1. Use story maps before writing

Story maps help children understand the beginning, middle and end of a story.

For EAL learners, they make structure visible. Pupils can see the characters, setting, problem and events before they are expected to write about them.

Try this:

• choose 3–5 key images
• place them in order
• model the story aloud
• repeat the story with actions
• invite pupils to retell with a partner
• add sentence openers when pupils are ready
• move from oral retelling to shared writing

2. Pre-teach story vocabulary

Before introducing a new book or writing task, choose a small number of essential words.

For example, before a traditional tale, you might teach:

• forest
• cottage
• giant
• frightened
• climbed
• suddenly

Show each word with an image, action or object. Say it aloud. Use it in a sentence. Revisit it during the story and again during writing.

3. Model sentences out loud

EAL learners need to hear how English sentences are built.

Instead of only asking children to write, model your thinking aloud:

“The dragon is the character. I want to describe the dragon. I could say: The fierce dragon flew over the castle. Now I need a capital letter, my adjective, my verb and my full stop.”

This makes the invisible thinking behind writing visible.

4. Use sentence stems

Sentence stems help pupils join in without having to generate the whole sentence alone.

Examples include:

• I can see…
• The character is…
• First, the…
• Suddenly, the…
• I think… because…
• The boy felt…
• The dragon went…
• At the end…

Over time, children can adapt and extend these structures independently.

5. Encourage oral rehearsal

Before pupils write, ask them to say their sentence.

Then ask them to say it again.

Then ask them to tell it to a partner.

This helps children hold the sentence in their memory, refine their grammar and build confidence before putting pencil to paper.

6. Use drama and role play

Drama gives pupils a physical and emotional connection to language.

Children can become the character, act out the setting, show the emotion, repeat key phrases or perform the sequence of events. This helps EAL learners understand story meaning and practise language in a memorable way.

7. Make grammar visual

Grammar can feel abstract for young children, especially when they are still acquiring English.

Use symbols, colours, actions or movable resources to show how sentences work. For example:

• a character image for the noun
• an action symbol for the verb
• a describing symbol for the adjective
• punctuation tiles for full stops, question marks or speech marks
• arrows to show sequence

When children can physically build and manipulate a sentence, grammar becomes easier to understand.

8. Give thinking time

EAL learners may need extra time to process the question, translate meaning, form an answer and speak.

Pause after asking a question. Allow partner rehearsal. Accept pointing, choosing, gesture or one-word responses as part of the journey towards fuller spoken answers.

9. Revisit the same language in different ways

Repetition is powerful when it is purposeful.

Use the same vocabulary in stories, role play, sentence building, phonics, shared writing, independent writing and classroom displays. Each new context strengthens understanding.

10. Celebrate all attempts at communication

Confidence matters.

Praise pupils for joining in, choosing an image, using a new word, retelling part of a story, correcting a sentence, asking a question or helping a peer.

For EAL learners, every meaningful attempt to communicate is a step towards stronger literacy.