EAL: Partnership Group

Writing booster: autumn term

Subject: Writing Booster
Skills	Using lower and upper case correctly Writing about daily routines using colloquial, idiomatic expressions Using capital letters and full stops as boundary markers Identifying common and proper nouns Using personal pronouns and verbs in the present tense correctly
Knowledge	Vocabulary daily routines adverbs of time adverbs of frequency Grammar personal pronouns common and proper nouns upper case letters and lowercase letters punctuation present tense
Rationale	Writing booster was introduced to support learners who do not speak English as a first language. Its aim is to help learners gain the necessary communication skills needed to make progress in mainstream subjects and everyday life. WB meets the linguistic needs of EAL learners starting the course at different levels of English and different times of the academic year. As a result, both newly arrived learners and more advanced learners are adequately challenged during the school year due to scaffolding and EAL Pedagogy continuously implemented in ESOL lessons by the teacher. The aim of writing activities of this part of SOW is to give learners opportunities to produce simple sentences to record and present information and ideas. TR5-TR5+ learners will be able to use correct punctuation for the end of sentences, and they will use capitalisation for the beginning of sentences, names and places and for the personal pronoun ‘I’. They will know when to write in full sentences and when it is appropriate to give short answers in texts relating to work. Learners will be able to complete simple forms correctly using upper- and lowercase letters. They will be able to spell personal keywords and familiar words correctly. The content prepares TR6- learners to write more detailed extended writing exercises (e.g. daily routine activities). The aim of reading activities in this part of the SOW is to give learners the skills to read and understand short texts such as sentences, common expressions, lists, letters, emails, adverts, posters, simple appointment and greetings cards, to enable them to undertake essential everyday tasks in school and in their everyday life. The aim of speaking activities in this part of the SOW is to give learners the knowledge, understanding and skills they need to engage in conversations for different purposes and in different contexts such as in everyday life, in the workplace, and in their place of study. The content prepares learners to listen and respond, to speak, to communicate and to engage in discussion, in particular, ask for clarification, make requests, give facts and express views and feelings. In addition, it will enable learners to speak clearly to communicate in a variety of contexts using key vocabulary, grammatical formats, clear pronunciation with appropriate stress and intonation. Learners can later use gained knowledge and skills in mainstream subjects, especially English and other GCSE subjects with SPAG focus.

Writing booster: spring term

Subject: Writing Booster
Skills	Using adjectives correctly to describe nouns Using subject and object pronouns correctly Writing about past events using the appropriate verbs and sentence structure Identifying the difference between regular and irregular verbs
Knowledge	Vocabulary structure of a newspaper adjectives to describe appearances subject specific language: family tree, foster child Grammar object pronouns regular and irregular verbs adjectives upper case letters and lower-case letters punctuation past tense
Rationale	In this unit of work, learners will be looking into developing their academic writing by writing a variety of longer texts for different purposes. The aim of writing activities of this part of SOW is to give learners opportunities to produce more complex sentences to record and present information and ideas. TR5-TR5+ learners will be able to use nouns and adjectives correctly, as well as be able to identify the difference between subject and object pronouns, so as to use each in their writing. They will be able to recognise key vocabulary to identify a newspaper article and will be able to structure the beginning of one connected to a topic of study for Spring Term (‘foster families’). Learners will be able to spell personal keywords and familiar words correctly. The content prepares TR6- learners to write more detailed extended writing exercises (e.g. adding data or quotes to support their ideas in a newspaper article). The aim of reading activities in this part of the SOW is to give learners the skills to read and understand longer texts such as essays, articles and stories, to enable them to undertake essential everyday tasks in school and in their everyday life. The aim of speaking activities in this part of the SOW is to give learners the knowledge, understanding and skills they need to engage in conversations for different purposes and in different contexts such as in everyday life, in the workplace, and in their place of study. The content prepares learners to listen and respond, to speak, to communicate and to engage in discussion, in particular, ask for clarification, make requests, give facts and express views and feelings. In addition, it will enable learners to speak clearly to communicate in a variety of contexts using key vocabulary, grammatical formats, clear pronunciation with appropriate stress and intonation. Learners can later use gained knowledge and skills in mainstream subjects, especially English and other GCSE subjects with SPAG focus.

