Information Mainly white areas Information: Learning English in the Early Stages Background of the EAL learner Primary Assessment Key Stage 1 Beginners Key Stage 2 Home Home Page New Arrivals Secondary Secondary New Arrivals Secondary New Arrivals Secondary Parental Involvement Secondary Parental Involvement Secondary Parental Involvement Welcoming Environment Creating a Welcoming Environment Creating a Welcoming Environment Secondary Beginners Strategies Strategies for Beginners in Key Stage 3 and 4 Strategies for Beginners in Key Stage 3 and 4 Secondary Bilinguals Strategies for developing bilinguals in key Stage 3 and 4 Secondary Reading Secondary Strategies to Develop Reading Secondary Strategies to Develop Reading Secondary Writing Strategies Strategies to Develop Writing Strategies to Develop Writing Secondary Assessment

Reading

Secondary>Strategies to Develop Reading

Strategies to Develop Reading

Model strategies for reading texts – for example: skimming, scanning, reading on, using images, subheadings, highlighting etc.

Provide a simplified form of a linguistically complex written source.

Use strategies that help to structure reading such as DARTs and use these in a collaborative context - paired/group work.

Examples of such activities:

  • sequencing

  • prioritising

  • matching pictures to words

  • matching phrases to definitions

  • matching examples of cause and effect

  • cloze

  • the use of true/false statements

  • sorting to determine which information is not needed for a piece of work

  • grouping information to identify similarities and differences
  • matching concepts to examples

Depending on a EAL learner's previous experience, confusion may arise from the following:

  • cultural references, for example, references to common aspects of life in Britain , which may be unfamiliar

  • reference in text, where meaning is carried across sentences and paragraphs through reference (to previously stated nouns) using pronouns (it, they, he, she)

  • meaning carried through the use of complex sentences or clause construction in some texts

  • contextual definitions of words that can have different meanings, such as ‘depression’
  • imagery – metaphors, similes, idiomatic phrases

For more detailed advice see ‘Access and Engagement in English’ published by Department for Education and Skills, Ref: DfES 0609/2002.


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