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GuidanceCurriculum andStandardsE xcellence and Enjoyment:Learning and teaching for bilingualchildren in the primary yearsTeaching units to support guided sessions for writing inEnglish as an additional language (pilot material)Headteachers,teachers andteaching assistants inKey Stages 1 and 2,primary consultantsStatus: RecommendedDate of issue: 03-2007Ref: 00068-2007FLR-EN
Excellence and Enjoyment:Learning and teaching for bilingualchildren in the primary yearsTeaching units to support guided sessionsfor writing in English as an additional language(pilot material)This folder and CD-ROM contain material to be piloted in 2007-08. Theyinclude guided teaching units to supplement sentence level work for childrenin Years 2-6.N.B. The CD-ROM contains resources using Clicker 5 and a fullversion of the contents of this folder in a PDF document.Your feedback is essential in improving the materials. Please use thefeedback form in the introduction (pages 20-21) for your comments andsuggestions for improvement.An electronic version of this form can be found on the accompanyingCD-ROM (00170-2007CDO-EN).
AcknowledgementWe gratefully acknowledge the contribution of Crick Software(with Clicker 5) in assisting to produce the materials availableon the CD-ROM (00170-2007CDO-EN) accompanying thispublication.
Teaching units to support guided sessions for writingin English as an additional language (pilot material)Part 1:Part 2:Introduction and rationale03Aims of the materials and intended outcomes for learners04Implementing the 2006 Primary Framework06Using the materials07Overview of the teaching units13Teaching units to support guided work14Research that informs the materials14Feedback form20Frequently asked questions22Teaching units to support guided sessions25Year 227Unit 1: Prepositions27Unit 2: Past and present tense verbs41Unit 3: Determiners55Year 375Unit 4: Adjectives75Unit 5: Prepositions97Unit 6: Determiners121Unit 7: Subject–verb agreement143Year 4155Unit 8: Adverbs155Unit 9: Phrasal verbs175Year 5191Unit 10: Adverbial phrases191Unit 11: Modal verbs207Year 6225Unit 12: Adverbial clauses225ContentsContents245AppendicesAppendix 1: Assessment for learning: analysing writing to identifylearning needs245Appendix 2: Sharing learning objectives and success criteria251Appendix 3: Providing effective oral and written feedback to childrenon their own learning253Appendix 4: Developing peer and self-assessment257Appendix 5: Teaching units in Grammar for Writing and DevelopingEarly Writing which support whole-class teaching259Appendix 6: Instructions for the generic sentence level activities261Appendix 7: Some grammatical terminology271Appendix 8: Glossary of grammatical terms273Appendix 9: Useful references and resources324 Crown copyright 200700068-2007FLR-ENTeaching units to support guided sessions for writing in Englishas an additional language (pilot material)Primary National Strategy1
Defining termsTermsEAL stands for English as an additional language and recognises the factthat many children learning English in schools in this country already knowone or more other languages and are adding English to that repertoire.Bilingual is used to refer to those children who have access to more thanone language at home and at school. It does not necessarily imply fullfluency in both or all of their languages.Advanced learner of EAL is a term used by Ofsted to describe childrenwho have had considerable exposure to English and are no longer in theearly stages of English language acquisition. These are children, often bornin this country, who appear to be fluent in ordinary everyday conversationalcontexts, but who require continued support to develop the cognitive andacademic language necessary for educational success.Minority ethnic group is used in this publication for all those groups otherthan the White British majority. Although children from these groups maywell form the majority in some school contexts, they are still members ofgroups in a minority nationally and will continue to be referred to as childrenfrom minority ethnic groups. Most children learning EAL are from minorityethnic groups. School Census data shows that only a very small percentageof EAL learners are White.2Teaching units to support guided sessions for writing in Englishas an additional language (pilot material)Primary National Strategy Crown copyright 200700068-2007FLR-EN
Crown copyright 200700068-2007FLR-ENTeaching units to support guided sessions for writing in Englishas an additional language (pilot material)Primary National StrategyIntroduction and rationalePart 1Introductionand rationale3
