LEVEL DESCRIPTORS - Listening & Speaking *

Primary

LEVEL DESCRIPTORS - Listening & Speaking

/ EAL TARGETS /

SUGGESTED STRATEGIES

Step 1 / Pupils listen attentively for short bursts of time. They use non-verbal gestures to respond to greetings and questions about themselves. They follow simple instructions based on classroom routines.
Pupils echo words and expressions drawn from classroom routines and social interactions to communicate meaning. They express some basic needs, using single words or phrases in English. / Respond appropriately to instructions with non-verbal gestures or body language / 1 /

use gesture, actions & facial expression- smile
talk through actions / events as they happen
teach names of adults and peers
use peers to model routines / language
model polite social language conventions, e.g. please, thank you, sorry
organise opportunities for games which involve repetitive language
use paired / small group activities with supportive peers who present a good model of language
highlight and repeat key vocabulary
action rhymes / songs / poems / stories
simple stories with repetitive language & good illustrations
practical /doing activities
the constant use of visual support across all contexts
encourage & respond to pupil’s use of non-verbal communication

give clear instructions with consistent use of key words and phrases
be prepared to repeat, rephrase & stress key words-continue to use gestures, actions, etc
provide time for informal talk & ‘chat’
avoid pressuring pupil into speaking
reinforce understanding of key terms/phrases across a number of contexts
play games (including oral, board, card, track games)
respond and reply in words that extend and model
encourage child to respond in words
ask: closed questions;
either/or questions;
1 word answer questions
give thinking time for child to mentally rehearse words
focus on child’s meaning rather than the words used
provide the words the child needs
expand and extend what child says
send on simple errands / messages with partner (check outcome!)

Listen one to one / 1
Recognise and name some objects e.g. bag, pencil, rubber / 1
Convey needs in single words or gestures / 1
Recognise key words /phrases from classroom routine, e.g. get your pencil, It’s time for PE / 1
Repeat or echo simple words or phrases / 1
Step 2 / Pupils understand simple conventional English. They listen and respond to the gist of general explanations by the teacher where language is supported by non-verbal cues, including illustrations.
Pupils copy talk that has been modelled. In their speech they show some control of English word order and their pronunciation is generally intelligible. / Show understanding of the gist of group / peer conversation / 1
Respond appropriately to peer group in a social situation / 1
Respond appropriately to an instruction when spoken to directly / 1
Answer simple yes / no questions / 1
Respond verbally to an instruction in a 1:1 situation / 1
Respond appropriately to an instruction given to a small group / 1
Talk in chunks of 2/3 words to convey meaning using actions, gestures & pictures to support speech / 1
LEVEL DESCRIPTORS - Listening & Speaking / EAL TARGETS / SUGGESTED STRATEGIES
L1
Threshold / With support, pupils understand and respond appropriately to straightforward comments or instructions addressed to them. They listen attentively to a range of speakers, including teacher presentation to the whole class.
Pupils speak about matters of immediate interest in familiar settings. They convey meaning through talk and gestures and can extend what they say with support. Their speech is sometimes grammatically incomplete at word and phrase level / Answer simple questions – who, what, where, when / 2 /

teacher modelling / rephrasing sentences and questions with stress placed on key words
examples of appropriate responses to question types provided by adults/peers
provide models of different language functions e.g. describing, explaining with reference to practical experience & visual/concrete objects

provide sentence starters using visual cues.
respond / reply in words that extend and model
circle time type activities (using repetitive language) Place pupil towards the end of the group so that they have time to listen to other pupils’ responses

allow time for child to mentally rehearse words
whole class reading/ poetry recitation/ singing
cloze questions asked, pupil to refer to visual cues
rehearsal time in paired/small group situations
games (pelmanism, lotto, snap, track games)
information seeking activities e.g. simple questionnaires, completing charts and grids
recycling of language across the curriculum
paired feedback at plenary sessions
encourage child to make links with home language (within safe environment)

