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Curriculum and Language Access Service: Specialists in EAL, language across the curriculum, language and literacy, cultural diversity, bilingualism and community languages.

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Curriculum and Language Access Service: Specialists in EAL, language across the curriculum, language and literacy, cultural diversity, bilingualism and community languages.
Simplified, illustrated version of Jekyll & Hyde with quotes for EAL GCSE English lit
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Simplified, illustrated version of Jekyll & Hyde with quotes for EAL GCSE English lit

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A shortened version of the novel but includes important quotes in full (followed by a brief explanation in modern English). It also includes illustrations of words that are archaic or may be unfamiliar to learners of EAL to give some context. Words are printed in bold for pupils to translate at home. It is designed to be photocopied as an A5 booklet. A full pack of comprehension activities is also available to accompany the novel with space for translations of the vocabulary. There are separate versions of the novel for late stage learners of EAL which also includes more illustrations but a longer text and an abridged text with fewer pictures for pupils who do not have EAL. The simplified and illustrated novel is suitable for: • EAL students (new to English, early stage, advanced stage) • Individual students who need to catch up • Students with SEN may also find it more accessible.
Our Day Out - resource pack
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Our Day Out - resource pack

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This pack contains a number of tasks which can be used with Our Day Out. There are activities on each character and summaries of each scene. The work pack also contains dual language wordlists of key vocabulary in Urdu and Chinese. This is suitable for: • The whole class • EAL students (early stage, advanced stage) • Individual students who need to catch up • Students with SEN may also find it more accessible.
Private Peaceful Propaganda and Persuasion
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Private Peaceful Propaganda and Persuasion

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There are two activities here. One is an analysis where pupils study the techniques used by the Sergeant to try to persuade the young men to join the army. This leads on to writing paragraphs about the speech. The second activity is an analysis of propaganda techniques looking at posters from WW1. Pupils then produce a recruitment poster for the war. This is suitable for: • The whole class • EAL students (early stage, advanced stage) • Students with SEN may also find it more accessible.
The Charge of the Light Brigade, context and sequencing  (Power and Conflict AQA new specification)
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The Charge of the Light Brigade, context and sequencing (Power and Conflict AQA new specification)

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The sequencing activity follows what happened in the battle on a map – each step links to a stanza in the poem. An information gap activity puts the battle into context before reading the poem. Lots of illustrations and visual support to allow pupils to work collaboratively to answer questions on what happened. This is suitable for: • The whole class • EAL students (early stage, advanced stage) • Late arrivals in KS4 • Students with SEN may also find it more accessible.
Narrative writing skills for early stage learners of EAL
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Narrative writing skills for early stage learners of EAL

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This pack is aimed at EAL learners in the early stages learning English. It aims to develop basic skills of narrative writing through very structured tasks. To achieve this, many tasks focus on the use of the verb in a narrative. The pack begins with very simple, basic worksheets but then progresses on to cloze activities and independent writing. This is suitable for: • EAL students (new to English, early stage) • Late arrivals in KS4
AQA Model Answer – How does Dickens present Scrooge’s changing character
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AQA Model Answer – How does Dickens present Scrooge’s changing character

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How does Dickens present Scrooge’s changing character and the reason for his transformation? This resource contains a sample question from English Literature Paper 1. Pupils choose quotes they would write about and decide on other points they could make. There is a model answer provided for the class to discuss. This is suitable for: • The whole class • EAL students (advanced stage) • Individual students who need to catch up
EAL- writing simple sentences
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EAL- writing simple sentences

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Writing simple sentences using a substitution table. This provides scaffolding for EAL learners and allows for independent writing. This may be particularly useful for students who have had a limited education in their home country and so can be used in secondary settings. This is suitable for: • EYFS/KS1 • EAL students (new to English, early stage) • Students with SEN may also find it more accessible.
Paper 1, Question 3- AQA GCSE English Language 8700. Structure - A guided approach.
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Paper 1, Question 3- AQA GCSE English Language 8700. Structure - A guided approach.

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Self-assessment checklist in 2 formats (landscape and portrait), differentiated annotation activity, modelled annotations, and two differentiated sample responses. This resource aims to address difficulties my EAL students have in attempting the structure question; they often tend to write about language features. I have added challenge to make it suitable for most students. The intended way to use the resource is: 1. Look at the checklist and familiarise yourself with it, especially the terminology that hints at what relevant content should be included. 2. Read sample text- To Kill a Mockingbird. 3. Annotate the text with relevant observations based on understanding of the checklist. 4. Underline suitable quotes the illustrate points. 5. Produce an answer to the question on the checklist. 6. Complete the tickboxes on the checklist to ensure the assessment criteria have been addressed. The aim is to show students the range of possible topics. Many more have been identified than could be used in the time available in the exam; the hope is that students will see that it is not a difficult question once they are familiar with what to address.
Quick checklist for writing - Papers 1 and 2 AQA new specification GCSE English
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Quick checklist for writing - Papers 1 and 2 AQA new specification GCSE English

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Two sheets for each paper - one gives examples of each technique, the other provides a table for pupils to use as a checklist when they are writing. The acronyms used are METAPHORS for Paper 1 and A DEEP FOREST for Paper 2. The checklist also includes prompts for punctuation and different sentence lengths. This is suitable for: • The whole class • EAL students (early stage, advanced stage) • Late arrivals in KSs4 • Individual students who need to catch up • Students with SEN may also find it more accessible.
Pigeon English summary and activities for EAL Learners
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Pigeon English summary and activities for EAL Learners

