EAL Language and Literacy Assessment – Primary Descriptors€¦ · Web viewPrimary Descriptors EAL Language and Literacy Assessment - Extended Scale(Listening. QCA Level EAL Statement

Primary Descriptors EAL Language and Literacy Assessment - Extended Scale Listening

QCA Level

EAL Statement Can Do / Targets Strategies for Progression

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 the routines of the classroom.

Relies on visual clues for meaning Tunes in to particular sounds in English eg rhyming words May join in classroom activities with L1 support Responds to friendly approaches from peers Listens one to one Participates as a listener in group activities Can listen attentively for a short time Shows understanding of elements of story in group reading

sessions Can understand and follow familiar instructions Respond appropriately to instructions with non-verbal gestures or

body language Responds to simple predictable questions eg ‘have you got a

pencil?’ Understands simple personal questions

Be welcoming, provide visual clues and use gesture Use natural English in short, simple phrases and sentences Have supportive buddy with same L1, if possible Speak normally to pupil but don’t force her/him to speak Talk through actions / events as they happen Keep familiar class routines Use peers to model routines/language Provide opportunities for listening to good English role models in small groups Model social language conventions Play games and read stories with repetitive language Structure lessons to include suitable activities e.g. matching, labelling, translating

key words Highlight key vocabulary Use visual and kinaesthetic props to provide language contexts

Step

2

Pupils understand simple conversational language.

They listen and respond to the gist of general explanations by the teacher where language is supported by non-verbal cues, including illustrations.

Understands familiar conversational phrases Follows the gist of group/peer conversation Follows narrative expressed through spoken and visual material Understands simple ideas or explanations with help of mime

gesture or pictures Listens and responds to paired/group discussion Follows a sequence of instructions relying on key words Follows teacher explanation of curriculum task Understands phrases of location e.g. over there, next to the chair

As above and: Use and refer to visuals to support teacher talk Allow time for pupils to listen to and talk with a friend who speaks the same

language Refer to key visual while explaining Use pictorial labels for resources Use familiar examples where possible, e.g. culturally and experientially appropriate Give clear instructions with consistent use of key words and phrases Respond and reply in words that extend and model Ask: closed questions, either/or questions; 1 word answer questions Provide key vocabulary, with pictorial representation where appropriate Send on simple errands/messages with partner (check outcome)

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(L1T

)

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.

Understands the gist of teacher/pupil talk, e.g. simple text read aloud

Can listen attentively to the class teacher or to other pupils Appear to listen attentively but does not necessarily understand Responds to straightforward instructions Responds appropriately to comments addressed to him/her and

to more abstract teacher talk e.g. ‘all find a space’

As above and: Use visuals to support key words List key words before lesson for support staff or use a bilingual dictionary where

appropriate Pre-teach key words through a range of starter activities, visuals, L1 and using

support staff Active listening tasks, e.g. word bingo, true or false, odd one out, barrier games Teacher modelling sentences and questions Provide models of different language functions e.g. describing, explaining Recycling of language across the curriculum

This has been developed with reference to documents produced by Redbridge, Milton Keynes, Lambeth, Bristol, Kent County Council, Medway, and HillingdonSouthend on Sea Borough Council Department of Children and Learning Nora McKenna (Ethnic Minority Achievement

Consultant) 1

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In familiar contexts, pupils follow what others say about what they are doing and thinking.

They listen with understanding to sequences of instruction and usually respond appropriately.

Can understand most classroom interactions and explanations with visual or other support

Follows familiar instructions and responds appropriately but may not understand unfamiliar words or idioms

Responds appropriately to comments addressed to him/her and to more abstract teacher talk e.g. ‘all find a space’

Can act on 2 step instructions Follows instructions for a task where choice is involved Understands basic sequence markers in speech eg first, next,

then Listens to stories with increased concentration Listens confidently in different contexts; shows understanding of

main points Follows set of oral instructions/directions

As above and: Be aware that the pupils may not be familiar with many words that the other pupils

know Continue to support key words using visuals Approach abstract ideas through concrete examples or L1 Provide opportunities for pupils to repeat instructions in order to show

understanding Display key curriculum vocabulary Provide collaborative tasks

Southend on Sea Borough Council Department of Children and Learning Nora McKenna (Ethnic Minority Achievement Consultant) 2

Primary Descriptors EAL Language and Literacy Assessment - Extended Scale Speaking

QCA Level EAL Statement Can Do / Targets Strategies for Progression

Step

1

Pupils echo words and expressions drawn from the classroom routines and social interactions to communicate meaning.