Understand the gist of teacher / pupil talk e.g. simple text read aloud / 2
Ask simple questions e.g. who, what, where / 2
Talk about immediate experiences / 2
Use simple sentences / 2
Participate in whole class sessions / 2
Begin to use appropriate intonation when asking questions / 2
Use simple adjectives, prepositions in context / 2
L1
Secure / In familiar contexts, pupils follow what others say about what they are doing and thinking. They listen with understanding to sequences of instructions and usually respond appropriately in conversations.
Pupils speak about matters of interest to a range of listeners and begin to develop connected utterances. What they say shows some grammatical complexity in expressing relationships between ideas and sequences of events. Pupil convey meaning, sustaining their contributions and the listeners’ interest / Act on 2-step instruction / 2 /

provide beginnings of responses
display key curriculum vocabulary with good visual support
provide collaborative tasks
ask questions prior to reading & sharing texts aloud
model questions & use talking partner situations to practise the use of certain question types
retell story through sequencing pictures
extend child’s experience of working in groups
opportunities for drama / role play / hot seating within curriculum context
use personal experience & first hand experience to introduce & reinforce use of tense forms
opportunities to plan / talk in groups
opportunities for paired problem solving and feedback

information seeking activities /barrier games
Chinese whispers
Taking messages with support from peer
Regular oral feedback to clarify & negotiate meaning

Listen to story with increased concentration / 2
Contribute occasionally to classroom conversation / 2
Change word order to phrase questions / 2
Retell a sequence of events / 2
Begin to use subject-specific vocabulary / 2
Begin to use different tense forms but may do so inconsistently / 2
Begin to use conjunction/adverb/ adjectives when retelling, recounting or explaining / 2

LEVEL DESCRIPTORS – Listening & Speaking

/ EAL TARGETS /

SUGGESTED STRATEGIES

N.C.
L2 / Pupils can understand most conversations when the subject of the conversation is more concrete than abstract and where there are few figurative and idiomatic expressions. Pupils begin to engage in dialogue or conversation within an academic context. In developing and explaining their ideas they speak clearly and use a growing vocabulary
Pupils begin to show confidence in talking and listening, particularly where topics interest them. On occasions, they show awareness of the needs of the listener by including relevant detail. In developing and explaining their ideas they speak clearly and use a growing vocabulary. They usually listen carefully and respond with increasing appropriateness to what others say. They are beginning to be aware that in some situations a more formal vocabulary and tone of voice are used. / Initiate conversations with a teacher with increased confidence / 2 /

collaborative tasks
information seeking activities / jigsaw/ barrier games
extended listening with tape and book
problem solving activities
drama / role play / hot seating
independent feedback at plenary
discussion of understanding
additional listening and speaking
opportunities across the curriculum
responses to others' contributions
Focused listening tasks
provide opportunities for:

giving explanations;
explaining processes;
predicting probabilities.
Seek information from an adult / 2
Use intonation patterns to show understanding / 2
Volunteer information about characters in a story/poem / 2
Use a wider range of adjectives appropriately / 2
Relate real or imaginary events in a connected narrative which conveys meaning to others / 2
Volunteer answers to questions within a large group situation / 2
Be able to express an opinion verbally / 2
Begin to use more complex sentences / 2
N.C.
L3 / Pupils can participate as active speakers and listeners in group tasks. They understand most social and academic school interactions delivered at normal speed. Pupils use language appropriately across the curriculum for different academic purpose (e.g. explaining)-some minor errors may still be evident. They are able to use more complex sentences.
Pupils talk and listen confidently in different contexts, exploring and communicating ideas. In discussion, they show understanding of the main points. Through relevant comments and questions, they show they have listened carefully. They begin to adapt what they say to the needs of the listener, varying the use of vocabulary and the level of detail. They are beginning to be aware of standard English and when it is used. / Extend range of discourse markers (then, besides, also) / 3 /

role play/drama
provide time for children to initiate
give thinking time for responses
partner talk and reporting back

collaborative activities with good language model partner/groups

questions for varied roles e.g. interviews
barrier games to practise positional & descriptive language
hot-seating
keyword & key phrase cards as aide memoires for listening and retelling
Listening for key information & recording in chart form
Oral rehearsal supported with picture prompts and questions