Writing booster: summer term

Subject: Writing Booster
Skills	Using adjectives correctly to describe settings Using possessive adjectives correctly Writing about future events using the appropriate verbs and sentence structure Identifying the difference between synonyms and antonyms Describing settings and people
Knowledge	Vocabulary sequence words adjectives to describe settings subject specific language: predictions, plans, arrangements Grammar adjectives synonyms and antonyms punctuation future tense
Rationale	While completing this unit, learners will be able to develop and improve their descriptive vocabulary (synonyms, antonyms, adjectives) and to extend their academic writing. The aim of writing activities of this part of SOW is to give learners opportunities to produce complex sentences to record and present information and ideas. TR5-TR5+ learners will be able to use pronouns, nouns and adjectives correctly, as well as be able to identify the difference between synonyms and antonyms, thus strengthening their vocabulary. They will be able to recognise key vocabulary to identify the basic structure of an essay and will be able to write about the subject of study for the term (‘meaningful life’). Learners will be able to spell personal keywords and familiar words correctly. The content prepares TR6- learners to write detailed extended writing exercises (e.g. adding data or quotes to support their ideas in an essay). The aim of reading activities in this part of the SOW is to give learners the skills to read and understand longer texts such as essays, articles and stories, to enable them to undertake essential everyday tasks in school and in their everyday life. The aim of speaking activities in this part of the SOW is to give learners the knowledge, understanding and skills they need to engage in conversations for different purposes and in different contexts such as in everyday life, in the workplace, and in their place of study. The content prepares learners to listen and respond, to speak, to communicate and to engage in discussion, in particular, ask for clarification, make requests, give facts and express views and feelings. In addition, it will enable learners to speak clearly to communicate in a variety of contexts using key vocabulary, grammatical formats, clear pronunciation with appropriate stress and intonation. By the end of this unit, learners will be able to produce a piece of extended writing using descriptive vocabulary related to the 5 senses. They will be able to write more in detail by using synonyms and antonyms, advanced adjectives and adverbs. Learners can later use gained knowledge and skills in mainstream subjects, especially English and other GCSE subjects with SPAG focus.

Reading Booster: Autumn Term

Subject: Reading Booster

Skills

Knowing the basic alphabet and different spellings of the long vowel sounds are explored.
Understanding the difference between vowels and consonants
Exploring the English phonic code
Using new sound/spelling in a word and a simple sentence.
Applying new knowledge in reading passages, dictation passages, worksheets, phonic games reading easily, fluently and with good understanding
Predicting the topic of a book
Discussing word meanings, linking new meanings to those already known
Using precise pronunciation when blending sounds together
Developing speaking, listening and comprehension skills

Knowledge

Vocabulary

key-words: ‘phoneme’, ‘vowel’, ‘consonant’, ‘syllable’, ‘blending’, ‘phoneme’, ‘segmenting’
multisyllabic words: ‘talisman’, ‘pelted’, ‘jolt’, ‘scaled’, ‘plains’, ‘daybreak’

Phonics

target phonemes focus ‘ae’, - including the spellings: ai, ay, a-e, ey (Book 1: Talisman), ‘ee’ - including the spellings: ee, ea, y, e, ie, e-e, ei (Book 2: Stampede), ‘oe’ - including the spellings ow, oa, oe, o-e, o (Book 3: Shadow in the River), ‘er’ - including the spellings: er, ir, ur, or, ear (Book 4: Deep Sea Danger), ‘ow’ and ‘oi’ - including the spellings: ow, ou & oy, oi (Book 5: Hounded in the Snow)
long and short vowels
phonemes and graphemes: e.g: ‘k’ and graphemes: ‘c’, ‘k’, ‘ck’, ‘qu’, ‘ch’
alternative sounds when reading certain graphemes e.g <ea> represents different sounds in: br’ea’k, t’e’a’m and h’e’a’d

Grammar

homophones: tail/tale, great/grate, sale/sail
irregular verbs in the past tense

Rationale

During this term, learners will consolidate the phonic knowledge and read accurately by blending the sounds in words that contain various graphemes, especially recognising alternative sounds for graphemes they come across during their reading. Moreover, this programme will be offering learners the opportunity to rehearse reading fluency. Appropriate texts will be chosen and reading will be encouraged as homework. The learners will be reading from Books 1 - 10 of the Talisman series (PiXL code programme). The application of phonic awareness will provide learners with the best, most stable progress in the long-term.

By the end of the term, learners will be able to read 5/10 books from the series of the Talisman which introduces the vowel sounds and their alternative spellings. The workbooks based on the stories include a variety of activities which teach and consolidate an understanding of the phonic code.