They express some basic needs, using single words or phrases in English.

Understands a little, but could still be in ‘silent period’ (acquiring English though not speaking yet)

May gain attention of staff, peers (touching, using L1, name) Can respond to familiar questions and instructions using single

words, short phrases, gestures or L1 Can ask for help by using single words Can name familiar classroom objects and equipment Can communicate needs, likes or dislikes by using single

words, short phrases (subject-verb-object) Uses grammatical patterns to create meanings e.g. played,

hitted, goed Can repeat or echo words or phrases without necessarily

understanding Pronounces common words and phrases comprehensibly

Include pupil in all activities but do not try to force the pupil to speak Used closed question with contextual support Give thinking time for answers Allow other pupils who speak the same language to support responses Use prior knowledge about pupil’s interests Use paired/small group activities with supportive peers Action rhymes/songs/poems/stories Practical/doing activities Highlight key vocabulary and use visual props to provide language contexts

Step

2

Pupils copy talk that has been modelled.

In their speech, they show some control of English word order and their pronunciation is general intelligible.

Can respond appropriately to peer group in social situation, to an instruction when spoken to directly or given to a small group

Can use a small range of familiar phrases to communicate needs and ideas/meaning

Answer simple yes/no questions Respond verbally to an instruction in a 1:1 situation Beginning to use English in small group setting in classroom

activities Repeats phrases heard from others Shows some control of English word order and pronunciation

in short utterances Asks for attention from staff Asks for clarification/interpretation from L1 speakers (of

instructions, routines) Borrows and repeats key words from previous speaker Uses positional language e.g. on, under, next to

As above and: Provide time for free talk Play games (including oral, board, card, track games) Model key words and phrases and encourage other pupils to do the same Encourage child to respond in words Give thinking time for child to mentally rehearse words Focus on child’s meaning rather than the words used Expand and extend what child says Create opportunities to speak in carefully structured situations, e.g. interview with

questions provided, teacher modelling responses, role play, phone conversation, started word games and repetitive games in circle time


Leve

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(L1T

) Pupils speak about matters of immediate interest in familiar settings.

They convey meaning through talk and gesture and can extent what they say with support.

Their speech is sometimes grammatically incomplete at word and sentence level.

Negotiates with peers in play Answer simple questions – who, what, where, when Talk about immediate experiences and speak more fluently

with friends in everyday situations Convey meaning and express needs using 2-3 word phrases Use simple sentences Contribute to whole class or group discussions with support Respond positively to contributions Being to use appropriate intonation when asking questions Use simple adjectives, prepositions in context Uses sets of words to order time (days, months) and language

to sequence events/instructions (first, then) Explore grammatical structures to generate meaningful

sentences, although the grammar will sometimes not be appropriate

As above and: Respond positively to contributions Model language by ‘echoing’ the pupil’s utterances, using the appropriate grammar Encourage pupil to talk about what they are doing Provide models of different language functions e.g. describing, explaining Provide sentence starters using visual clues Circle time type activities (using repetitive language) Allow time for child to mentally rehearse words Cloze questions asked, pupil to refer to visual clues Games (pelmanism, snap, track games) Information seeking activities e.g. simple questionnaires Paired feedback at plenary sessions Encourage child to make links with home language (within safe environment) Be aware that conversational fluency comes a long time before fluency in academic

English

Leve

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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.

Pupils convey meaning, sustaining their contributions and the listeners’ interest.

