Ready to use daily for September 2020. 10 maths questions everyday. Aimed at beginner Year 4 level but with some challenging questions for potential more able children. Links are embedded on the front page to take you straight to the day (or you can scroll to the date). I’ve added my bitmoji so if you have one you could replace with your own/ keep / delete. I haven’t included answers as I get the children to tell me them / we work out together if needed. My children do this as a morning starter when they first come in. Credit to @Slidesmania (instagram) for the great Powerpoint template.

Ready to use daily for November 2020. 10 maths questions everyday. Aimed at Year 4 level but with some challenging questions for potential more able children. Links are embedded on the front page to take you straight to the day (or you can scroll to the date). I’ve added my bitmoji so if you have one you could replace with your own/ keep / delete. I haven’t included answers as I get the children to tell me them / we work out together if needed. My children do this as a morning starter when they first come in. Credit to @Slidesmania (instagram) for the great Powerpoint template.

This resource idea comes from Voice 21 and is a great way to focus on the language that children use in discussion. It can be used for any subject! This resource is great for when you reach the end of a topic / area of learning you’ve been focusing on. This example is from Year 4 Science unit on Electricity. I have made it so you can type into the boxes to replace the words. Do be mindful of placing longer words where the circle is at it’s biggest to make sure the colours stay intact. The children get points for using the vocabulary on the board. But can also lose points by using words like “erm” and “like” etc. You may want to introduce this part after they’ve used the bullseye idea a few times. Other ideas for using this activity include when discussing a whole novel/ a specific chapter, after learning about a writing genre (like poetry) or after learning about Rivers. You are able to see whether the children can use the terms correctly. The children in peers can do their tally for the speaker. I would begin by modelling this activity with the whole class so they understand it before getting them to try in their small groups.

Ready to use daily for December 2020. 10 maths questions everyday. Aimed at Year 4 level but with some challenging questions for potential more able children. Links are embedded on the front page to take you straight to the day (or you can scroll to the date). I’ve added my bitmoji so if you have one you could replace with your own/ keep / delete. I haven’t included answers as I get the children to tell me them / we work out together if needed. My children do this as a morning starter when they first come in. Credit to @Slidesmania (instagram) for the great Powerpoint template.

Ready to use daily for October 2020. 10 maths questions everyday. Aimed for Year 4 children. Links are embedded on the front page to take you straight to the day (or you can scroll to the date). I’ve added my bitmoji so if you have one you could replace with your own/ keep / delete. I haven’t included answers as I get the children to tell me them / we work out together if needed. My children do this as a morning starter when they first come in. Credit to @Slidesmania (instagram) for the great Powerpoint template. *Different to September’s Powerpoint, I have moved the questions up on each page as I ‘still’ my screen and the ‘still’ word then would block the bottom answers. Hope you find useful. November to follow.

Transition document for the first day back (in normal classes) after lockdown. Using inspiration from Voice 21, I have created a set of powerpoints . It combines the practices of oracy with well being and mental health. This includes creating class rules (especially important for discussion and ideally are written positively). It has “lockdown” related activities that encourage discussion in a safe environment. Of course these are optional and not to be all done at the same time. I included some information slides for you to help explain how they can be used and I do mention that FS/KS1 may want to use mostly pictures for their classes (so it will need adapting). Hopefully it will be useful.

Created to help the children address their emotions and feelings. With a focus on their oracy they can adjust to life back in the classroom with the help of sentence stems and key vocabulary. Once emotional language is built up you can add the words to the key vocabulary page and edit as you wish. It might be nice to create a display of these words to refer back to.

To help children discuss how they are feeling or share experiences. Daily check in for the morning. Daily check out for end of day- hopefully children can reflect on learning from the day. Not all children will share everyday. Some days you might find the conversations take longer than others. Having your discussion guidelines (example of Voice 21 website) is key for the children being able to share and feel listened to. Oracy- sentence stems and key vocab (which of course can be changed). Not all aspects of the Oracy framework are referred to as my school are at the beginning of our journey with integrating oracy with our learning. Hopefully it is useful.

Daily 5 is 5 questions related to the grammar curriculum of Year 3 (of course it can be used with Year 4 or older as revision). Using the English curriculum I have created questions and included ANSWERS! There are 10 days worth here. Focus on: Capital letters/ punctuation Tense (specifically simple past to present perfect) Prefixes Inverted commas Adverbs Conjunctions Prepositions A/An. I am happy to make more and for various year groups but wanted to see the interest. There is only 10 days worth (unless you do it once a week instead) so again I wanted to see the interest as to whether I create more parts. I have used Daily 5 (or Daily 10) with many year groups and it just helps to keep revision going so aspects of the grammar curriculum do not get forgotten.