Here’s a very brief insight into some day-to-day EAL planning.

I work with EAL learners in Year 4. Planning for my EAL lessons is informed by one of the following:

• National Curriculum SPaG
• the Unit of Inquiry for that (half)-term
• WIDA targets

In their literacy classes, students were learning to use fronted adverbials (was a new one for me tbh). They were also reviewing expanded noun phrases as part of the same activity – descriptive writing based on images.

My EAL learners struggled a bit, so I gave them some more scaffolded practice in my 40 minute EAL slot…

Started with some scrambled sentences – in class I reminded them that the adverbial phrase will come first…

Then we did a bit of sentence upgrading…

Next up was more support ideas-wise, but a bit more challenging then sentence scrambles…

That last direction line a bit crap tbh.

Then there was a bit of practice in following the model sentence structure…

I’d naturally have added a new picture after this for a freer practice task, but that’s the bit they’ll be doing in regular classes anyway, so I can focus more on the controlled side of things.

Anyhow, that’s a little insight into what EAL support can be like. Identifying needs by supporting students in-class, then a bit of troubleshooting or breaking down difficult tasks during an EAL slot. That resource isn’t anything to write home about but it worked well.

Here it is if useful. Originally a Google Doc.

Cheers

Categories: Lesson Ideas, vocabulary

Tags: eal, ELL, elt, fronted adverbials, ideas, KS2, primary, teaching English