Monday, 27 November 2017
PRIME AND SQUARE NUMBER TREE
I have created this activity to support a student with recognising and understanding square and prime numbers; it encourages the student to reflect on their learning and to explain their reasoning with me. It has proven to be popular with other students too. The colouring is beneficial to the development of fine motor skills. The student can also cut out the completed tree which in turn can be used as part of a display. I have also included a tree template so that you can design your own tree puzzle (I also have a long ea and short ea tree). My students also like to use the tree template to design their own puzzles too.
Wednesday, 1 November 2017
TELL ME A STORY
TELL ME A STORY
Reading
is an essential part of our learning.
The English curriculum requires that students are able to retrieve
information, summarise, deduct, predict and make inferences from texts,
justifying their opinions.
You
can support your child in developing these skills by discussing with them the
stories they read. A useful strategy for
doing this is the Five Finger Retell which reminds us of the five key points to
discuss when retelling a story.
CHARACTER:
stories revolve about the character.
Encourage your child to discuss the character in detail by focusing on
SAD (SPEECH. ACTION. DESCRIPTION). What does the character say? Can your child
describe the character’s appearance? What are their actions? When discussing their opinion of the
character, you may find it useful to refer to PEE. This strategy encourages your child to give
their point of view((P) explain and justify their opinion (E)
and give examples from the story to
support this(E). Your child may enjoy
drawing the character from the story and annotate their drawing with
adjectives, phrases and quotes from the text.
SETTING:
where and when is the story set. With
your child discuss how the author uses the senses to engage and involve the
reader. If you were in that setting what
would you see and hear, or even feel and smell?
Consider if overall the setting is a place where you would want to be; a
place where you would feel safe or possibly a place that makes you feel uneasy.
PROBLEM:
what happens in the story that requires the character to overcome a difficulty
or difficulties? Discuss with your child
how the author uses words and sentence structure to create the
atmosphere. Can you find examples where punctuation,
short sentences and onomatopoeia have been used?
EVENTS:
ask your child to discuss what happens in the story encouraging them to think about
the beginning, middle and ending of the story.
SOLUTION:
how does the character solve the problem?
Were they surprised by how the problem was resolved?
Reading
is an essential skill; it is a source of information and opens our minds to new
experiences.
Monday, 2 October 2017
A STRATEGY FOR LEARNING THE SEVEN TIMES TABLES
Learning the 7 times tables
I have used
this strategy with students who are finding the seven times tables difficult
to learn and remember. (Colour coding is
also very useful).
1. Write the numbers 0 – 9 like this:
0

7

4

1

8

5

2


9

6

3

These are
the unit/ones numbers for the multiples of 7.
2. Now begin to put in the tens numbers
to complete the table like this:
0
0
x 7 =

