EAL interventions, tailored for new arrivals.

Going back over, from Week 1, Tuesday.

1. Lay out the pictures: help, hurt, sick, water bottle, wash hands and tired. Say each one; they say it back. Then mix them up: "Show me help." They point. "Show me hurt." Go through them all, in a different order.

1. Put the activity sheet on the table. Point to each face and say the word with your own face; they say it back before the next one: "Great." (arms up, big grin) "Happy." (big smile) "Sad." (mouth down) "Angry." (frown, fists tight) "Scared." (hands up by your face)
2. Then "Worried." (bite your lip, rub your hands together) and "OK." (calm face, small nod). Not the OK hand sign or a thumbs up. They say each one back.
3. Make a face and wait: "What's this?" If they say the word, "Fantastic!"; if not, say it together. Point to yourself: "I feel happy." Make a face and turn your hand to them: "I feel...?" "Yes! Well done!"
4. Show them the feelings line on the activity sheet: sad at the bottom, great at the top. Hold up each word card and say it; they say it back. Then give them the card: "Where does it go?" They put it on the line: "Yes! Well done!" If it needs moving, move it together. When all five are on, point up and down the line and say them together: "Sad... tired... OK... happy... great!"
5. The table cards. Hands out, palms up, puzzled face: "I don't understand." (from Week 1) Pencil down, arms folded: "I'm finished." They say each one back.
6. Say something long and fast. Look at them and wait. When they point to the card, or say the words: "Thank you! Very good! I'll show you." And show them.

1. Let the child "be the teacher". They give you an instruction by pointing or saying it, and you hold up the I don't understand card so they show you again. Then you say "Draw a circle." When they're done, they show or say "I'm finished." "Great work!"
2. Board game: take turns to spin and move, saying "I feel happy." (or sad, angry...) for the face you land on, and act it out. "Great work!"
3. Move somewhere quiet, just the two of you. Point to yourself and the happy face: "I feel happy." Then point to the pictures and ask gently "How do you feel?" They can point, say it or nod. Don't ask again. If they point to sad, scared, worried or angry, say calmly "Thank you for telling me." Don't ask why, and don't try to cheer them up or fix it. Pass it on in the usual way.
4. If anything the child shows, draws or does gives you cause for concern, follow your school's safeguarding procedures as you would with any child.
5. Show them the activity sheet: the table cards are to cut out and keep; find each face's word in the word box and write it underneath; cut out the feelings words and stick them along the line.
6. If they write in their own language, point to the space next to a feelings word and mime writing: they can write it in their language too.
7. From now on, when a card goes up in class, go over and show them.
8. Say "Goodbye, ___! Well done today! See you tomorrow." If they say goodbye back: "Brilliant!"

1. Sit side by side. Clap a short pattern, clap-clap, and nod at them to copy. When they do: "Brilliant!" Make it a little longer each time, then let them clap one for you to copy.
2. Get out their help cards. Hold one up: "What's this?" Wait. If they say it: "Fantastic!" If not: "Is it help?" Wait for "Yes" or "No", then say it together. Do the toilet and drink cards the same way.
3. Ask "Where is your drawer?" They point. "What is it?" Wait for the word: "Yes! Well done!" Then their coat peg the same way.

1. Put the activity sheet on the table. Point to each picture, say it, and point to the real thing; they say it back before the next one: "Door." "Window." "Table." "Chair." "Whiteboard." "Carpet." Then "Your drawer. Your coat peg." "Very good!"
2. Point to a picture: "What's this?" Wait. If they say it: "Fantastic!" If not: "Is it the window?" and say it together. Do them all, mixed up. Then "Where is the door?" They point from their seat: "Yes! Very good!"
3. Hold up the red pencil: "Red." They say it back. Then "Yellow." "Green." "Blue.", holding up each pencil; they say each one back. Then hold one up and wait: "What colour?" If they say it: "Yes! Well done!" If not, say it together. Mix up the order.
4. Get out the barrier game page, cut in half: one board each. Colour the four squares together, one at a time, saying each colour as you go: "Red." They say it back and colour theirs red. Then yellow, green and blue. Cut out the four picture cards on each half.

1. Bring the buddy over. "Hello!" Barrier game: a board and its four cards for the child, the other for you, and a book standing up between you. You go first: put a card on a square without showing them and say it: "The window is on red." They put theirs on red too. Do all four cards, then lift the book: "The same! Brilliant!" Then give your board to the buddy: the buddy says where the cards go and the child copies. Then swap: the child says it and the buddy copies. If a word won't come, point to the pencil or the card and say it together. Afterwards, put the cards in an envelope in their drawer: they're used next time.
2. Show them the activity sheet: point to a picture, find its word in the word bank and mime copying it onto the line. Do the first one together: "Great work!"
3. If they write in their own language, point to the space next to a label and mime writing: they can write the word in it too.
4. If they don't write yet, write each word lightly in pencil under its picture so they can trace it.
5. Say "Goodbye, ___! Well done today! See you tomorrow." If they say goodbye back: "Brilliant!"