Talks easily on familiar topics eg family, home, hobby Contribute occasionally to a classroom conversation Asks for explanations for unfamiliar words, concepts Change word order to phrase questions Beginning to be able to express the logical relationships

between ideas using features of language such as connectives, simple past tense and future tenses

Beginning to use conjunction/adverb/adjectives when retelling, recounting or explaining

Can sustain meaning and keep the listener’s interest, often by using voice and gesture

Retell a sequence of events Begin to use subject-specific vocabulary Corrects pronunciation, models on adults and peers Begins to adapt what they say to the needs of the listener,

varying vocabulary and detail Gives reasons for actions

As above and: Provide beginnings of responses Display key curriculum vocabulary Collaborative tasks Retell story through sequencing pictures Drama/role play/hot seating within curriculum context Group and pair discussion and planning Information seeking activities/barrier games Encourage pupil to develop spoken ideas by asking questions, giving thinking time,

suggestions vocabulary, providing speaking frames Encourage writing to organise ideas before discussion e.g. flow charts, grids, mind

maps, drawings, story boards Group presentations where pupil can be supported by others


Primary Descriptors EAL Language and Literacy Assessment - additional descriptors for NC levels Listening and Speaking

NC Level NC English Statement Can Do Strategies to Support Progression

Leve

l 2

Pupils begin to show confidence in talking and listening, particularly where the topic interests 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.

Take part as a speaker and listener in most classroom exchanges and in a range of audiences in different contents (although may misunderstand more complex questions and speech)

Begins to be aware of standard English and when it is used Show confidence in speaking to convey meaning. This could

be by using familiar language in new contexts. Initiate conversations with a teacher with increased confidence

and seek information from an adult Volunteer information about characters in a story/poem Volunteer answers to questions within a large group situation Relate real or imaginary events in a connected narrative which

conveys meaning to others Be able to express details Responds appropriately in different activities e.g. brainstorm,

planning, tests Can work in role in drama activities Use appropriate expression and intonation Able to use more complex sentences Use a wider range of vocabulary, including subject-specific

vocabulary which is taught; use a wider range of adjectives appropriately

Listens to a text and answers oral comprehension questions Asks questions to develop ideas

As above and: Continue to respond positively and constructively Additional listening and speaking opportunities across the curriculum, including

extended listening with tape and book Collaborative tasks / information seeking activities / jigsaw / barrier games / problem

solving activities / drama / role play / hot seating Provide opportunities for giving explanations, explaining processes, and predicting

probabilities Avoid seeming to correct even when grammar and/or vocabulary is not entirely

appropriate; remodel responses; acknowledging and understanding pupil talk; continuing dialogue; modelling appropriate language in context

Appropriate register should be made explicit and discussed (situation-specific language that is appropriate to a particular situation or used for communicating with a particular set of people) e.g. when speaking with friends in the classroom or outside school; with teachers and other staff in school; adults in informal situations

Pre-teach key words and language structures Make explicit the language structures in order to support the knowledge and use of

different oral responses, e.g. speaking frames After paired talk, pupil feeds back on their partner’s talk

Leve

l 3

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 adopt 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.

Can understand and respond to main points from discussion Participates in class presentations; plans and delivers short

presentation of work to class Able to recount the content of a presentation or discussion Use vocabulary appropriate to subject although it may not be

very wide May try and be adventurous but may misjudge vocabulary

choice at times Can ask relevant questions and make comments Can interpret meaning when hearing unfamiliar words and

phrases Extend range of discourse markers e.g. then, besides, also Use appropriate register for different situations and functions

e.g. playground, classroom, pupils/teacher exchanges Paraphrase content of short oral and written texts Explain and present ideas to others Use appropriate language for cross curriculum problem solving Understand metaphorical expressions Communicate in most formal and informal situations using

complex language appropriate to age group Beginning to know the difference between Standard English

and other dialects

As above and: Continue to respond positively and constructively Use collaborative activities with good language model partner / groups Set specific tasks or questions in activities to help maintain a focus for listening e.g.

look out for formal language, descriptive language Support new or unfamiliar concepts and vocabulary e.g. with use of L1, key visuals,

concrete referents, pre-teaching key vocabulary, keyword cards as aide memoires for listening and retelling

Be explicit about the contexts in which Standard English and other dialects are used e.g. use relevant texts such as Benjamin Zephaniah; John Agard; Fireside Tales of the Traveller Children by Duncan Williamson

Discuss synonyms and other vocabulary choices looking at differences in use and meaning e.g. word games as starter activities

Use barrier games to practise positional and descriptive language; size and shape Use talking frames to help formulate appropriate comments and questions for varied

roles e.g. interviews


NC Level NC English Statement

Can DoStrategies to Support Progression

Leve

l 4

Pupils talk and listen with confidence in an increasing range of contexts.

