Advanced training materials for autism; dyslexia; speech, language and communication; emotional, social and behavioural difficulties; moderate learning difficulties

Narrator:

Hawes Side is a large three-form entry school in Blackpool, with around 30% of pupils on the Special Educational Needs register. For those pupils with Specific Learning Difficulties, the school’s inclusion team uses careful differentiation in the classroom, with a range of group interventions, focussing on pupils’ individual requirements, such as phonic skills, spelling, and fine or gross motor skills. A multi-sensory support is also employed to ensure the child is making steady progress.

Group Intervention interaction

Teacher: Good boy

Gill Holt – Inclusion Manager

Children with specific difficulties often have great difficulty with fine and gross motor skills.

Group Intervention interaction

Teacher: Concentrate, you hold this paper as well. That’s it. On the dots. See these here?

Pupil: Yes.

Teacher: That’s what we’re going to cut around.

Gill:

Manual dexterity is a great difficulty, so we look at the whole child, we look at their posture when they’re doing their handwriting; we ensure that they’ve got a correct pencil grip.

Group Intervention interaction

Teacher: Right hold it tight, tight, tight.

Gill:

We use a multi-sensory approach so the child may make the grapheme in the sand.

We may utilise threading beads, and do lots of work on left to right orientation with them.

Group Intervention interaction

Pupil: A little circle, a square and a … a cylinder.

Teacher: Good girl.

Gill:

Lots of infants benefit from activities to develop the pincer grip when they’re doing that.

Group Intervention interaction

Teacher 1: Right through, that’s it, you’ve got it now.

Teacher 2: Lift your finger and your thumb there, and I want you to press it

Gill:

Therapeutic property is a resource that we’ve sourced from occupational therapy and it’s a very useful tool to develop strength in the hand.

All the fine motor skills certainly help the child to develop the acquired skills to improve hand writing.

Narrator:

When teaching spelling, the school employs a variety of strategies, with some children benefitting from a phonic approach, whilst others respond to a more visual method.

A common strategy is simultaneous oral spelling, which is visual, multi-sensory, and repetitive, so the child retains the required vocabulary.

Simultaneous Oral Spelling Intervention interaction

Teacher: This morning we’re going to have a look at spelling the word ‘could’, and we’re going to have a think about the letter names, alright. So if you see this word here? Would you tell me the letter names in this word ‘could’?

Pupil: Kuh, suh, see

Teacher: Good boy.

Pupil: O

Teacher: Have a go. Have a little look at this one.

Pupil: U

Teacher: Good boy

Gill:

The child writes the word in a cursive script, and we repeat it several times using coloured pens. The child then writes the word from memory; they look at the shape of the word. Very often we use magnetic letters also to make the word, and then the child writes the word again from memory, we check it. We never say that the child is wrong. If there’s an error we say, well done! You’re nearly there, you’ve nearly achieved your target.

Simultaneous Oral Spelling Intervention interaction

Teacher: Well done. Can you see? I can see all your letter names there, well done.

Gill:

And then the child will write the word in a sentence.

Simultaneous Oral Spelling Intervention interaction

Teacher: I want you to think of a sentence that includes this word ‘could’. Go on then.

Pupil: I could go to the shop.

Teacher: Perfect. Ok.

Gill:

We will check all the spellings in the sentence, but we’re particularly focussed on the target word, and if the child is correct, we praise, and we will revisit skills probably on several occasions to retain the spelling. It is very difficult for a child with SpLD to learn spellings, it’s a really difficult skill for them to acquire.

Simultaneous Oral Spelling Intervention interaction

Teacher: Well done. What have you put on the end?

Pupil: A full stop.

Teacher: Super, that’s brilliant. Well thank you Joshua, you’ve done really well there.

Comprehension Intervention interaction

Learning mentor: Hello Kayleigh, how are you today?

Kayleigh: I’m fine thank you.

Narrator:

Year 5 pupil Kayleigh is given an exercise by her learning mentor to help improve her reading comprehension.

Gill:

She’s so focussed on the reading process, decoding words, remembering the shape of the words, the fluency, that she doesn’t take in the information she’s reading. So the text is presented in a very structured way. We just chunk the passage and focus on specific paragraphs.

Comprehension Intervention interaction

Learning mentor: So what we’re going today is to read some text from an author that I know we’ve actually been working on in school, and it’s Roald Dahl.

