Ask questions. Model responses and/or use peers to model responses Home in on details- mark texts, draw attention to illustrations Talk through the meaning of phrases ‘little’ Encourage visualisation- pictures/diagrams, e.g. characters with speech/thought/feeling bubbles, maps/story maps, sequencing a set of pictures to match texts, Draw attention to grammar, e.g. use of tenses, pronouns, connectives, etc. In small group situations, use questions and dialogue across the group to extend understanding EAL learners benefit from revisiting texts Ask questions prior to reading Ask questions post reading, e.g. Why is...? What does the word Where does it ‘’ mean? say..? Encourage children to ask particular question types, e.g. when/where/why/who/if, etc. Use true and false questions related to the text (children hold up yes/no cards) Cut up texts and ask pupils to put them together after listening again to a reading of the texts Direct them to story tapes & computer software so that children can listen to and revisit texts again (commercial or school-made) Use play scripts so that pupils can rehearse appropriate use of expression Play games, e.g. mixed up sentences, grammar snap (words that belong to a certain family), silly sentences, word snap (basic sight vocab.) Share dual language material Where appropriate, encourage the use of a bilingual dictionary or bilingual software Writing Lots of talk! Modelled examples/versions of task Phrase banks/sentence banks/writing frames Visual prompts Outline of structure Story maps Writing in first language where appropriate
Ask questions. Model responses and/or use peers to model responses Home in on details- mark texts, draw attention to illustrations Talk through the meaning of ‘little’ phrases Encourage visualisation- pictures/diagrams, e.g. characters with speech/thought/feeling bubbles, maps/story maps, sequencing a set of pictures to match texts, Draw attention to grammar, e.g. use of tenses, pronouns, connectives, etc. In small group situations, use questions and dialogue across the group to extend understanding EAL learners benefit from revisiting texts Ask questions prior to reading Ask questions post reading, e.g. Why is...? What does the word ‘’ mean? Where does it say..? Encourage children to ask particular question types, e.g. when/where/why/who/if, etc. Use true and false questions related to the text (children hold up yes/no cards) Cut up texts and ask pupils to put them together after listening again to a reading of the texts Direct them to story tapes & computer software so that children can listen to and revisit texts again (commercial or school-made) Use play scripts so that pupils can rehearse appropriate use of expression Play games, e.g. mixed up sentences, grammar snap (words that belong to a certain family), silly sentences, word snap (basic sight vocab.) Share dual language material Where appropriate, encourage the use of a bilingual dictionary or bilingual software Writing Lots of talk! Modelled examples/versions of task Phrase banks/sentence banks/writing frames Visual prompts Outline of structure Story maps Writing in first language where appropriate
Advice%20for%20Teaching%20Assistants%20-%20EAL.docx