Their talk is adapted to the purpose: developing ideas thoughtfully, describing events and conveying their opinions clearly.

In discussion, they listen carefully, making contributions and asking questions that are responsive to others’ ideas and views.

They use appropriately some of the features of Standard English vocabulary and grammar.

Develop inferential and referential skills Can choose from a range of vocabulary and

structures for different purposes and for emphasis e.g. storytelling

Can vary expression and speed of delivery for effect Can follow an extended discussion or presentation

but may have difficult with idiom and cultural nuances

Responds to others’ ideas and views by expressing alternative and personal opinions

As above and: Allow times for small group/pair talk before responding within any activity Make aim of group/pair discussion very clear, i.e. are pupils being asked to persuade,

collaborate, debate or advise? Make explicit the forms of language they are being expected to use e.g. the genre and

vocabulary, structures and connectives that are associated with each one Use role-play and discuss the forms of language used by particular people (e.g. parent, teacher,

child when discussing change to the school day) then assign specific roles for each group member

Use formal debate – provide and model language structures Language topic displays, word banks Provide a range of thesauruses and dictionaries

Leve

l 5

Pupils listen confidently in a wide range of contexts.

In discussion they pay close attention to what others say.

Talk engages the interests of the reader through beginning to use a variety of vocabulary and expression.

Beginning to use standard English in formal situations.

Can follow a more formal discussion Listen carefully asking questions and making

comments that show that they have understood other peoples’ ideas and views

Speaks confidently in a formal or an informal situation

Able to use colloquial vocabulary and idiom appropriately

Has a growing repertoire of vocabulary and idiom appropriate to formal situations

As above and: Display a range of language relevant to the task. Include idioms where possible Ask the pupils to listen for particular words, phrases, points. These could be recorded on a

tick/check list Asking and answering comprehension questions Use a variety of listening tools, et.c. tapes, CDs Check understanding using peer ‘Assessment for Learning’ strategies e.g. another student

observes and notes questions asked and comments made. This can be discussed with the gorup


Primary Descriptors EAL Language and Literacy Assessment - Extended Scale Reading

QCA Level


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.

Hold the book the right way; recognise the front of the book; turn pages one at a time

Choose own books to look at and share with others Recognise signs as having meaning Recognise own name or symbol for name, and

some other familiar words i.e. Coca Cola Is starting to become familiar with the shape and

sounds of letters of the alphabet Underands 1:1 word correspondence (track text with

finger) Can follow gist of English text when supported with

visuals May not be securely literate in the home language and will take more time to learn to read in English because s/he needs knowledge of English to use reading for meaning strategies

May use L1 in accessing English text Derives understanding of a sequence of events

through following pictures

Provide opportunities to look at and share books, including bilingual books Model reading behaviour e.g. locating title, reading from left to right, using picture cues to

predict Be aware that pupil may be unfamiliar with letters of the alphabet and may need opportunities to

practice Ensure texts used are culturally appropriate Find letters in words, words in texts; match letters in words, words with words Model reading following print with finder/pointer Synchronise spoken with written word Individual alphabet strip upper and lower case; alphabet wall chart upper and lower case Talking text on tape, CD Rom Provide visual cues

Step

2

Pupils begin to associate sounds with letters in English and to predict that 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 and

contextual cues Shows involvement in group reading sessions Gives phonic sounds in response to grapheme or

letter name

As above and: Rich, clearly contextualised print environment (cross curricular) Peer modelling Support the reading of even very short texts using other pupils, support staff, discussion or L1 Read back any writing ( pupil and teacher) Make a personal book and use pupil’s own writing as familiar text to read Ask / provide/ demonstrate meanings of words Word games e.g. Lotto, pelmanism Find phrases in text Picture dictionaries and bilingual dictionaries Ensure word level work appropriate 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 vowel sounds, as children may not yet be able to aurally discriminate between the sounds.


Leve

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(L1T

) Pupils can read a range of familiar words and identify initial and final sounds in unfamiliar words.