The characters are Mr and Mrs Twit, we’re going to read the story, but you’re going to read it for me. We’re going to read it in sections then I’m going to ask you some questions about what you’ve read.

Kayleigh: (Reading) “Mrs Twit sneaked out into the garden”

“At 1 o’clock, she cooked spaghetti for lunch.”

Learning mentor: Well done.

Gill:

If the child needs the paragraph reading to her, then we do that. She may read the paragraph herself, and then answer specific questions about the paragraph.

Comprehension Intervention interaction

Learning mentor: Will you tell me a little bit about what you’ve read? What happened in the first part of the story with Mrs Twit?

Kayleigh: She went into the garden, and got some worms and cooked them to play a trick on her husband.

Learning mentor: Fantastic, well done. Why do you think Mr Twit didn’t see the worms on his plate?

Kayleigh: Because it was covered in cheese and tomato sauce.

Kayleigh: Fantastic, well done

Gill:

It helps the child to concentrate on the content of the text, and it’s only through practice, regular reading, breaking the passage down into chunks that the child will acquire the skills to be successful at comprehension which is a vital skill to become fluent readers and skilled readers.

Comprehension Intervention interaction

Learning mentor: How do you think you got on reading it?

Kayleigh: I think I got on well, but I got stuck on a couple of words.

Learning mentor: That’s fine because there were some really difficult words in that story to read, some that I might have struggled on.

Kayleigh: I think I did well.

Learning mentor: I think you did too, I think you did super. Well done.

Narrator:

Hawes Side is a large three-form entry school in Blackpool, with around 30% of pupils on the Special Educational Needs register. For those pupils with Specific Learning Difficulties, the school’s inclusion team uses careful differentiation in the classroom, with a range of group interventions, focussing on pupils’ individual requirements, such as phonic skills, spelling, and fine or gross motor skills. A multi-sensory support is also employed to ensure the child is making steady progress.

Group Intervention interaction

Teacher: Good boy

Gill Holt – Inclusion Manager

Children with specific difficulties often have great difficulty with fine and gross motor skills.

Group Intervention interaction

Teacher: Concentrate, you hold this paper as well. That’s it. On the dots. See these here?

Pupil: Yes.

Teacher: That’s what we’re going to cut around.

Gill:

Manual dexterity is a great difficulty, so we look at the whole child, we look at their posture when they’re doing their handwriting; we ensure that they’ve got a correct pencil grip.

Group Intervention interaction

Teacher: Right hold it tight, tight, tight.

Gill:

We use a multi-sensory approach so the child may make the grapheme in the sand.

We may utilise threading beads, and do lots of work on left to right orientation with them.

Group Intervention interaction

Pupil: A little circle, a square and a … a cylinder.

Teacher: Good girl.

Gill:

Lots of infants benefit from activities to develop the pincer grip when they’re doing that.

Group Intervention interaction

Teacher 1: Right through, that’s it, you’ve got it now.

Teacher 2: Lift your finger and your thumb there, and I want you to press it

Gill:

Therapeutic property is a resource that we’ve sourced from occupational therapy and it’s a very useful tool to develop strength in the hand.

All the fine motor skills certainly help the child to develop the acquired skills to improve hand writing.

Narrator:

When teaching spelling, the school employs a variety of strategies, with some children benefitting from a phonic approach, whilst others respond to a more visual method.

A common strategy is simultaneous oral spelling, which is visual, multi-sensory, and repetitive, so the child retains the required vocabulary.

Simultaneous Oral Spelling Intervention interaction

Teacher: This morning we’re going to have a look at spelling the word ‘could’, and we’re going to have a think about the letter names, alright. So if you see this word here? Would you tell me the letter names in this word ‘could’?

Pupil: Kuh, suh, see

Teacher: Good boy.

Pupil: O

Teacher: Have a go. Have a little look at this one.

Pupil: U

Teacher: Good boy

Gill:

The child writes the word in a cursive script, and we repeat it several times using coloured pens. The child then writes the word from memory; they look at the shape of the word. Very often we use magnetic letters also to make the word, and then the child writes the word again from memory, we check it. We never say that the child is wrong. If there’s an error we say, well done! You’re nearly there, you’ve nearly achieved your target.

