentences
Writing simple sentences- using writing frames
Run- running
Matching illustrations and sentences
Blends
Picture stories, recounts of simple stories
Resources
Clicker software can be very useful to move form simple sentences to more
complex ones.
Excellent activities, speaking and writing frames and advice for teaching
beginners at http://myweb.tiscali.co.uk/beginners/index.htm (for activities look
at programmes, step 2)
Many games and worksheets on most beginners and intermediate vocabulary and
grammar at http://www.eslprintables.com/printable.asp?id=1536 and
http://www.mes-english.com
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LEVEL 2 +
• 6000 words; seem fluent but meed Academic Language
• 2-4 years
• Use more complex language; relate, outline, explain, rewrite, illustrate,
expand vocabulary, use simple/complex sentences and higher order
thinking skills
• 10% teacher talk. Focus on learning strategies and metalanguage; genre
teaching.
• Many websites have grammatical quizzes on line as well as lessons for
literate students.
• http://grammar.ccc.commnet.edu/grammar/quiz_list.htm
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Because, so
Men, women, children, mice, feet, teeth
Abbreviations: I am I’m, you are, you’re
Was/ were
a/ the/ some
Comparatives: bigger than
Superlatives: the biggest
Ordinals: first, second..
Am going to, are you going to?
I will, I won’t, will you: future
Synonyms of said, nice, big, small, sad, angry… building up vocabulary
Phrasal verbs: get on, get away, get round to…
I was working when the phone rang: past tenses
Should, could, would
Simple poetry
Similes http://www.collaborativelearning.org/similebingo.pdf
Many curriculum based collaborative activities at www.collaborativelearning.org
Many others at http://homepage.ntlworld.com/gordon.ward2000/listfiles.htm
For activities which reflect a multi-cultural curriculum see GARP,
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Name:
Year Group:
Date: ____________________________
Ethnic Minority & Traveller Achievement Service: English Language Acquisition Record for Bilingual Pupils based on the QCA Language Levels
Speaking
Listening & Responding
QCA Level
•
Silent, not yet responding to simple questions, etc.
Date:
• Does not respond to visual stimuli, or instruction.
Date:
•
“Echoes” words and expressions.
Date:
• Responds to visual stimuli such as a book/toy or poster.
Date:
Step One
(P scale 3)
•
Expresses some basic needs using single words and gestures.
Date:
• Listens attentively to a short story or lesson introduction.
Circle which applies: ( small group / whole class context).
Date:
• Uses non-verbal gestures to respond to simple greetings/questions.Date:
Step Two
(P scale 5)
•
Copies talk that has been modelled.
Date:
• Follows simple instructions based on daily routines.
Date:
Can attend to and understand everyday key words in face-to-face exchanges if supported
by clear, repetitive contextual clues.
Date:
•
With support is beginning to speak using single words, some telegraphic speech and
gestures about matters of immediate interest in familiar settings (eg toilet now please).
Pre-pre-Step One
(P scale 0)
Pre-Step One
(P scale 1)
Level One
(Threshold)
(P scale 7)
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Level One
(Secure)
(NC Level 1)
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•
Level Two
(same as NC)
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•
•
Level Three
(same as NC)
•
•
•
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Level Four
(same as NC)
•
•
Date:
Is beginning to use everyday vocabulary (eg toilet now please).
Date:
Can extend what they say with support, eg with questions and modelling. Date:
Speaks about matters of immediate interest in familiar settings – often uses only a
single tense (present tense) and telegraphic speech with support and modelling.
Date:
Beginning to speak using simple sentences.
Circle which applies: (one to one/ paired / small group / whole class context /).
Date:
Express ideas and opinions in whole class discussions when modelled and rehearsed.
Uses subject specific vocabulary which is taught.
Circle which applies: ( small group / whole class context).
Date:
Beginning to use connectives/adverbs/adjectives when retelling, recounting or
explaining (modelled/independent).
Circle which applies: ( small group / whole class context).
Date:
• With support and repetition understands and responds to every day comments/instructions.
Date:
• Listens with some understanding to sequences of instructions, usually responds
appropriately.
Date:
• Follow what others say, picking up clues from action as well as talk. Date:
Circle which applies: (one-to-one / paired / small group / whole class context ).
• Are able to listen and respond in different contexts and to different speakers if there are
clearly modelled exchanges. Circle which applies: (one-to-one / paired / small group /
whole class context).
Date:
• Shows sustained concentration in listening situations eg. Story time, instructions, lessons
presentations. Circle which applies: (one-to-one / paired / small group / whole class
context ).
Date:
• Is beginning to follow a more complex sequence of instructions.
Circle which applies: (small group / whole class context).
Date:
• Pupils understand most conversations when the subject of the conversation is more
concrete than abstract and where there are few figurative and idiomatic expressions.
Circle which applies: (small group / whole class context).
Date:
• Listens to range of speakers in different contexts eg assembly.
Date:
Express ideas and opinions in whole class discussions independently.