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Brief summary with images of Pigeon English by Stephen Kelman. DARTS activities on the text for EAL learners. This is suitable for: • EAL students (new to English, early stage, advanced stage) • Late arrivals in KS4 • Individual students who need to catch up • Students with SEN may also find it more accessible.
Classification of Vertebrates and Invertebrates
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Classification of Vertebrates and Invertebrates

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A group work sorting activity which demonstrates how asking questions allows scientists to classify organisms. Pupils first sort picture cards into vertebrates and invertebrates. There are then two worksheets to complete (vertebrates and invertebrates) where they follow a flow chart answering questions that gradually eliminates cards. The accompanying PowerPoint includes all the answers and additional questions. Pupils are asked to write a series of questions to finish with human as the classification. This is suitable for: • The whole class • EAL students (new to English, early stage, advanced stage) • Late arrivals in KS4 • Individual students who need to catch up • Students with SEN may also find it more accessible.
Lady of Shalott – illustrated vocabulary/cloze/labelling
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Lady of Shalott – illustrated vocabulary/cloze/labelling

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A range of activities based on the poem including illustrations of the difficult words in the poem, matching and labelling and a cloze activity to produce three paragraphs about Sir Lancelot. The answers are included in the PowerPoint. This is suitable for: • The whole class • EAL students (early stage, advanced stage) • Students with SEN may also find it more accessible.
Writing frames for A Christmas Carol - One for each stave plus scaffolded response
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Writing frames for A Christmas Carol - One for each stave plus scaffolded response

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Writing scaffolds- one for each stave of the story. These are designed to support EAL students. They may also benefit SEN students. An additional writing task for Stave Four is also included. Pupils are given a highly structured writing frame to complete an answer to the question: How is the character of Scrooge in Stave 4 different from at the beginning of the novel? These frames were used in conjunction with a modified version of the story. A good one to use is: https://www.ego4u.com/en/read-on/literature/christmas-carol This is suitable for: • The whole class • EAL students ( early stage, advanced stage) • Late arrivals in KS4 • Individual students who need to catch up • Students with SEN may also find it more accessible.
The Signalman by Charles Dickens for EAL learners
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The Signalman by Charles Dickens for EAL learners

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A series of activities to enable EAL learners to access the text and develop reading skills; including a summary, sequencing, storyboard, simple textual analysis and questions. This could also be suitable for students with SEN. This is suitable for: • EAL students (new to English, early stage) • Late arrivals in KS4 • Students with SEN may also find it more accessible. • The whole class
Macbeth – themes/quotes/explanations plus essay writing checklist - AQA GCSE Literature Paper 1
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Macbeth – themes/quotes/explanations plus essay writing checklist - AQA GCSE Literature Paper 1

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This package includes a revision sheet which looks at a summary of Macbeth, including significant quotes. It provides a list of quotes for pupils to learn and places them in the context of the play. Each quote is linked to a significant theme. The essay writing checklist describes each AO, an example of how to answer and a space for pupils to tick when they have completed each objective. This is suitable for: • The whole class • EAL students ( early stage, advanced stage) • Late arrivals in KS4 • Individual students who need to catch up • Students with SEN may also find it more accessible.
Korea by John McGahern  (from AQA GCSE new specification short story Anthology: Telling Tales)
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Korea by John McGahern (from AQA GCSE new specification short story Anthology: Telling Tales)

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- a PowerPoint presentation providing visual images, summary, maps and explanations that give the context of the short story - a simplified version of the story aimed at EAL learners studying GSCE English Literature; includes comprehension questions and short writing tasks. Photos have not been included for copyright reasons but space has been left for them to be added at teachers’ discretion (captions have been added as suggestions for images needed). This resource may also be useful for students who need a revision aid and for late arrivals that need to catch up. Students with SEN may also find it more accessible. It may also be used in isolation as a reading text for EAL learners.
Solving GCSE Maths word problems: template and worked examples for 30 questions
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Solving GCSE Maths word problems: template and worked examples for 30 questions

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This resource provides a template and highly structured approach to solving 30 GCSE word problems. More and longer word problems in the new maths GCSE reduce the students’ ability to succeed purely on the basis of their maths ability; an increased level of English mastery is now required. There are 30 GCSE word problems included and the approach aims to allow such problems to be tackled more methodically and with greater confidence. The resource contains: • A copy of the approach sheet • Two copies of 30 GCSE questions (the second one provides a model for underlining). • Worked solutions for each problem, using the approach sheet with answers • A PowerPoint containing the questions and answers on the template sheet • A scaffold for less confident students, modelling how to organise and diagrammatically represent the information from the question and allowing the students to do the calculations. • A rationale explaining the theory behind each stage on the template. There is also a list of common-usage words that regularly appear in word problems. As well as being suitable for the whole class, this would be particularly useful for: • EAL students (advanced stage) • Late arrivals in KS4 • Students with SEN may also find it more accessible.
KS2 Writing:  formal letters of complaint
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KS2 Writing: formal letters of complaint

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This resource includes four writing stimuli, a writing frame and a formal and informal language activity to develop formal complaint letter writing. The resources are suitable for pupils in Years 4, 5 and 6. They are particularly suitable for EAL learners as they scaffold understanding and language development through language activity, a writing frame, repeated format and visuals.
Battle of Hastings – storyboard, sequencing, diary writing
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Battle of Hastings – storyboard, sequencing, diary writing

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A series of activities beginning with sequencing the background and events of the Battle of Hastings onto a storyboard using the Bayeux tapestry as illustrations. Pupils then write a diary imagining they are a soldier in Harold’s army. Sentence starters are provided for those who may need extra support. This is suitable for: • The whole class • EAL students (early stage, advanced stage) • Students with SEN may also find it more accessible.