Use appropriate register for different situations and functions (playground, classroom, pupil/teacher exchanges) / 3
Paraphrase content of short oral and written texts / 3
Explain and present ideas to others / 3
Use appropriate language for cross curricular problem solving / 3
Understand metaphorical expressions / 3
Communicate in most formal and informal situations using complex language appropriate to age group / 3
N.C.
L4 / Pupils have a range of listening skills necessary to participate fully within the curriculum and can be fairly assessed using only the National Curriculum for English.
Pupils have a range of speaking skills necessary to participate fully within the curriculum and can be fairly assessed using only the National Curriculum for English.
Pupils talk and listen with confidence in an increasing range of context. Their talk is adapted to the purpose: developing ideas thoughtfully, describing events and conveying their opinions clearly. In discussion, they listen carefully, making contributions and asking questions that are responsive to others’ ideas and views. They use appropriately some of the features of standard English vocabulary and grammar. / Develop inferential and referential skills showing an appreciation and understanding of context, main subject matter / 3 /

guided questioning
role play
regular opportunities to speak at greater length
language topic displays word banks
provide a range of thesauruses and dictionaries

Develop ability to talk about a variety of subjects at some length

NATIONAL CURRICULUM TARGETS APPLY

FROM THIS LEVEL

LEVEL DESCRIPTORS - Reading

/ EAL Targets /

Suggested strategies

Step 1 / Pupils participate in reading activities. They know that in English, print is read from left to right and from top to bottom. They recognise their names and familiar words and identify some letters of the alphabet by shape and sound. / Recognise own name or symbol for name / 1 /

shared reading (books with pictures)
find letters in words

words in text

match letters in words

words with words

model following print with finger/pointer
synchronise spoken with written word
individual alphabet strip upper & lower case
alphabet wall chart upper & lower case
talking text – on tape

on CD Rom

provide visual cues
rich, clearly contextualised print environment (cross curricular)
peer modelling
read back any writing, pupil and teacher

ask/provide/demonstrate meanings of words
word games e.g. Lotto, pelmanism
find phrases in text
match phrases in text
picture dictionaries
bilingual dictionaries
ensure word level work appropriate
talk about text

Hold the book the right way / 1
Recognise the front of the book / 1
Turn pages one at a time / 1
Recognise signs as having meaning / 1
Choose own books to look at and share with others / 1
Step 2 / Pupils begin to associate sounds with letters in English and to predict what the text will be about. They read words and phrases that they have learned in different curriculum areas. With support, they can follow a text read aloud. / Match letters in own name to other words / 1
Know and recognise some letters of the alphabet / 1
Identify some initial letter sounds / 1
Recognise characters in a reading scheme / 1
Read labels around the school / 1
Sequence pictures / 1
Predict what text will be about using pictures / 1

LEVEL DESCRIPTORS - Reading

/ EAL TARGETS /

SUGGESTED STRATEGIES

L1
Threshold / Pupils can read a range of familiar words and identify initial and final sounds in familiar words.
With support, they can establish meaning when reading aloud phrases or simple sentences and use contextual clues to gain understanding.
They respond to events and ideas in poems, stories and non-fiction. / Begin to read groups of words with a growing awareness of what their meaning / 2 /

label pictures
provide sentence starters using visual cues.
cloze procedures with key vocabulary
cloze procedures with visual cues
match sentence beginnings to endings
teacher modelling/rephrasing sentences and questions
Clicker 4 (ICT)
Breakthrough sentence makers
use of Language Master
silly questions (Progression in Phonics)
links across curriculum areas
make own books at appropriate English language level
paired reading
talk about text

Say and match letter names to letter sounds / 2
Use picture cues to make sense of text / 2
Read stories with repetitive language e.g. ORT / 2
Respond to / talk about characters in text / 2
L1
Secure / Pupils use their knowledge of letters, sounds and words to establish meaning when reading familiar texts aloud, sometimes with prompting. They comment on events or ideas in poems, stories and non-fiction. / Put words in alphabetical order / 2 /

use of worksheets supported by visual cues
games, lotto / pelmanism

matching beginnings and ends of sentences

paired reading
use of tapes to listen and record (developing intonation patterns)
answer questions with short phrases
sequence text with pictures
read play scripts of familiar texts (developing intonation and expression, and understanding of character
talk about text

