This is an important use case. There are many times a student might be shy, and not feel comfortable speaking verbally. However, we know that over time if the student doesn’t say the answers aloud, their progress would be hindered.
In such cases, you have to make a call based on your assessment of the student. In general, It might be helpful to work on the Review packet corresponding to the given module in question as the first classwork.Let us take a concrete example. Say the student is able to answer additions from Add 0-5 to 0-5 in writing, but is struggling when asked verbally. You would keep assessing how far the student can answer in writing. Say the student can also answer Add 6-9 to 0-5, but struggles in writing the next module i.e. Add 6-9 to 6-9.
| Module Assessed | Assessment | Recommendation for classwork |
|---|---|---|
| Add 0-5 to 0-5 | OK written, struggles orally | Review Module: Review Add Sub Review Packet: Add 0-5 to 0-5 |
| Add 6-9 to 0-5 | OK written, struggles orally | Review Module: Review Add Sub Review Packet: Add 6-9 to 0-5 |
| Add 6-9 to 6-9 | Struggles written & orally | Regular Module to start withAdd 6-9 to 6-9: Add 6 (start with first packet in that module after you have done the review packets above) |
You can give a review packet that corresponds to the module that the student can do in writing, but not orally. So for the Regular module Add 0-5 to 0-5, there is a packet within the Review Module: Review Add Sub: Add 0-5 to 0-5. It would cover all of the numbers between Add 0-5 to 0-5. Similarly for Add 6-9 to 0-5. This would be just one packet for each module for one class, and the tutor can work with the student to practice verbal responses.
When tutors explain the review packet, they may want to work with the students verbally and show them the patterns, with concepts like “one more”. For example what is 1 + 3 = 4, what would be 1 + 4?. 4 is one more than 3, and hence the answer would be one more than 4. They may also use Number Line in the Help Sheets or Objects like pencils etc. to show the concept more visually.
In addition, the Tutor should explain to the parent the situation and recommend the parent to work with the student at home so they can get practice to answer verbally. Explain that they can:
- Do it in a systematic way by working with the student by using problems in the sequence presented in the review packet.
- Also make it fun by asking questions in everyday life with visual examples with objects around the house or in the car etc.
This should speed up the student’s progress and you can move on to the appropriate module quickly.