Ashanti read well and provided appropriate responses to the comprehension questions. Ashanti told me how she likes to read and would like to do another activity like this. She was excited when given the multiplication challenge, particularly when we added the element of the timer and the idea that she can try again at another stage to beat her own time.

Spelling still seems to be the main area for development. Ashanti has trouble with some high frequency words such as ‘saw’, ‘when’, ‘keep’.

Given that this was a year 6 comprehension exercise, there was some terminology that Ashanti was not aware of (e.g. setting/idea), however, after explanation, Ashanti attempted all questions showing good understanding of the text and what the question was asking for.

Ashanti wasn’t aware that the different terminology (multiplication, times, groups of, lots of) all referred to the same concept. The poster was useful for putting it all together- now that Ashanti has memorised most of her times tables, she can use the poster to see how to apply them to questions.

Good understanding of the notion of AM and PM and when each occur.

Ayesha had some difficulty with the word equations, particularly when multiple steps were involved (e.g. converting the start time from 24 hour time to AM/PM and then working out how long something had taken). Would be useful to practice more questions involving applying the concept of time (Could try EzyMath resources, Yr 6 Time worksheet)

After explanation of what factors are and introduction of the term ‘fact family’ , Ayesha worked through the worksheets comfortably.

Ayesha was having trouble with her spelling homework from school because she didn’t understand the task and didn’t have any written instructions to refer to. I would like to encourage Ayesha not to be afraid to ask for help, and to seek clarification from her class teacher when she is unsure of what is required.