7
1
x 7

14
2
x 7

21
3
x 7

28
4
x 7

35
5
x 7

42
6
x 7


49
7
x 7

56
8
x 7

63
9
x 7

3. Notice how the pattern continues:
0
0
x 7
70
10
x 7

7
1
x 7
77
11
x 7

14
2
x 7
84
12
x 7

21
3
x 7
91
13
x 7

28
4
x 7
98
14
x 7

35
5
x 7
105
15
x 7

42
6
x 7
112
16
x 7


49
7
x 7
119
17
x 7

56
8
x 7
126
18
x 7

63
9
x 7
133
19
x 7

Friday, 1 September 2017
I DON'T KNOW HOW TO DO THIS! Homework support
I
DON'T KNOW HOW TO DO THIS!
When
faced with learning something new the majority of us feel uncomfortable as we
are out of our comfort zone. These
feelings may cause some of us to be fidgety and unfocused. Consequently, some
children find when completing homework that they cannot recall what to do and
this in turn can lead to feelings of frustration and anxiety.
You
can support your child by remaining calm; reassuring them that finding
something difficult is OK and that they should not worry about making a
mistake; everybody makes mistakes.
Introduce them to the acronym FAIL  First Attempt in Learning.
Share
with them the times when you have felt overwhelmed by something new, so that
they know that you empathise with them and that such feelings are normal. Many schools use the 'THINK, PAIR, SHARE,'
strategy which encourages students to think about a task, discuss it with a
partner and to share their thoughts. The
following questions are useful in discussing the process of tackling new
learning.
WHAT
DO YOU NOTICE?
Does the task remind you
of anything you have learnt before? With
this question there can be no wrong answer.
It promotes closer study and discussion about the learning which in turn
can help to decode the task. CAN I LOOK AT ONE SMALL PART FIRST TO START?
Read the task together and if necessary support your child in breaking
the task into smaller parts. This can
help to dismiss the feelings of being overwhelmed. Highlighting, underlining, circling
significant words or phrases as well as jotting down thoughts and ideas can be
useful strategies.
ARE THERE EXAMPLES?
Often examples are included with the task, if not, the Internet
can be a good resource of examples including video clips.
Should
the home learning prove tricky and your child is becoming anxious, stop;
reassure them and let them know that you will communicate with their teacher.
If you are concerned about your child becoming anxious about their learning you
should contact their teacher. There are also many strategies to support
children overcome feeling anxious, e.g. taking deep breaths, sorry boxes and toys, etc
which can be researched online.
Tuesday, 1 August 2017
SIX TIMES TABLE STRATEGY
SIX TIMES TABLE STRATEGY
If you multiply 6 by and even number. It will end with the same number.
2 x 6 = 12
4 x 6 = 24
6 x 6 = 36
8 x 6 = 48
The number in the tens place is half of the number in the ones place.
Introduce students to multiplying even two digit numbers by 6
10 x 6 = 60
The zero goes to the ones place.
When an even two digit number is multiplied by 6 whole number is divided by 2 and the tens number added.
10 is halved = 5
1 is added to make 6
The 6 goes in the tens place
12 x 6 = 72
2 goes to the ones place
half of 12 = 6
6 + the 1 (tens number) = 7
More confident students will enjoy testing this theory out; finding examples that it can be extended to larger numbers, see the examples below. Encourage them to explain how the rule works, using their examples and strategies such as colour coding.
48 x 6 = 288
8 goes in the ones place
half of 48 = 24
24 + 4(tens) = 28
312 x 6 = 1872
2 goes in the ones place
half of 312 = 156
Add the Hundreds and tens number to this so 156 + 31 = 187
4826 x 6 =28956
6 goes in the ones place
half of 4826 = 2413
Add the thousand, hundreds, and tens numbers to this so 2413 + 482 = 2895
Monday, 3 July 2017
BEAT THE SUMMER HOLIDAY BOREDOM BLUES
Beat the Summer Holiday Boredom Blues
A great way of keeping your child entertained throughout the summer
holidays is to help them create a summer 'bucket' list of things that they
would like to do over the holidays. The
activities can be varied, cost free and will inevitably develop key learning
skills, such as reading, observing, questioning, creativity, etc. The bucket list below is just an example.
• Grow flowers. Your child can plant seeds and care for them
or alternatively place carrot tops in a saucer of water and watch them
grow. Encourage your child to measure,
observe and record the growth of their seeds using words and images.
•
Join the local library and
participate in their story telling events and competitions.
•
Visit a local museum. Many museums will be holding special events
and exhibitions during the summer holidays.
e.g
a red flower, a piece of sheep's wool, a nest, etc.
•
Create a nature hotel in your
garden by leaving a shallow saucer of water for birds to drink from, make bird
feeders and plant flowers that attract bees and butterflies. There are lots of websites to advise on how
to do this.
•
Keep a journal or scrap
book. Encourage your child to record their holiday with words, drawings, photos as well as
tickets, leaflets etc. By keeping your
own or a joint journal with your child you will be modelling good practice.
•
Research a location you will be
visiting and share at least 5 interesting facts with other family members.
•
Write a review of the books
that they read or the films they watched over the holidays.
•
Recycle. Collect recycled card, tubes and packets that
can be used to make collages or models.
•
Create a costume and prop box
and act out plays or hold talent contests.
A summer 'bucket' list is a good way to share the holidays with your
child; it gives them an opportunity to be digital free,
to explore their local community and above all, share their ideas, observations
and learning with you.
Jennifer Orgill
Tuesday, 30 May 2017
RESCUE Spelling Strategy
Recently one of my students introduced me to this strategy. I have since used it several times, especially with my older students. It has been particularly useful for one individual who enjoys knowing where words originated from.
RESCUE
Wednesday, 3 May 2017
QUESTIONS! QUESTIONS! QUESTIONS!
Asking open questions encourages
your child to really think about their
