Writing in English as an Additional Language at Key Stage 2

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Writing in English as an Additional Language at Key Stage 2 89 aspects of language, such as the use of articles, are more complicated and explanations will only cover part of the full grammatical system. • Explicit teaching of thematic sets of phrases, e.g. to use with direct speech or time phrases, might help with correcting errors and with learning new vocabulary. • Explicit attention to how the time line of a story is built through time phrases, adverbial clauses and verb tenses. • Attention to verb forms is particularly important for pupils achieving level 3. • Punctuation is part of sentence and clause grammar, and needs explicit instruction to show pupils what full stops and commas do in written text and where they need them in their own writing. Commas should be taught as part of learning about embedded clauses within complex sentences. Feedback based on assessment for learning Some language features are more challenging to teach explicitly to primary age children. In these cases, modelling can be an effective strategy to provide an opportunity for EAL learners to come to recognise which forms are correct and which are not. Feedback is given on children’s errors, supported by adult or peer modelling of correct use. There are certain language features that persistently cause problems for EAL writers, such as prepositions, and these might benefit from corrective feedback over time. Assessment for learning identifies aspects which can be taught as a whole class, small group or individual level through shared, supported, guided writing and practised during collaborative and individual writing across the curriculum. Writing is a good place to correct errors because they are visible and because the drafting process makes this a natural procedure. Modelling oral language and supporting oral rehearsal also provide opportunities for feedback on both form and style. • Prepositional errors and errors in formulaic phrases should be corrected, in speech and in writing, in sensitive but consistent ways throughout all key stages. • Errors in agreement between Subject and Verb, or noun and pronoun, that occur in children’s writing should be corrected, by pointing out the two words that need to be connected through the agreement. • Errors with articles should be corrected so that pupils gradually build up an understanding of how these work in English.
Writing in English as an Additional Language at Key Stage 2 90 9.2 Evaluating Story Writing at KS2 The grids that follow are designed for use by teachers who want to explore the writing of their pupils by looking at the stories they produce. The process draws on the research by identifying key aspects of written stories that will be developing at this stage; observing the child actually writing will yield further information. The sample scripts in Appendix 3 are evaluated in this way and can be used as examples of how to carry out the evaluation. The first grid is to evaluate the composition (the text as a whole), and the second to evaluate use of words and phrases to create the story (within the text). The third grid can be used to summarise what is found out. A blank chart for analysing clause and sentence grammar is also included. Evaluating Story Writing: 1 The text as a whole Read the whole story. Identify the components of the narrative: setting, characters, plot - problem and resolution, ending. Narrative development: Setting Characters Problem Resolution How much does the writer elaborate the components of the story? • setting • characters • problem • resolution The text as a whole Use of picture prompts Endings Paragraphing Direct speech Is there any part of the story where not enough (or too much) development is done for the reader? Which of these techniques does the writer use to develop the components? • description • direct speech • figurative language - metaphors and similes How effectively are they used? Does the writing use the pictures or other prompts accurately? Does the ending seem complete to the reader? Is the ending particularly interesting or original? Are paragraphs used accurately? • for direct speech • to show stages in the plot How much direct speech is used in the story? How well does the direct speech contribute to the quality of the story? How accurate is the punctuation of the direct speech? What variety is there in the vocabulary introducing the direct speech? - e.g. yelled, screamed, shouted.
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Writing in English as an Additional Language at Key Stage 2

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