Introduction and rationaleAims of the materials and intended outcomesfor learnersThis folder and CD-ROM contain pilot materials in the form of guidedteaching sessions that aim to address the specific needs of advanced EALlearners in developing writing. The materials are designed to be used by atrained adult working with small groups of children in Years 2–6 as part ofday-to-day ‘quality first teaching’.In recent years significant progress has been made in raising standards forchildren in primary schools. Many individual children from minority ethnicgroups, including those for whom English is an additional language, areachieving impressive results. However, this is not true for all children who arelearning EAL or learning through EAL.There is a strong emphasis in Excellence and enjoyment: a strategy forprimary schools (DfES 0377-2003), which outlines the Primary NationalStrategy, on personalising learning to meet individual children’s needs andon ensuring that the education system is not discriminating against anyparticular group of children. Personalised learning aims to tailor educationto ensure that every child achieves and reaches the highest standardspossible and involves adapting educational provision to meet the needs andaspirations of individual learners to maximise their achievement and createindependent, lifelong learners. Schools are encouraged to establish theirown approaches to personalising learning, depending on their local contextand unique circumstances. These materials aim to contribute to this processby providing resources tailored to meet the identified aspects that impact onEAL learners in terms of achieving their potential in writing at the end ofKey Stage 2.By the end of Key Stage 2 children working at age-related expectations can: write in a range of forms in a lively and thoughtful way; sustain ideas and organise them effectively for the reader; choose words adventurously and for effect; begin to extend meaning in complex yet grammatical sentences; spell accurately (including polysyllabic words with regular patterns); make accurate use of punctuation, including capital letters, full stops andquestion marks; demonstrate the use of fluent joined and legible handwriting.Primary Framework for literacy and mathematics (DfES 02011-2006BOK-EN)4Teaching units to support guided sessions for writing in Englishas an additional language (pilot material)Primary National Strategy Crown copyright 200700068-2007FLR-EN
Introduction and rationaleThe continuing professional development (CPD) materials Excellenceand enjoyment: learning and teaching for bilingual children in the primaryyears (DfES 0013-2006PCK-EN), published in 2006, support teachers andteaching assistants in understanding the distinctive pedagogy for bilinguallearners and in using a range of teaching strategies to support languagedevelopment as well as access to the curriculum. Unit 2 of the materials,Creating the learning culture: making it work in the classroom (DfES 2133 2006DCL-EN), provides analyses of specific needs as well as a range ofteaching strategies for developing writing at text, sentence and word level.The teaching units for guided work in this folder aim to address specificaspects of grammar identified by research as requiring focused andexplicit teaching for EAL learners. The units aim to develop children’sunderstanding of language as well as their ability to talk about it. Togetherwith the guidance provided in the 2006 Primary Framework, CPD materialsExcellence and enjoyment: learning and teaching for bilingual children in theprimary years, teaching resources such as Developing Early Writing (DfEE0055/2001) and Grammar for Writing (DfEE 0107/2000)*, these materialsprovide a useful resource to enable children to sustain ideas and organisethem effectively for the reader; choose words adventurously and for effect;and begin to extend meaning in complex yet grammatical sentences. Theyare intended for use during guided group work.Guided group workIn guided group work, the group works with an adult who guides the learningthrough a planned sequence of tasks and discussions. Guided group workoffers opportunities for focused teaching and assessment. The small numberof children involved allows teaching to be fine-tuned to particular needs and forthe level of challenge to be pitched appropriately.Across the whole curriculum, guided group work supports the development oflanguage for effective oral as well as written communication, and is particularlysupportive of bilingual learners. Through use of talk frames and focused inputby teachers and practitioners, it provides an opportunity to listen to and use thespecific language required in a range of genres.Excellence and enjoyment: learning and teaching in the primary years Unit 2 Creatingthe learning culture: making it work in the classroom(DfES 2133-2006DCL-EN)*Note: these resources are due to be updated in 2007 to align them with the renewedFramework. Crown copyright 200700068-2007FLR-ENTeaching units to support guided sessions for writing in Englishas an additional language (pilot material)Primary National Strategy5