learning and further develop their
understanding. Open questions (sometimes
referred to as high order questions) support your child in developing the
ability to explain their reasoning, to give examples to support their answer
and to think of other possibilities and solutions.
There are six basic questions
that you can be used to encourage your child to recall, retell or research a
subject accurately and in detail. These
are:
Who? What? Where? When? How? Why?
What, how and why questions can
also be applied to your child’s learning across the curriculum. The examples below focus on a child’s
learning generally but they can also be adapted to a specific subject or
learning activity. For example, you
could ask what strategy your child used to solve a maths questions; or ask what
are the differences and similarities between two books.
What strategy did you use?
What if... ?
What are the differences and
similarities?
What are
the features of ...?
What do you think about ...?
How can you check your answer?
How do you know?
How would you solve this?
How would you categorise ...?
Why do you think the answer is
right?
Why do you think that happened?
Why is it important?
Why did you decide to...?
Why do you agree or disagree?
Other questions that are
important to encourage your child to answer are;
Can you explain what you have done so far?
Can you give an example?
Being able to explain their
thinking and support their answers with examples develops a child’s ability to
make inferences and connections which are important skills across the
curriculum.
As well as asking high order
questions, encourage your child to explain their learning by drawing pictures,
writing posters, building models, generating graphs and charts, creating songs
and rhymes or acting out the key points.
For example:
Can you draw a picture to prove it?
This type of question gives
children the opportunity to analyse, evaluate and apply their learning kinaesthetically
and creatively and can really help them to a good understanding of their
learning.
Tuesday, 4 April 2017
SPELLING RESOURCES
As a tutor, many
of my students find spelling difficult; their knowledge of phonics is often not
strong. Some tell me that they try to
learn their homework spellings but when it comes to the spelling test they are
not able to remember them; they find spellings frustrating and sadly feel that
their difficulty in remembering how to spell means that they are failing.
I have lots of
strategies to support them. The
strategies that I am sharing with you are practical and kinaesthetic, moving
away from the more traditional way of copying out spellings. The resources that I use are all from the
bargain shops and can be easily assembled, wherever possible I get my students
involved in making the resources too.
The letter b and d confusion.
Discuss with the
student how the lower case b fits into the upper case b. They can trace over the letters with a
highlighter or create their own. This
can then be placed on a desk, in a book, or
in a place where the student an refer to it easily.
Spoons
This activity
encourages the student to think about the onset of the word and also the digraph. It can easily be adapted to the individual
student.
Shaving
foam and sand
Practising
their spellings in shaving foam and sand is one of my students’ favourite
activities; especially if they can go outside.
You might be able to see that on the tray that i use, one of my students
had the brilliant idea if using the sand and tray to practise telling the time.
Pipe
cleaners
Using pipe cleaners to spell words is also a good exercise for
building hand and finger strength.
Beads,
stamps and stickers
Look out for letters on beads, stamps and alphabet stickers. They are a fun way to practise
spellings. I found that it is easier to buy beads, stamps
and stickers that have the upper case letters but these can confuse some
individuals. Thread beads onto cord or
pipe cleaners to spell words is another good exercise for developing hand and
finger muscles.
Most of my students enjoy being outside and it is not unusual
for my patio to be covered in chalky spellings.
I do have a blackboard on an easel which they like to use too.
These strategies are kineasthetic; the more I support students
the more I realise how important it is that students experience their learning in
many ways. Most of all, it reinforces my
belief that learning should be fun.
Tuesday, 28 February 2017
FIVE FUN WAYS TO LEARN THE MULTIPLICATION TABLES
Knowledge of the tables up to
twelve and the confidence to recall the multiplication facts is an integral
part of the national mathematics curriculum.
For some children recalling the facts quickly and accurately is
difficult with the consequence that they lose confidence in their maths skills.
The following activities are fun
ways to learn and practise the multiplication tables.
1. Use online interactive activities and
resources, many of which are free.
Traditional games and rhymes can be adapted, for example, play hopscotch
counting 4, 8, 12, etc or sing the multiples of 3 to the tune of jingle
bells.
2 2. Build
arrays. Encourage your child to draw or
build arrays using building bricks, sticky labels or beads. Arrays help children recognise that
multiplication is repeated addition.
3 3. Practice Doubling. Being confident with doubling numbers means
that your child can use this understanding when learning trickier times
tables. If your child can double they
can times any number by four by using the strategy of doubling and doubling
again. For example; to answer 4 x 7 first double 7 which is 14, then double 14
for the final answer of 28. Try throwing a dice to generate numbers to double.
For example:
5 5. Make it random. Practising the multiplication tables out of
sequence helps build confidence. This
can be done by selecting a table to focus on and turning over playing cards to
create a sum (use the jack as x11 and the queen as x12 and the king as the
square number).
Short, regular practice, using a
variety of methods and activities to make the learning enjoyable, will support
your child in learning the multiplication tables.
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