With support, they can establish meaning when reading aloud phrases or simple sentences, and use contextual clues to gain understanding.

They respond to ideas in poems, stories and non-fiction.

Recognises and knows the sound of most letter of the alphabet

Has a sight vocabulary of some common words and those used in the curriculum

Begins to read groups of words with a growing awareness of their meaning

Reads aloud known and predictable texts with repetitive language e.g. ORT

Gains an understanding of new words using contextual and pictorial cues

Use picture cues to make sense of text Can demonstrate an understanding of what is read Responds to and talks about characters in text Can read and understand simple text with support

As above and: Label pictures Provide sentence starters using visual cues; cloze procedures with key vocabulary and/or visual

cues; match sentence beginnings to endings; silly questions (Progression in Phonics) Teacher modelling / rephrasing sentences and questions Clicker 4 (ICT); Breakthrough sentence makers; Use of Language Master Links across curriculum areas Make own books at appropriate English language level Paired reading Introduce and explain active reading strategies – underlining, colour-coding, transferring words

into a grid, annotating pictures etc. Activate prior knowledge and thinking as a way into a text Avoid silent reading and use talk to support understanding, et.c. as part of guided reading using

support staff Be aware that decoding skills may be in advance of understanding

Leve

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1S) 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.

Has increased sight vocabulary of commonly used words in different context; the first 45 words (NLS)

Reads own work aloud to class Can read aloud using knowledge of sounds and

letters (but may not fully understand) Uses more than one word attack strategy eg

phpnics, graph, context, syntax Can read complex known English texts but needs

support with unfamiliar text, idiom and grammar Read simple texts with pictures and 1-4 lines of text Understand meaning at sentence level Responds to text expressing personal views,

answering factual questions Retell story and recall what has happened in the

story With support can infer meaning Uses information from cover, title, blurb to select

books

As above and: Discuss topic before reading Paired reading Use tapes / CDs with corresponding text to listen and record (developing intonation patterns) Highlight key words through activities e.g. bingo Teach and show pupils how to extract relevant information from non-fiction texts e.g.

highlighting; underlining words, phrases Use worksheets supported by visual cues; matching beginnings and ends of sentences;

sequence text with pictures Games, lotto / pelmanism Read play scripts of familiar texts (developing intonation and expression, understanding of

character) Explain and show how to read diagrams, graphs, grids etc.


Primary Descriptors EAL Language and Literacy Assessment - additional descriptors for NC levels Reading


Leve

l 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.

Beginning to read a variety of fiction and non-fiction without support

Can sustain accurate, independent reading over short passages of text

Able to express an opinion about a text or character; give oral explanation of text

Suggest and predict outcomes Use dictionary to check meaning of new words When subject matter is familiar, can use a variety of

strategies to make sense of the text and self-correct, e.g. phonic visual cues; consonant cluster, digraphs, context cues

Incorporates range of strategies including growing familiarity with phonic blends; word-segmenting skills to tackle poly-syllabic words

Use intonation to convey meaning Reads texts in a variety of forms (sign, captions,

speech bubbles, ICT fonts

Preview text (e.g. introduce key vocabulary, ideas, subject matter, share similar stories, concept maps, words weaving, etc.)

Discuss strategies with pupils to further understanding, e.g. ‘How did you work out what it meant?’

Continue to support reading by activating prior knowledge and thinking; encourage re-reading; revisit known texts

Continue to support understanding with visuals Use Directed Activities Related to Text (DART) to understand, e.g. highlight / underline key

words Use range of inclusive resources Encourage use of dual language dictionaries Scaffold questions leading to how / why/ questions Explain cultural differences Listen to taped stories for intonation / developing reading stamina; listen to others on tape

Leve

l 3

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.