Date:
Varies use of vocabulary and level of detail to suit the needs of the listener (eg may
rephrase or modify).
Circle which applies: ( small group / whole class context).
Date:
Expresses him/herself confidently in different contexts exploring and communicating
ideas (scaffolded/independently).
Circle which applies: ( small group / whole class context).
Date:
• Understands class presentations but still needs support with new or unfamiliar concepts
and vocabulary.
Circle which applies: ( small group / whole class context).
Date:
• Through relevant comments and questions, they show they have listened carefully.
Circle which applies: (small group / whole class context).
Date:
• Begins to make notes on what speakers say when using visual clues.
Date:
Talks with growing confidence in an increasing range of contexts. Talk is adapted to
the purpose: developing ideas, describing events and conveying their opinions clearly
(scaffolded/independent).when modelled.
Circle which applies: ( small group / whole class context).
Date:
In discussion, contributes and asks questions that are responsive to others’ ideas and
views (scaffolded/independent). Circle which applies: ( one-to-one / paired / small
group / whole class context).
Date:
Uses appropriately some of the features of standard English vocabulary. Date:
• Pupils have a range of listening skills to participate within the curriculum when supported
with scaffolded activities.
Circle which applies: ( small group / whole class context).
Date:
• When listening to stories understands narrative with imagery.
Circle which applies: (one-to-one / paired / small group / whole class context).
Date:
• Understands some idioms and metaphorical expressions.
Date:
QCA Level
Reading
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Pre-Step One
(P scale 1)
Date
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Step One
(P scale 3))
Step Two
(P scale 5)
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Level One
(Threshold)
(P scale 7)
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•
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Level One
(Secure)
(NC Level 1)
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Level Two
(same as NC)
•
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Level Three
(same as NC)
•
•
•
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Level Four
(same as NC)
Writing
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Beginning to recognise letters in Roman Script.
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Beginning to form letters in Roman Script.
Date
Recognises that English text is read from left to right and top to bottom
Date
Can recognise own name, familiar words.
Date
Can identify some letters of the alphabet by shape and sound.
Date
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Uses English letters and letter-like forms to convey meaning.
Date
Can copy or write own name and familiar words, and writes from left to right.
Date
Beginning to associate sounds with letters.
Beginning to use a variety of simple cues to predict what the text will be about.
Date
Can read words/phrases learned in different curriculum areas.
Date
With support can follow a text read aloud
. Date
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Attempts to express meanings in writing, supported by oral work or pictures.
Date
Generally writing is intelligible.
Date
Shows some knowledge of sound and letter patterns.
Date
Can read a range of familiar words and identify initial and final sounds in unfamiliar
words.
Date
Beginning to establish meaning of phrases or simple sentences and use contextual
clues to gain general understanding
Date
Responds to events and ideas in texts which have been carefully selected.
Date
•
Can use a knowledge of letters sounds and words to establish meaning when reading
familiar texts aloud.
Date
Can comment on events or ideas in poems, stories and non-fiction. Date
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Reading of simple texts is generally accurate and demonstrates understanding.
Date
Can express opinions about major events or ideas presented in a range of texts.
Date
Uses more than one strategy to access unfamiliar words and establish meaning.
Date
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Can read a range of texts fluently and accurately.
Date
Can read independently, using appropriate strategies to establish meaning.
Date
Shows understanding of main points and expresses preferences in responding to
fiction and non-fiction.
Date
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Shows understanding of significant ideas, themes, events and characters in
responding to a range of texts.
Date
Beginning to use inference, deduction and other higher order language skills.
Date
Refers to the text when explaining views, and can locate and use ideas and
information.
Date
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Can produce recognisable letters in words in texts, which convey meaning.
Date
Shows some knowledge of English sentence division and word order.
Date
Commonly used letters are correctly shaped (size and orientation may still be
inconsistent).
Date
Uses phrases and longer statements, making some use of full stops and capital letters.
Date
Some grammatical patterns not secure
Date
Letters are usually clearly shaped and correctly orientated.
Date
Writing communicates meaning and uses interesting and appropriate vocabulary, showing
an awareness of the audience.
Date
Ideas are developed in a sequence of sentences, sometimes demarcated by capital
letters and full stops.
Date
Simple words are usually spelt correctly. Letters are accurately formed and consistent in
size.
Date
Writing is often organised, imaginative and clear. Text is coherent in a variety of styles.
Date
Basic grammatical structure of sentences is usually correct, with use of a limited range of
tenses.
Date
Common spellings and basic punctuation are usually accurate. Handwriting in joined and
legible.
Date
Writing in a range of forms is lively and thoughtful. Ideas are sustained and developed in
interesting ways. Vocabulary is adventurous.
Date
Beginning to use grammatical, complex sentences and can use a range of tenses.
Evidence of some punctuation being used within sentences.
Date
Spelling of regular polysyllabic words is generally correct. Handwriting style is fluent,
joined and legible.
Date