**RESCUE**

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**

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, re-tell or research a
subject accurately and in detail. These
are:

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;

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:

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.

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.

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.

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.

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.

Using pipe cleaners to spell words is also a good exercise for
building hand and finger strength.

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.

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.

KABOOM is
a great game to play to help develop quick recall of the multiplication
tables. It can be played with 2 or more
and can be used as a group activity.

Write multiplication sums on lolly sticks. (I brought mine in
a certain High Street shop that only sells items for a pound). You may wish to focus on a specific times
table to suit the needs of your students.
On some of the lolly sticks write the word KABOOM. I generally write three KABOOM sticks for
each time table i.e. 12 sums: 3 KABOOM. The lolly sticks are then placed in a container so that they can be
picked out randomly.

The students take turns to pick a lolly stick. If the answer the sum correctly, they keep
the stick. If they are incorrect they
are given the answer, possibly discussing ways to remember that fact, and
return the stick to the pot. If a
student picks a KABOOM stick, all their sticks have to be returned into the
pot. The ratio of KABOOM sticks to sums
should mean that all students playing will have a KABOOM moment.

The game can be played continuously until stopped; however you
may want to play for a set time or change the rule so that when a KABOOM stick
is pulled out from the pot the sums go back in leaving the KABOOM lolly stick
stays out in which case the game ends when the last lolly stick has been picked
out from the pot.

At the end of the game the students count their lolly sticks;
the one with the most wins the game.

Try playing the game with your students so that they experience
good modelling of taking turns, fair play and how to return the lolly sticks
when you pick KABOOM with good humour.

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