Can read a range of age-appropriate text and understand most of what they read

Can make simple inferences from the text Can select key information for a purpose rejecting

irrelevant / unimportant information Re-read and track cohesion within a text to verify

understanding Can choose leisure reading they enjoy and say why Can use a range of reading strategies to read for

understanding e.g. phonics, visual prompts Can use the alphabet to access reference materials

e.g. indexes and encyclopaedias Able to read sentences with complex Subject Verb

Object patterns although fluency will be slower

As above and: Encourage pupils to identify vocabulary, phrases, expression or idiom which they do not

understand Draw attention to key words in the text; use highlighter to track ideas at paragraph / text level Make explicit cross-curricular references and links Support all use of reference materials by: modelling note-taking (provide headings and match to

paragraphs); providing a focused range of questions (for research) and encouraging pupil generated questions; using DART strategies to support reading of reference texts; selecting texts that are visually appealing

Provide visual / audio / video support for text; interactive visual display around text Provide framework to ask / answer questions about the text e.g. who, what where grid, book

reviews Dictionary / thesaurus work; explain cultural references / nuances; discuss homonyms Recognise that pupils might wish to read younger repetitive text for pleasure. This is a useful

way of developing fluency and understanding


Leve

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I

n 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.

Can skim text for overall meaning; scan text for specific information

Can read a range of age appropriate texts and understand the important ideas, themes, events and characters

Beginning to express opinions related to the text and justify opinions and use evidence from the text

Can show clear reasoning Can make links with other texts they have read Can understand the effects of different types of

language and identify language features of specific genre e.g. persuasive writing, recounts, etc.

Can understand figurative language, subtle humour, nuance

Can extract specific information from subject based diagrams, graphs, charts

Use grids and other graphic organisers to help develop ideas from text; use colour coding for different types of information from text

Ask specific skimming and scanning questions Teach and model explicitly how to use quotations from text as evidence for an argument Teach and model explicitly how to summarise particular points from a text Support pupils in understanding unfamiliar social and cultural contexts when they are asked to

make inferences Discuss ambiguous phrases; idioms; match literal and actual meanings of proverbs Provide a wide range of culturally relevant texts

Leve

l 5

Pupils show understanding of a range of texts, selecting essential points and using inference and deduction where appropriate. In their responses, they identify key features, themes and characters and select sentences phrases and relevant information to support their views.

They retrieve and collate information from a range of sources.

Show understanding of literal and implied meaning in a range of texts

Skim and scan texts effectively in order to identify key information

Make conclusions about plot or character and justify opinions using evidence from the text

Demonstrate an ability to identify and describe the authors’ style

Explain how meaning is conveyed by different writers of fiction, poetry, drama

Beginning to comment upon the writer’s style using appropriate sentences / phrase to justify opinion

Evaluate use of appropriate language for audience and purpose

Able to find, use, organise and summarise information from a wide range of texts

Give a personal critical response to texts

As above and: Use range of reading activities prior to engaging with text Pair and small group reading Small group talk before whole class discussion Use a range of DART; jigsaw reading activities; hot seating / role play Teacher modelling of key strategies to develop reading e.g. note taking, skimming, scanning Provide frames, charts, diagrams to collate information Provide pupils with opportunities to work with a range of texts, fiction and non-fiction Highlight key words / language features in a text


Primary Descriptors EAL Language and Literacy Assessment - Extended Scale Writing

QCA Level


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.

Can understand that written scripts convey meaning and can use pictures to convey meaning

Can copy recognisable English symbols Writes text from left to right across page Use emergent writing to write letters; copy single

letters; copy single words and names Can form some letters from memory Can write own name and some other familiar words Can write some initial sounds Can relate some English sounds to the written form

Plan speaking and listening opportunities before any writing to give meaning to the task Model writing behaviour, e.g writing from left to right, keeping to the line, shaping letters and

support correct use of pen and pencil Encourage use of pictures to convey meaning Use picture annotation Use alphabet strips (upper and lower case); magnetic letters; letter fans; pattern making Alphabet card games and puzzles; alphabet with visual cues Shared group writing with opportunities to ‘have a go’

Step

2

Pupils attempt to express meaning 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.