Simultaneous Oral Spelling Intervention interaction

Teacher: Well done. Can you see? I can see all your letter names there, well done.

Gill:

And then the child will write the word in a sentence.

Simultaneous Oral Spelling Intervention interaction

Teacher: I want you to think of a sentence that includes this word ‘could’. Go on then.

Pupil: I could go to the shop.

Teacher: Perfect. Ok.

Gill:

We will check all the spellings in the sentence, but we’re particularly focussed on the target word, and if the child is correct, we praise, and we will revisit skills probably on several occasions to retain the spelling. It is very difficult for a child with SpLD to learn spellings, it’s a really difficult skill for them to acquire.

Simultaneous Oral Spelling Intervention interaction

Teacher: Well done. What have you put on the end?

Pupil: A full stop.

Teacher: Super, that’s brilliant. Well thank you Joshua, you’ve done really well there.

Comprehension Intervention interaction

Learning mentor: Hello Kayleigh, how are you today?

Kayleigh: I’m fine thank you.

Narrator:

Year 5 pupil Kayleigh is given an exercise by her learning mentor to help improve her reading comprehension.

Gill:

She’s so focussed on the reading process, decoding words, remembering the shape of the words, the fluency, that she doesn’t take in the information she’s reading. So the text is presented in a very structured way. We just chunk the passage and focus on specific paragraphs.

Comprehension Intervention interaction

Learning mentor: So what we’re going today is to read some text from an author that I know we’ve actually been working on in school, and it’s Roald Dahl.

The characters are Mr and Mrs Twit, we’re going to read the story, but you’re going to read it for me. We’re going to read it in sections then I’m going to ask you some questions about what you’ve read.

Kayleigh: (Reading) “Mrs Twit sneaked out into the garden”

“At 1 o’clock, she cooked spaghetti for lunch.”

Learning mentor: Well done.

Gill:

If the child needs the paragraph reading to her, then we do that. She may read the paragraph herself, and then answer specific questions about the paragraph.

Comprehension Intervention interaction

Learning mentor: Will you tell me a little bit about what you’ve read? What happened in the first part of the story with Mrs Twit?

Kayleigh: She went into the garden, and got some worms and cooked them to play a trick on her husband.

Learning mentor: Fantastic, well done. Why do you think Mr Twit didn’t see the worms on his plate?

Kayleigh: Because it was covered in cheese and tomato sauce.

Kayleigh: Fantastic, well done

Gill:

It helps the child to concentrate on the content of the text, and it’s only through practice, regular reading, breaking the passage down into chunks that the child will acquire the skills to be successful at comprehension which is a vital skill to become fluent readers and skilled readers.

Comprehension Intervention interaction

Learning mentor: How do you think you got on reading it?

Kayleigh: I think I got on well, but I got stuck on a couple of words.

Learning mentor: That’s fine because there were some really difficult words in that story to read, some that I might have struggled on.

Kayleigh: I think I did well.

Learning mentor: I think you did too, I think you did super. Well done.

Narrator:

Hawes Side is a large three-form entry school in Blackpool, with around 30% of pupils on the Special Educational Needs register. For those pupils with Specific Learning Difficulties, the school’s inclusion team uses careful differentiation in the classroom, with a range of group interventions, focussing on pupils’ individual requirements, such as phonic skills, spelling, and fine or gross motor skills. A multi-sensory support is also employed to ensure the child is making steady progress.

Group Intervention interaction

Teacher: Good boy

Gill Holt – Inclusion Manager

Children with specific difficulties often have great difficulty with fine and gross motor skills.

Group Intervention interaction

Teacher: Concentrate, you hold this paper as well. That’s it. On the dots. See these here?

Pupil: Yes.

Teacher: That’s what we’re going to cut around.

Gill:

Manual dexterity is a great difficulty, so we look at the whole child, we look at their posture when they’re doing their handwriting; we ensure that they’ve got a correct pencil grip.

Group Intervention interaction

Teacher: Right hold it tight, tight, tight.

Gill:

We use a multi-sensory approach so the child may make the grapheme in the sand.

We may utilise threading beads, and do lots of work on left to right orientation with them.

Group Intervention interaction

Pupil: A little circle, a square and a … a cylinder.

Teacher: Good girl.

Gill:

Lots of infants benefit from activities to develop the pincer grip when they’re doing that.

Group Intervention interaction

Teacher 1: Right through, that’s it, you’ve got it now.

