Elicit prior knowledge and introduce key words and concepts e.g. join word and definition and complete the sentence with the correct word, use a strong visual to create a 'semantic web' (like a spider diagram) on a topic, with vocabulary provided by pupils or introduced by the teacher.

Prediction: ask pupils to predict the content of a text from the title and / or a picture.

Model reading_: The teacher reads aloud at a reasonable speed, with expression, while pupils follow the text. This allows pupils to make text-sound correspondence and correct expression helps divide up units of meaning within the sentence. 

Pre-teach key vocabulary using visuals and first language translations. Pupils could take the list of key words home to discuss in first language with their parents/carers. Reinforcing the concepts and vocabulary in first language and linking to English is known as translanguaging and will support English language acquisition.

Create a language rich environment where good models of target language are provided through spoken and written language, through a range of media and contexts throughout the lesson. Encourage pupils to use target language and vocabulary throughout lessons through a range of tasks with clear purposes and a defined audience and purpose. Celebrate all efforts and give positive feedback to all attempts to use focus vocabulary and structures. Encourage communication through collaborative learning activities and groupwork using a range of cooperative learning strategies.

Wall displays should be enhanced with key words. Display examples of common sentence structures from the relevant subject (visually supported). It is really helpful to have key language on display in places the pupil knows where to find it.

How can teachers create a language-rich classroom? (linkedin.com)

What is Cooperative Learning? - Answered - Twinkl Teaching Wiki

Model and describe reading strategies:

- Skimming: pupils skim the text to get a general idea, without focusing on words they don't know

- Scanning: pupils scan the text to search for specific information (e.g. to check answers to questions in pre-reading activity)

- Reading on: Pupils continue to read beyond the current section or passage. The pupil is encouraged to explore further, delve deeper into the text, and continue reading to gain a more comprehensive understanding of the topic or story. The pupil is encouraged to read on to find more valuable information or context ahead.

- Annotating of text: Pupils add notes, comments and thoughts directly to the text.

Annotating texts - Annotating texts - AQA - GCSE English Language Revision - AQA - BBC Bitesize

- Note-taking_: provide grid so that pupils look for specific information.

How To Take Study Notes: 5 Effective Note Taking Methods (oxfordlearning.com)

BBC Learning English - Course: Go The Distance / Unit 3 / Session 3 / Activity 1

- Sub-heading: pupils write sub-headings for each paragraph;

- Hot- seating (English, History, RME)_: one pupil becomes a character and answers questions posed by the other pupils.