Draw a story in pictures Can copy from model directly above Know most letter sounds and names Use correct initial letter to write simple key

words/common words Write own phrases and captions (not necessarily

correct) Can write simple sentences with support (not

necessarily grammatically correct) to convey ideas Mixes writing and drawing in text to communicate

ideas Writing is legible to themselves and familiar readers Will attempt to read back own writing In discussing own written text, will be able to explain

more than s/he can write; explains ideas to adult and ‘reads back’

Writes most letters in response to initial sound using phonetic knowledge

Writing stems from oral rehearsal and pictorial support (may also want to practice in L1)

As above and: Initial sound collections e.g. pictures, objects, displays Small group and paired work: peer modelling; making books; literacy games Use shared writing with peer and/or adult support Use grids, labelling, captioning, etc Encourage pupil to dictate text to scribe and then to re-read with scribe e.g. Teaching Assistant Talk about writing as it’s done Writing frameworks – across the curriculum

Leve

l 1 T

hres

hold

(L1T

)

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.

Copies longer text accurately from board Writes letters and words increasingly legibly and

independently Use appropriate spacing between letters and words;

form all letters in appropriate script Writes words without models; spells simple

monosyllabic words correctly, or phonetically Attempts spellings of unfamiliar words using

knowledge of phonetics Can write independently and convey meaning

through recognisable words, phrases and sentences but spelling and sentence structure are irregular

Uses appropriate and interesting vocabulary Able to read back most of own work

As above and: Handwriting practice Cloze procedures; finishing sentences Clicker 4; building sentences (Breakthrough sentence makers/Language Masters) Model writing examples first Retelling / recounting Respond to the meaning of the pupil’s writing, not the form Encourage pupil to read own writing aloud and help them self-correct orally Do not over-correct Encourage peer marking Use sentence starters and simple writing frames to support Ensure writing is purposeful Set specific and achievable targets for pupils to aim for when writing


Leve

l 1 S

ecur

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1S)

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.

Begins to use simple punctuation e.g. full stops, capital letters

Can write increasingly legibly with letters clearly shaped and correctly orientated, appropriate spacing between words

Writes sentences with correct word order Writes sequenced and ordered factual texts based

on experience or topic areas and demonstrates more complex ideas in sequences of events

As above and: Visual stimuli to write from Scaffold writing with group activities and oral rehearsal Paired work Punctuation fans / visual interactive games Writing frames Customise known text Use grids, flow charts, tables etc to help structure writing Let pupil read back own writing and discuss the ideas with supporting adult in English or L1 if

preferred Model correct grammatical expression in responses to work whilst still focussing on content

before form (this is important at all levels)


Primary Descriptors EAL Language and Literacy Assessment - additional descriptors for NC levels Writing


Leve

l 2

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 accurate formed and consistent in size.

Can write with some accuracy so another reader can understand

Can write for different purposes although may produce writing more based on speech rather than written models

Can link ideas together within a text by using a range of connectives

Can use capital letters and full stops Usually spells simple words correctly and uses

phonetically plausible spelling for others; spell words with common vowel digraphs

Can use more complex or lengthy sentences although grammatical construction may show evidence of EAL e.g. omission of definite article

Selects descriptive vocabulary for emphasis Will be able to structure a chronologically-organised

text more easily than other types of text Can express own reasoned opinions and interests in

independent writing Write a story with a given structure Write procedures or instructions using imperative

tense e.g. describe a method in science Use direct speech appropriately in context Uses a dictionary or word bank to aid spelling

As above and: Teach how to use a simple illustrated dictionary Encourage pupils to use or compile a subject specific glossary in English and L1 Modelled writing Support pupils in structuring non-narrative text through discussion and simple writing frames Make explicit and discuss different forms of writing e.g. story, report, explanation, instructions,

etc. Make explicit the structures of writing associated with different genres of writing Make explicit the vocabulary and connectives related to writing forms in scaffolding activities Sentence starters Sequence key words/phrases prior to writing Visual cues e.g. photos, video Hot seating Role play Interactive display e.g. puncturation / spellings Encourage pupils to re-read what s/he has written Talk about writing / talk for writing


Leve

l 3

Pupil’s 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 questions marks – is used accurately.

Handwriting is joined and legible.

