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Know your students and know the curriculum.

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Online learning activities for all subjects. Can group students assign tasks at the group's ability.

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maybe work on the end of unit assessments
add a challenge for after the test

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- focusing on interests
- language used
- Written, read, then repeated by a child
- Visual clues, not just writing
- Visual and written
- Translating key words
- First, then...
- Numbered instructions
- Work on something at the same time to demonstrate
- Modelling
- Talking through a process as you do it

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Knowing your students and what works well for them
Their own awareness of what works for them
What do each one needs
Differentiated reading (Newsella)
Closed captions, slow down the speed, immersive reader
Concrete materials for math (rods, cubes, counters, tables charts, hundred chart)
Google search for kids
Collecting a number of links to websites and the top 3 of the list are easy to access (reading level...)

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everyday practice
children understand what help is needed for whom
difference between need/wish

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Whiteboards
different challenges
choose which one they want to do
if too easy
1 on 1 with those that struggle

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* stays visual and not only words
* consider the skills being developed as opposed to just the task.
* giving instructions in small chunks
* making it dyslexia friendly (e.g yellow or light blue/grey paper)
* time schedule (depending on student)
* musical/rhythm inclusion
* making learning concrete, visual and abstract
* separate areas to work ('calm corner' etc)
* choice of independent/pair/group work.
* key words for some / oral instructions for others.

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Input or outcome

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Listening at recording in your own time / speed

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Peer teaching.  (carefully selected groupings)

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Is is not only if you find it difficult, but for everyone.

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Is is not only if you find it difficult, but for everyone.

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So anyone can use it, even if some won‘t use it.

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Headphones, wiggle seats

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More / less time

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Amount of work

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Providing students with a learning journey and allowing students the voice and choice of where their learning begins. Everyone can work on a similar topic or concept but depending on skill competency, students can reflect on where they are currently and what they need to learn next.

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Gradual release of responsibility: supported/guided start, task choice,.

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- paraphrasing
-giving explanations
-correct pronounciation
-think aloud (modelling)
-i do, we do, you do
- graphic organizers
- math: use calculator, if counting is not main objective (eg: area and perimeter)
-choose instrument you‘d like to need (if you need to visually see / hold a tick to see a meter, converting „stick“)

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High Frequency words in front of them, wordbank related to specific topic

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You build on what you‘ve alreday done. It is a constant going back and forth, between the teacher and the students.

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Make sure they have lots of different ressources available to choose from

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introduce new vocabulary using visual resources

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Especially in Y1

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Breaking up tasks into smaller steps.

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success criteria and "bump-it-up wall" for students to see examples and work their way up the success criteria.

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Try and make every lesson auitory, visual, kinestatic

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Try and make every lesson auitory, visual, kinestatic

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More or less help / hints accessible on seesaw (when working in class)

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graphic organizers
1:1 instruction
prompts
math manipulatives (100 squares, beads, etc)
teacher modeling

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Mutual Correction and sharing their strategies with friends

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Mutual Correction and sharing their strategies with friends

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*Questioning: key words to longer sentences.
*Sentence starters
*Word bank
*Visual aids (word mats)
*Writing Frames/Mind-maps
*Demonstrations
*Good and Bad example
*Success Criteria (all, most, some)
*Check list
*Kinaesthetic Material
*Pre-teaching/Pre-activity
*Checking work through stages of completion
*Videos
*Spoken answers/activity
* Changing group sizes for performance.

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Verbal scaffolding: paraphrasing, think-alouds, giving definitions/examples of words I think they may not know, correcting pronounciation.

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Verbal scaffolding: paraphrasing, think-alouds, giving definitions/examples of words I think they may not know, correcting pronounciation.

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Procedural scaffolding: I do, we do , you do format for all lessons.

Instructional scaffolding: graphic organizers are essential