Teacher 2: Lift your finger and your thumb there, and I want you to press it

Gill:

Therapeutic property is a resource that we’ve sourced from occupational therapy and it’s a very useful tool to develop strength in the hand.

All the fine motor skills certainly help the child to develop the acquired skills to improve hand writing.

Narrator:

When teaching spelling, the school employs a variety of strategies, with some children benefitting from a phonic approach, whilst others respond to a more visual method.

A common strategy is simultaneous oral spelling, which is visual, multi-sensory, and repetitive, so the child retains the required vocabulary.

Simultaneous Oral Spelling Intervention interaction

Teacher: This morning we’re going to have a look at spelling the word ‘could’, and we’re going to have a think about the letter names, alright. So if you see this word here? Would you tell me the letter names in this word ‘could’?

Pupil: Kuh, suh, see

Teacher: Good boy.

Pupil: O

Teacher: Have a go. Have a little look at this one.

Pupil: U

Teacher: Good boy

Gill:

The child writes the word in a cursive script, and we repeat it several times using coloured pens. The child then writes the word from memory; they look at the shape of the word. Very often we use magnetic letters also to make the word, and then the child writes the word again from memory, we check it. We never say that the child is wrong. If there’s an error we say, well done! You’re nearly there, you’ve nearly achieved your target.

Simultaneous Oral Spelling Intervention interaction

Teacher: Well done. Can you see? I can see all your letter names there, well done.

Gill:

And then the child will write the word in a sentence.

Simultaneous Oral Spelling Intervention interaction

Teacher: I want you to think of a sentence that includes this word ‘could’. Go on then.

Pupil: I could go to the shop.

Teacher: Perfect. Ok.

Gill:

We will check all the spellings in the sentence, but we’re particularly focussed on the target word, and if the child is correct, we praise, and we will revisit skills probably on several occasions to retain the spelling. It is very difficult for a child with SpLD to learn spellings, it’s a really difficult skill for them to acquire.

Simultaneous Oral Spelling Intervention interaction

Teacher: Well done. What have you put on the end?

Pupil: A full stop.

Teacher: Super, that’s brilliant. Well thank you Joshua, you’ve done really well there.

Comprehension Intervention interaction

Learning mentor: Hello Kayleigh, how are you today?

Kayleigh: I’m fine thank you.

Narrator:

Year 5 pupil Kayleigh is given an exercise by her learning mentor to help improve her reading comprehension.

Gill:

She’s so focussed on the reading process, decoding words, remembering the shape of the words, the fluency, that she doesn’t take in the information she’s reading. So the text is presented in a very structured way. We just chunk the passage and focus on specific paragraphs.

Comprehension Intervention interaction

Learning mentor: So what we’re going today is to read some text from an author that I know we’ve actually been working on in school, and it’s Roald Dahl.

The characters are Mr and Mrs Twit, we’re going to read the story, but you’re going to read it for me. We’re going to read it in sections then I’m going to ask you some questions about what you’ve read.

Kayleigh: (Reading) “Mrs Twit sneaked out into the garden”

“At 1 o’clock, she cooked spaghetti for lunch.”

Learning mentor: Well done.

Gill:

If the child needs the paragraph reading to her, then we do that. She may read the paragraph herself, and then answer specific questions about the paragraph.

Comprehension Intervention interaction

Learning mentor: Will you tell me a little bit about what you’ve read? What happened in the first part of the story with Mrs Twit?

Kayleigh: She went into the garden, and got some worms and cooked them to play a trick on her husband.

Learning mentor: Fantastic, well done. Why do you think Mr Twit didn’t see the worms on his plate?

Kayleigh: Because it was covered in cheese and tomato sauce.

Kayleigh: Fantastic, well done

Gill:

It helps the child to concentrate on the content of the text, and it’s only through practice, regular reading, breaking the passage down into chunks that the child will acquire the skills to be successful at comprehension which is a vital skill to become fluent readers and skilled readers.

Comprehension Intervention interaction

Learning mentor: How do you think you got on reading it?

Kayleigh: I think I got on well, but I got stuck on a couple of words.

Learning mentor: That’s fine because there were some really difficult words in that story to read, some that I might have struggled on.

Kayleigh: I think I did well.

Learning mentor: I think you did too, I think you did super. Well done.

