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At the start of a Year 4 science lesson, the teacher gives a Flashback 4:

1. One question from last lesson (states of matter).

2. One from last week (water cycle).

3. One from last term (plants).

4. One maths link (interpret data from a graph).

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During a Year 5 guided reading discussion, the teacher asks:
“Why do you think the author chose the word ‘lurking’ here?”
Instead of asking for volunteers, the teacher says:
“I’ll give you 10 seconds to think. I’ll be asking Fatima first, then Luke.”
Pupils know anyone may be called on → encourages full-class attentiveness.

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In Year 2 maths, the teacher introduces “arrays” for multiplication.

Shows a diagram of 3 rows of 5 dots.

Labels it “3 rows of 5 = 15.”

Writes the multiplication sentence alongside.
Talking + showing + written form together reduces overload and helps pupils connect representations.

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In Year 3 writing, the teacher provides sentence stems to help pupils expand ideas:

“I believe this because…”

“Another reason is…”

“This makes me think that…”
Higher-attaining pupils may not use the stems; others lean on them until ready to write more independently.

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In a Year 6 history lesson, pupils discuss whether the Victorians improved people’s lives.

Teacher sets up partner talk using the stem:

“I agree/disagree with you because…”

“On the other hand…”

Partners rehearse orally before feeding back → increases quality of contributions and confidence in whole-class discussion.

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Hands down answering

Using the Class Dojo randomiser

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Using lollypop sticks

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Daily arithmetic

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Modelling a sentence, colour coding the different areas such as 'parenthesis'

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Answer sentence stems in Guided Reading 

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Answer sentence stems in Guided Reading 

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Including pictures to support scientific language

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Giving opinions, thinking critically and finding evidence in the text or facts they have found.

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Sharing and rehearsing sentence examples in a writing lesson to demonstrate to the whole group how sentences are constructed

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Having a big question on the board from prior learning and children discuss it with a partner and then share with the class

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White Rose sentence stems to develop understanding and oracy.

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Low stake quizzes

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At the start of the lesson we ask questions about lessons already taught plus questions about what they learned the previous year.

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Key vocabulary - guided reading with images

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In Spanish, having the sentence stem on the board.

Gradual release model - slowly taking some scaffolding away

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Inference question of the day sentence stems "The fox ran away quickly because..."

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Sentence stems - WRM

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Maths - modelling reasoning and problem solving explanations

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When answering a question I give the children thinking time or talk partner time and then use names on lolly sticks to select a child to answer.

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Shared write - including elements of the success criteria

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Morning starters and Exit tickets (submit answer tickets to get bag and coats)

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Debate style lessons - Big Question etc

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Teaching narrating their thinking and steps