While continuing to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent, learners will also be developing speaking, listening and comprehension skills. Learners will also practise shared reading by checking that the text makes sense to them as they read and correct inaccurate reading. They will also discuss the significance of the title and predict what might happen on the basis of what has been read so far.

Reading Booster: Spring Term

Subject: Reading Booster

Skills

Skimming to find out what a text is about
Scanning for keywords
Reading carefully for detailed understanding
Using affixes (roots, suffixes, and prefixes) to decode common words
Reading for comprehension
Predicting the topic of a book
Developing speaking, listening and comprehension skills

Knowledge

Vocabulary

keywords: ‘affix’, ‘suffix’, ‘prefix’, ‘root’, etc.
verb phrases for special days: ‘dress up’, ‘eat out’, ‘exchange presents’, etc.
descriptive adjectives: ‘delicious', 'exciting', 'boiling', 'peaceful', 'friendly’, etc.

Grammar

homophones: ‘to/too/two’, etc.
present tense simple and continuous/present continuous for future arrangements
use of auxiliary verbs

Rationale

During this term, learners will learn how to use prefixes and suffixes, as well as common root words, to build their vocabulary and reading comprehension skills. They will acquire the ability to infer meaning from prefixes and suffixes to help them figure out the meaning of new words. They will also learn the meaning of some prefixes/suffixes and how to apply them to reading for meaning.

While continuing to apply phonic knowledge and skills as the route to decode, learners will also be developing comprehension, skimming and scanning skills. Learners will be encouraged to use descriptive language to explain personal events and special occasions.

Learners will also practise shared reading by checking that the text makes sense to them as they read and correct inaccurate reading. They will also discuss the significance of the title and predict what might happen on the basis of what has been read so far.

A range of various texts will be used from the coursebook Cutting Edge - Pre-Intermediate which will expose learners to complex vocabulary, grammar and pronunciation activities and ongoing revision and assessment (Module 4: Special Days).

By the end of this term, learners will be successful at identifying the main points and specific details, inferring meaning from images and using different strategies to find and obtain information. Learners will gradually become independent readers by talking about texts and asking questions; encouraging them to make connections between the text and their own experiences; making links between newly-gained knowledge and previous learning; forming conclusions from texts; furthering their vocabulary.

All of these help learners to become effective readers.

Reading Booster: SUMMER Term


Subject: Reading Booster
Skills	Identifying key details to support the main ideas Reading carefully for detailed understanding Reading between the lines Using affixes (roots, suffixes, and prefixes) to decode common words Asking questions to improve their understanding Predicting the topic of a book Discussing their understanding and exploring the meaning of words in context Summarising the main ideas drawn from more than one paragraph Developing speaking, listening and comprehension skills Exploring the meaning of words in context
Knowledge	Vocabulary keywords: ‘fact’, ‘opinion’, ‘suggestion’ vocabulary for suggesting a solution and giving examples language of opinion: ‘In my view, In my opinion, The way I see it,’ ‘As I see it’, etc. Grammar using the right tense: present, past or future starting a new paragraph using correct spelling and punctuation
Rationale	During this term, learners will be encouraged to do extensive reading; As readers, learners will be encouraged to ask their own ‘Why?’ questions of a text; they will also be taught comprehension strategies, for example: prior knowledge activation; question generation; construction of mental images during reading. Learners will also learn to find and use the information in non-fiction texts. As part of this, they will learn that some information is the writer’s opinion, while other elements are facts, and they will be able to tell the difference between fact and opinion. As a follow-up from last term, learners will use their knowledge of root words, prefixes and suffixes to work out the meaning of words. They will have a better understanding of how prefixes and suffixes can change meaning. Furthermore, learners will continue to make predictions about the texts they read. They could mean predicting what might happen next in the story or what a character might say or do. These predictions are a good way to check understanding. The book that learners will be reading in depth this term will be Iron Man. The differentiated questions cover all five chapters, so they will wrap up the lessons on the story. Learners will be asked to find information in the text, make inferences and justify them, summarise main ideas and much more. Another skill for comprehension that learners are going to acquire is being able to make inferences. They will be able to understand that inference is where some information is left for the reader to read between the lines. They need to make sense of details that are not stated clearly. The book will help learners explore a variety of themes such as bravery, prejudice, fear and the dual nature of things. For instance, Iron Man is often destructive but has a good heart.At the end of this term, children will be more inclined to read for pleasure. This will help them to understand their own identity and will give them an insight into the world and the views of others.