Narrator:

Orchard Vale is a Primary School in Barnstaple, Devon, with an intake of 350 pupils, around 40% of whom have Special Educational Needs.

Lyn Brimson is teaching a Year Six Literacy class, which includes several pupils with specific learning difficulties, including dyslexia.

Lyn Brimson – Year 5/6 Team Leader

We’re at the beginning of a unit of literacy work at the moment dealing with autobiographical and biographical texts. So we’ve looked at a range of those and we’ve highlighted the text for key vocabulary that we’ve seen, we’re beginning to look at talking about themselves, so they could feel important, they could share some interesting facts with their friends, and they were then going to write a biography.

Narrator:

Lyn begins the lesson with a warm up task, using familiar characters such as Harry Potter to engage the pupils in an immediate, and non-threatening way.

Classroom interaction

Lyn: Ok then team, what’s the first target of the day in today’s Literacy lesson? What the first thing we’re looking for today in particular? Dionne.

Dionne: (Reading) “Which words will you use to describe this person?”

Lyn: Ok talk to the person next to you. What makes a good word? What are we looking for in this activity? Off you go.

Narrator:

She then asks everyone to work with a talk partner, which not only generates vocabulary ideas, but also encourages inclusion.

Lyn:

The people with Special Education Needs or dyslexia in the classroom, need to feel that they have other qualities that they can add to the classroom, and they don’t need to feel as though they can’t write that they can’t take part. Actually, as we have seen today, that Dani, she was able to take part through use of the spoken voice.

Classroom interaction

Lyn: What have we got then for our success criteria? What’s going to make this a really good lesson? What am I looking for? Noah.

Noah: Adjectives.

Lyn: Good boy. So first of all I’m looking for adjectives. Dani.

Dani: Wow words.

Lyn: Wow words, exactly.

Lyn:

Danielle is a child who is on the dyslexia spectrum, and because of her spelling needs in class, and her phonic ability, and the fact that she has, she goes out for intervention group support as well, means that we have put in place in class things like coloured overlays, word banks, word banks on the wall, and special word banks for Danielle with her white board, and access to laptops at all times. We’ve given her strategies in order to be ready

Classroom interaction

Dani: So what have you got to put what type of house?

Dionne: Yes so it could be like a terrace or flat.

Dani: Yes. Have we got to put another question? No we weren’t meant to do that.

Dani:

If we’re all together, if you don’t know a word, it’s easier to talk to each other because we’re all at the same level, and they’re not going to be like well “I know that word” because there are lots of different words that we all don’t know and some of us do know. So it’s easier.

Lyn:

I’m also really keen in order to make children feel confident with writing, like Dani, that she doesn’t have to feel as though she has to write everything down with a pen, so we’ve made ICT, a resource for her in the classroom, and she presents her learning on the computer there, which is a benefit to her, because sometimes children when they’ve type it, it looks different, I think, to how when they write it and it makes it clearer for them on the screen. And then they can sort out whether they need to change some of their phonics, they can read it back, they can press the space bar so it’s actually a physical response to press the space bar so they’ve got spaces between the words. And once they’ve got spaces between the words they can then look at individual word patterns and see where they’re making the mistakes and what they need to do next.

Classroom interaction

Lyn: OK we’re looking at our TSV board now to help us with our writing in five minutes time.

Narrator

To encourage the use of a wider range of vocabulary in the classroom, Lyn also uses a Topic Specific Vocabulary board, highlighting key words and phrases which relate to the lesson’s subject.

Classroom interaction

Pupil: c, o, u, n, t, r, y.

Lyn: Good boy, country.

Lyn:

You could argue that that TSV board is primarily for people like Dani, but actually throughout the class there are other children in there who need to have the written word written down for them, and then they can copy the word successfully or they can have a go, or they can access to richer vocabulary. So the whole class has got it; nobody is being singled out at all, and then everybody can have access to that good language which we’re aiming for in schools today.

Classroom interaction

Lyn: Ok now what do you notice about the “P” in the size to the “a”?

Pupil: It has a longer stick.

Lyn:

Children with dyslexia and anybody on the Special Educational Needs register, in order to help them further with their spelling, what we will do we will highlight a key word maybe from a text that the children need to recap on, so I will ask the children first of all to have a go on their whiteboards, what do they think that word might look like? So the children will have a go, they will discuss it together.

