Maths and English Warm Ups at Miallo

Warm Ups @ Miallo SS Consolidations and Warm Ups At Miallo, we distinguish between English and Maths warm Ups [20-40 minutes], and lesson warm-ups [5+ mins], an integral component of our explicit instruction lesson format. While used in different contexts, they share some common attributes:  Mandated in all classrooms [P-7] - everyday  Fast paced and well-planned sessions varying in length from 5 - 40 minutes  Usually delivered to the whole class using a range of materials including flashcards, SMBs and IWB  Delivered at the beginning of an English or Maths session  Includes a range of activities and chants, with CFU occurring throughout  Shared Purpose: ~ switch on students to learning ~ develop automaticity [number facts/sight words/phonics…] ~ consolidate core concepts and skills [review prior learning] ~ move student knowledge from short term to long term memory ~ builds students ‘stamina’ - ability to focus ~ builds confidence in students yet to acquire knowledge, providing opportunities for repetition and practice Designed for Purpose English Warm Up Maths Warm Up Lesson Warm Up [Strand Specific] Usually delivered at the start of Usually delivered at the start of a Used at the start of an explicit an English block. A typical literacy Maths block. A typical numeracy teaching lesson. For example, a warm up includes: warm up includes: measurement warm up would  Sight words and vocab  Number facts precede a measurement lesson, a  Phonics  Times tables grammar warm up would precede  Phonemic awareness  Four processes a focused grammar lesson. The  Tracking & segmenting  Place Value  Spelling rules  Rules, formulas purpose of this type of Warm Up  Grammar concepts  Coverage of all maths strands is to:  Punctuation concepts  Maths vocab  Activate prior knowledge, placing  Comprehension strategies  Applications on concepts/skills relevant knowledge in to working  NAPLAN concepts  NAPLAN concepts memory – in effect ‘warming up’  Selection of previous work  Selection of previous work the brain covered covered  Make connections between what *Other KLAs have their own warm ups eg. science warm up prior to is already known and what is to science lessons would include unit specific vocab, concept and skills. be learnt Checking for Understanding [Student Accountability] Having the students simply chant the warm up is not enough [about 30% will be actively participating]. Consolidations must be interactive and varied. Teachers need to have systems in place to check for understanding and to hold students accountable. This is usually done by stopping the warm up at key points and asking questions of individual students or the whole class [e.g. SMBs]. To facilitate this process, scripts are prepared e.g. For a phonics warm up the script will include planned stops asking students to:  Identify if it flashcard is showing a digraph/trigraph and add the vowels to start/end  Use of spelling choice in a word  Editing a sentence using the phonics rules just flash-carded/chanted In a sight word warm up the students would be asked to put the word in a sentence, identify if it is a noun/verb/adjective, give a synonym/antonym, spell it when we add ‘ed’ to the end [change tense] etc. Crucial to Success: Teach first – High level concepts need to be explicitly taught before being included in the warm up; however chanting months of the year, measurement terms, high modality words etc. can be added to the warm up prior to teaching – this familiarity will help with the teaching that follows. Change regularly – Warm ups need to be dynamic and changed regularly to maintain student interest. Slide orders on IWBs must be changed and check for understanding strategies need to be varied. Intent – Consolidations and warm ups must be intentional, planned and well thought out, to ensure appropriate coverage, effective and interactive delivery [while CFU], monitoring of student understanding and knowledge, and pacing Relevancy – Early and well known concepts/skills need to be eventually removed from the warm up to make room for more recently acquired concepts and skills, and to keep the warm up within time constraints. Do revisit this material throughout the term/semester however… to check for automaticity. Adapted from Goondi SS and the work of Miallo/Wonga Beach SS staff and HoC