Introduction and rationaleThe sentence level learning that forms the focus of these guided sessionsshould be reinforced in whole-class work through explicit attention toit during shared and guided reading. This learning should be applied inshared, guided and independent writing across the curriculum to improveoverall proficiency in writing in English. The materials aim to enable teachersto make personalised provision to meet individual needs as part of ‘qualityfirst teaching’ to accelerate progress and raise standards in writing so thatchildren meet or exceed age-related expectations.Implementing the 2006 Primary FrameworkThe 2006 Primary Framework aims to support and increase all children’saccess to excellent teaching, leading to exciting and successful learning.These guided teaching sessions aim to complement the use of thePrimary Framework by providing EAL learners with opportunities toaccess appropriate challenge and support through tailored teaching whichmaximises their chances of success in developing writing.The teaching activities are based on literacy objectives grouped under thefollowing headings. Speak and listen for a wide range of purposes in different contexts Read and write for a range of purposes on paper and on screen.They are linked in particular to the following strands from the literacyFramework. Creating and shaping texts Text structure and organisation Sentence structure and punctuation.They aim specifically to address key aspects of literacy learning and teachingforegrounded in the Primary Framework.6Teaching units to support guided sessions for writing in Englishas an additional language (pilot material)Primary National Strategy Crown copyright 200700068-2007FLR-EN
Introduction and rationaleLanguage is an integral part of most learning and oral language in particularhas a key role in teaching and learning. A recurring message from the researchinto spoken language is that talk is fundamental to children’s developmentand learning and has a central role to play in developing their knowledge andunderstanding. Speaking and listening play an important role in children’ssocial, emotional and cognitive development. Excellent teaching of speakingand listening will therefore enhance children’s learning and raise standardsfurther.Talk is the underlying key factor in the development of literacy as well as acentral feature of any successful teaching and learning.Speaking and listening, reading and writing are not only interdependent butmutually enhancing. Teaching and learning about language and how it is usedin the different modes will develop all four aspects. The objectives for speakingand listening complement the objectives for reading and writing. The speakingand listening objectives reinforce and extend children’s developing reading andwriting skills. Most children try out ideas in talk long before they are able to pinthem down in writing.Good literacy teaching is lively, engaging and involves a carefully planned blendof approaches that direct children’s learning. Children are challenged to think.The teacher provides children with good support but requires independenceas and when appropriate. The balance between adult-led and child-initiatedactivity is an important element of planning within the EYFS (Early YearsFoundation Stage) but similarly throughout the primary phase. Opportunitiesshould be provided for children to initiate their own learning and to use andapply the literacy skills they have been taught.Extracts fromPrimary Framework for literacy and mathematics (DfES 02011-2006BOK-EN)Use of these materials can readily be incorporated into overall planning forteaching and learning using the Primary Framework. They are designedto enable teachers to integrate listening, speaking, reading and writing tosupport the development of academic writing.Using the materialsTargeting supportThe materials are designed for children who are conversationally fluent butrequire support in developing academic language, particularly for writing.Schools routinely use summative assessment data to identify children whoare underachieving and target support to meet their needs. Quantitative data Crown copyright 200700068-2007FLR-ENTeaching units to support guided sessions for writing in Englishas an additional language (pilot material)Primary National Strategy7
Introduction and rationalesuch as National Curriculum levels should help identify children who are notmaking the progress required to meet or exceed age-related expectations.Day-to-day assessment of writing should be used to identify the specificareas which require additional teaching. Appendix 1 includes examples ofannotated texts to illustrate assessment for learning.The materials are designed to be used with bilingual learners in Key Stage 2who are at level 2C or above in writing.Children in Year 2 working at age-related expectations may benefit fromthe units for Year 2 if their writing demonstrates the need to develop theseparticular aspects of language. Some older children may need to workthrough the whole programme systematically. However, most children arelikely to need particular aspects and teachers must select the appropriateunits. It is also possible that a child in Year 5 requires support in aspectsidentified in Year 4 and so works on those units.It is also important that the impact of the use of these teaching units ismonitored and assessed through ongoing assessment of writing across thecurriculum. Regular progress reviews should include