Classroom interaction

Lyn: So we’re looking at type of pet, what’s that that can go on our TSV board.

Pupil: Breed.

Lyn: Breed. Good girl. Breed. Now that’s a tricky one.

Lyn:

And they will discuss with me that sometimes the digraph “E” is made with double “E” and sometimes is made with “E”, “A”.

Classroom interaction

Lyn: We’ve got the “ee” sound in there, so how do we make the sound “ee” when we’re talking about “breed”? Owen.

Owen: B, R, E, E, D.

Lyn: Good. Just out of interest, if we swapped to B, R, E, A, D, what would that make us? Which word would that give us Bryony?

Bryony: Would it be “bread”?

Lyn: It would be “bread”, good girl, well done. So we’ve got...

Lyn:

So then as a class we will then discuss which words have the sound “ee” with “E”, “E” in and which with “E”, “A”, so they’ll have two lists, two columns on the white board of possibilities, and then we’ll highlight that and I’ll refer back to that in the following lesson as well so if we suddenly notice another pattern, we’ll then add that in and so they’re building up a bank of words that they’re familiar with.

Classroom interaction

Lyn: Wow, Nemesis, what does that mean Antz?

Antz: Enemy.

Lyn: Good boy, I’m going to write up nemesis because that’s a fantastic word.

Teacher:

The main aim then was for them to use that good language, like the word from Antz, which was Nemesis, and put it into a sentence. So therefore, raising profile of literacy and not accepting either a basic sentence. It was about asking children to evaluate their sentence and improve it at all times.

Gareth who stood at the front of the white board, he can get quite stutter sometimes and he can get quite nervous, and sometimes he doesn’t organise his thoughts clearly before he voices an answer.

Classroom interaction

Gareth: (Reading) “Harry Potter’s nemesis is Professor Snipe and Voldemort, but his teacher is Dumbledore.”

Lyn: Fantastic, right...

Lyn:

He was able to guide the talking. He was looking at the white board. The children in the classroom were telling Gareth what he needed to do to improve on his mistakes, he was then marking his work in front of the whole class through their guidance.

Classroom interaction

Lyn: So which word has he got a capital letter for?

Pupil: Harry?

Lyn: Have a look at the board for evidence, gather your evidence, you’re a detective.

Pupil: Harry Potter?

Lyn: Well done. Have a look at Potter though. Karen what does he need on the Potter?

Karen: A capital “P”.

Lyn: Good girl. Gareth can you just change your “puh” on your “Potter”? Does it look like a capital to us? Oh look at that, well done.

Narrator:

As part of their biography theme, Lyn then asks the children to think about what makes a good question, and how they can find out more about their learning partner, with each table group being given differentiated question sheets.

Teacher:

Some children need more support with questioning. Questioning for a couple of children in my class is really hard. The “what”, the “where”, they “why” questions, they can’t access those as questions, so they needed maybe be some cue words in the boxes. And then the child then writes a sentence by themselves using the key words that have been identified. And then what I would like them to do is to read that sentence back, in order to check, does it make sense? Danielle earlier on today was very keen on the fact that her sentence made sense so she read it back, she checked it, and she realised there was a missing, so she identified the missing word and she put it in.

Classroom interaction

Lyn: Danielle, before you get writing, can you tell me the question first?

Dani: What’s your full name?

Lyn: “What” or “what is” your full name? Ok, look at me, can you say that again?

Dani: What is your full name?

Lyn: Right, and how many words has that sentence got in it?

Dani: (mutters under her breath) Five.

Lyn:

I think all those little processes, all those little steps, help her, and when she then writes more independently she then knows the steps she needs in order to write a successful paragraph.

Classroom interaction

Dionne: Blackburn.

Dani: How do you spell Dionne?

Dionne: D, I, O, N, N, E

Dani: And Margaret?

Lyn:

Danielle did really well today in terms of speaking to her partner, speaking out in front of the class, answering lots of questions, she was really, really confident. She completed her framework sheet as well, and she was beginning to then put her answers down on the laptop.

Dani:

I feel like I’m part of the class, even though I do need help with my spelling and reading, it’s not like they don’t include me because of it. Miss still lets me read out the things even if I get the words wrong. But, now that I have my help I don’t usually get them wrong.

Classroom interaction

Lyn: Well done Dani.