Able to write at length using a range of writing forms Can produce writing which shows structure and a

logical progression of ideas Makes good use of scaffolding Tends to use one tense, e.g. simple past and simple

present with signs of other tenses emerging Use a wider range of conjunctions to improve

fluency May try and be adventurous with vocabulary; uses

key words taught in class Can write a simple report Begins to use paragraphs Monitors own writing for spellings, grammar and

omissions Spells words regularly used in talking, reading and

writing Uses direct speech in writing May have minor grammatical errors e.g. in tenses,

use of pronouns, subject/verb agreements Shows cohesion in writing through use of various

devices, ie use of pronouns, determiners e.g. finally

As above and: Encourage use of illustrated thesaurus Use scaffolding activities Explicitly help pupils to structure writing by comparing texts, highlighting grammar, language

structures, vocabulary and sentence types Provide opportunities for shared writing, peer marking, redrafting Writing partners (one element as focus e.g. punctuation) Use of highlighters to track ideas Report frameworks Display to highlight additional literacy focus Move to independent writing When marking/discussing written work, respond to content prior to comments on presentation Remind pupils own writing targets when doing own writing Use pupil targets and objectives for marking criteria

Leve

l 4

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 patters, 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.

Able to use a variety of description, dialogue, action and paragraphing to tell a story

Can use a variety of complex sentences eg use of noun phrases, usually correctly

Can use a variety of tenses appropriately and usually correctly (including present and past simple, present and past continuous and conditional

Monitor own writing for irrelevant sentences, phrases or ideas

Proof read work for ways to improve the flow of ideas

Basic punctuation is accurate Spells complex regular words patterns correctly Writing displays clear reasoning and interpretation of

information Can use a range of structures to suit genre and

purpose of writing Beginning to use formal language effectively Able to access new words from dictionaries and

word banks

As above and: Support the use of subject specific language Gradually introduce a range of different connectives eg so that, although, despite, to help pupil

write in complex sentences Continue to model and develop complex sentences in shared writing Discuss purpose of writing before starting shared writing or supporting independent writing Use texts to develop figurative language e.g. metaphor / idiom, etc. Ask pupils to read back writing using appropriate intonation Continue to use a thesaurus and discuss the effect of vocabulary choices Model more complicated tense forms in discussion before writing In marking or discussing written work, continue to focus on content before forms of expression

of grammar Take opportunities to explore culturally-based interpretations and implications in their writing Provide writing frames to support development of ideas within a particular genre of writing Provide opportunities to highlight/model formal language prior to writing eg through speaking

and listening opportunities e.g. role play, hot seating Use peer mentoring to redraft work -*


Leve

l 5

Pupils’ writing is varied and interesting, conveying meaning clearly in a range of forms for different readers, using a formal style where appropriate.

Vocabulary choices are imaginative and words are used precisely.

Simple and complex sentences are organised into paragraphs.

Words with complex regular patters are usually spelt correctly.

A range of punctuation, including commas, apostrophes and inverted commas, is usually used accurately.

Handwriting is joined, clear and fluent and, where appropriate, is adapted to a range of tasks.

Organises non-fiction ideas clearly and coherently, giving points of view

Beginning to display a wider range of descriptive vocabulary which includes less common/more complex words

Selects vocabulary appropriate to task and audience Beginning to write consistently in a range of genres Chooses words with precision Spells complex / uncommon words correctly Is beginning to use more complex punctuation e.g.

commas, apostrophes, inverted commas Uses paragraphs consistently Writing is both legible and fluent; handwriting is

consistently joined Handwriting makes use of different fonts for

appropriate purposes e.g. when creating posters or writing poetry

Proof reads for grammatical accuracy, spelling and punctuation

Presents work neatly and attractively

As above and: Small groups brainstorm for the most imaginative choice of words before beginning to write;

preparation for writing tasks by class discussions on interesting words Guided writing to fully master genre e.g. write a thriller / police report / eye witness statement Pupils create word banks in connection with genre writing Peer marking; practisingof spelling patters e.g. as a lesson starter activity Encourage pupils to notice punctuation when reading text aloud, and to use correctly inflection

in response to this Discuss the use of paragraphs in curricular texts – both fiction and non-fiction Include development comments on handwriting when marking Discuss examples of different fonts; analyse how font can match, or enhance, genre Use writing frames which include prompts e.g. beginnings of sentences in impersonal style Use ICT opportunities


Documents

EAL Language and Literacy Assessment – Primary Descriptors€¦ · Web viewPrimary Descriptors EAL Language and Literacy Assessment - Extended Scale(Listening. QCA Level EAL Statement