an analysis of whetherthe focused work is improving children’s writing, and lead to a review ofprovision if progress is slow.Organising and managing supportThe materials have been constructed so that they can be used in a numberof different ways. This flexibility has been developed in recognition of thedifferent needs, resources and pressures within individual schools. Forexample, some schools may have a group or groups of EAL learners whocould benefit from the programme while other schools may have only asingle child learning EAL.Grouping for learningThe programme has been designed to be used with a small group (of 4–6children) rather than an individual. The interactive approaches contained inthe activities are particularly beneficial for EAL learners. However, as well asEAL learners, the teaching group should include children for whom English isthe mother tongue to provide good peer role models. It is also possible thatthere may be other children in the classroom who would benefit from thework even though they are not EAL learners. Where there is only one EALlearner, it is important to keep the size of the group small in order to allow foras much adult–child and peer-to-peer interaction as possible.Writing at sentence levelIt is also very important to ensure that explicit links are made betweenteaching and learning in guided sessions and teaching and learning inwhole-class lessons, as set out in the teaching sequence for writing.8Teaching units to support guided sessions for writing in Englishas an additional language (pilot material)Primary National Strategy Crown copyright 200700068-2007FLR-EN
Introduction and rationaleA teaching sequence for writingShared readingRead as a writer.Sentence level teachingTeach explicitly within text and discretely.Continue toexplore writers’use of thegrammaticalform in sharedreading acrossthe curriculum.Shared writing(Gather and organise ideas.)Demonstration, teacher scribing, supportedcomposition.Reinforce andapply duringspeaking andlistening lessonsas appropriate.Guided talk forwriting orGuided writing(Revisit, reinforceor introduce here.)Reinforce inguided reading.Independent writingChildren work collaboratively or individually.They may be using sentence level activitiesto consolidate understandingor applying sentence level learning in writing.PlenaryReflect and review.Apply for real purposesin writing across the curriculum Crown copyright 200700068-2007FLR-ENTeaching units to support guided sessions for writing in Englishas an additional language (pilot material)Primary National Strategy9
Introduction and rationaleWriting at sentence levelIt is important that sentence level work is grounded in exploration andinvestigation of written texts, applied in shared writing and supported in guidedgroup work where possible.Developing Early Writing and Grammar for Writing provide guidance and awealth of valuable practical strategies which support all children, includingthose learning EAL, to achieve their writing targets. These exemplar teachingunits address the level objectives and the relevant strand in the 2006 PrimaryFramework.Many aspects of grammar at sentence level likely to present particular challengesfor children learning EAL, and highlighted by Lynne Cameron, are coveredextremely well in both publications. Teachers and practitioners should use thegeneric sentence level activities in these publications as they can be adapted toaddress all the sentence level issues for EAL learners described below.Excellence and enjoyment: learning and teaching for bilingual children inthe primary years Unit 2 Creating the learning culture: making it work in theclassroom (DfES 2133-2006DCL-EN)Learning and teachingThe materials can be used either as part of literacy sessions or at othertimes, according to how the school wishes to organise this particularintervention. Sessions could be delivered by a class teacher, a teachingassistant or an EAL teacher. The activities have been constructed with aprogression in mind so it is essential to schedule at least one session perweek so that EAL learners gain full benefit from the programme. It is alsoessential that the activities are delivered in the order in which theyare laid out. There are texts provided to be used in particular activities, butit is also possible to substitute these with texts being used in the classroomas long as the selected texts contain the essential language elements.Many of the activities use generic games which are also used in Grammarfor Writing and Developing Early Writing. The instructions for these areprovided in appendix 6. Where one-off activities such as Dictogloss areused, t
Learning and teaching for bilingual children in the primary years . Teaching units to support guided sessions for writing in English as an additional language (pilot material) Headteachers, teachers and teaching assistants in Key Stages 1 and 2, primary consultants . Status: Recommended Date of issue: 03-2007 Ref: 00068-2007FLR-EN . Excellence and Enjoyment: Learning and teaching for bilingual .
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