Read the first 45 words (NLS) on sight / 2
Read simple texts with pictures and 1-4 lines of text / 2
Understand meaning at sentence level / 2
Retell story and recall what has happened in the story / 2
Express a spontaneous personal reaction while reading
Comment: he’s funny / 2

LEVEL DESCRIPTORS - Reading

/ EAL TARGETS /

SUGGESTED STRATEGIES

N.C.
L2 / Pupils use more than one strategy, such as graphic, phonic, syntactic and contextual, in reading unfamiliar words and extracting information from a variety of texts. From Key stage 2 onwards reading has typically begun to be a tool for learning rather than a process which is an end in itself.
Pupils’ reading of simple texts shows understanding and is generally accurate. They express opinions about major events or ideas in stories, poems and non-fiction. They use more than one strategy, such as phonic, graphic, syntactic and contextual, in reading unfamiliar words and establishing meaning. / Decode using knowledge of consonant clusters and digraphs taught / 2 /

pick out key words (e.g. underlining, highlighting) to help understanding
preview text (e.g. introduce key vocabulary, ideas, subject matter, share similar stories, concept maps, word weaving, etc)
encourage re-reading
revisit known texts
scaffold questions leading to how / why questions
listening to taped stories for intonation / developing reading stamina
listening to others on tape
mime / act play scripts
explain cultural references
talk about text

Begin to use inference (how, why) when discussing text / 2
Suggest and predict outcomes / 2
Be able to express an opinion about a text or a character in it / 2
Use intonation to convey meaning / 2
Read with sufficient understanding to correct own miscues / 2
Use context cues to guess unknown words / 2
Give oral explanation of text / 2
N.C.
L3 / Pupils understand many culturally embedded references and idioms, but may still require explanations. From Key stage 2 onwards pupils can read a range of complex texts starting to go beyond the literal by using some higher order reading skills such as inference, deduction and hypothesis.
Pupils read a range of texts fluently and accurately. They read independently, using strategies appropriately to establish meaning. In responding to fiction and non-fiction they show understanding of the main points and express preferences. They use their knowledge of the alphabet to locate books and find information. / Discuss characters and their motivations in a story / 3 /

dictionary / thesaurus work
use of highlighter to track ideas at paragraph / text level
visual / audio / video support for text
interactive visual display around text
opportunities to link to personal experiences
hot seating characters
provide a framework to ask / answer questions about the text e.g. who, what, where grid, book reviews
discuss homonyms
explain cultural references / nuances
cross-curricular references and links
talk about text

Select key information for a purpose rejecting irrelevant / unimportant information / 3
Identify specific genre / 3
Compare and contrast texts on similar themes / subjects / 3
Know, understand and use alphabetical order appropriately / 3
Respond to humour / 3
Track ideas throughout a text / 3
Re-read and track cohesion within a text to verify understanding / 3
Summarise main points of fiction and non-fiction texts / 3
N.C.
L4 / Pupils have the range of reading skills necessary to participate fully within the curriculum and can be fairly assessed using only the National Curriculum for English.
In responding to a range of texts, pupils show understanding of significant ideas, themes, events and characters. They begin to use inference and deduction. They refer to the text when explaining their views. They locate and use ideas and information. / Skim text for overall meaning / 3 /

ask specific skimming questions
ask specific scanning questions
use colour coding for different types of information in text
discuss ambiguous phrases e.g. the goalkeeper dived for the ball and children illustrate
discuss idioms
match literal and actual meanings of proverbs
newspaper headlines matched to pictures / text
talk about text

Scan text for specific information / 3
Identify language features of specific genre, e.g. persuasive writing, recounts, etc / 3
Interpret text on more than one level / 3
Support a point of view using text as a point of reference / 3
Understand figurative language, subtle humour and nuance / 3