Follow Me

Two children reading a Follow Me Card

Children at Winterbourne Infants School Playing 'Follow Me'

Equipment List

Sets of Follow Me Cards (Samples and blank enclosed)

The Game

	A set of Follow Me cards is distributed amongst the children
	Check that all pupils can read their card
	The child holding the “Start card” (as indicated on the card) reads it out to the rest of the group “I have ……………”
	The cards follow a sequence where the answer to one card appears in the “I have…” part of another card
	Cards follow the sequence until “I have ……. STOP”
	There should only be one child speaking at any one time. Do not allow calling out of the answer to a card by other children. Teachers should ask the appropriate child to repeat the reading of their card if the game stalls
	Record the time taken for the game to be played

Classroom Practice Considerations

To ensure all children participate, there needs to be enough cards in the set to have a minimum of one card between two children. Many children find security in sharing, which is particularly appropriate for Year 2 pupils who can build up to having one card each. For some groups it may be appropriate for children to have 2 or more cards each

It is important that children can read their card/s. Teachers may initially decide to assist the children with the reading of the cards

and leave the understanding of the contents of the card to be discussed as the game is played, with the teacher interjecting as

appropriate

The list of cards is useful for the teacher as he/she can monitor the sequence of the cards in the game. When children are working

in groups, it is suggested that the list of cards be given to a child who acts as a “arbiter” using the sheet as a reference

Before playing the game tell the children how many cards there are in the set and then ask them to estimate the time the game will

last – this provides an insight in to the children’s concept of time. Estimates initially range from 30 seconds to 30 minutes.

Similarly after having played the game with a set of cards, ask the children what is the target time they hope to achieve for a repeat

game. Again, estimates of improvement can be totally unrealistic

Discuss with the children the skills they need in order to achieve their target time or improve on a previous time. The list

might include: listen more carefully, speak clearly, don’t interrupt the reading of the cards, learn …….. etc.

To avoid children memorising the sequence of the cards it is suggested that any one set of cards is not over used

For classroom management purposes it is recommended that there are no more than 3 groups working at any one time

Learning Support Assistants (LSA’s) can be assigned to manage/monitor groups of children or help individuals when working as a class.

The Follow Me activity has been particularly well received by LSA’s as there is a clear structure and sequence of events

Teachers can monitor children’s achievement through listening to the speed and confidence of a child’s response. This can often

identify what children can do or aid the diagnosis of children’s strengths/weaknesses

Possible Follow up Work

	The children need to be encouraged to describe the strategies they have used in performing the mental calculations/operations.
	Teachers can then consolidate the strategies learnt and/or introduce new strategies.
	Additional Learning Outcomes can be included by amending the set of cards

Language

For each of the Follow Me games there is list of specific language/technical vocabulary associated with the game.

The advantages of the lists are:

	specific language can be seen by teachers and children as part of an on going building process
	LSA’s know in advance the expected language/technical vocabulary and any unfamiliar words/terms can be explained
	absentees can be given a list of words/terms to learn

Wall displays of related language are particularly effective in reinforcing facts to the children e.g. plus, add, more, + displayed in a “bubble” on the wall.

Further comments

The activity was found to be particularly appropriate for EAL children because of its simple format. This allowed children to concentrate

on the mathematics

Sets of cards can be made to cover all aspects of the mathematics curriculum. Examples of “Follow Me” games are included.

In addition there is a blank version to allow teachers/children to develop a set of cards.

Within each topic you can devise a set of cards that allows for differentiation, having a code of E(extension) and

S(simplification) on one corner of the card makes it easier to target particular children with specific cards

It is important that resources are devised with specific Learning Objectives identified and then shared between teachers to

ensure maximum usage for minimum effort

The following is a set of cards that have been used in a primary classroom.

Topic: Number

Learning Objectives

	To read numbers to 25
	To add and subtract 0, 1, 2, 3, 4 or 5 within the range of numbers 0 to 25
	To add and subtract 10 within the range of numbers 0 to 25
	To understand and use alternative language for addition and subtraction
	To recognise and use symbols for addition and subtraction

Cards

1. 6 have 1 more

2. 7 have 3 less

3. 4 have 4 add 5

4. 9 have 9 + 3

5. 12 have 10 more

6. 22 have 22 take away 3

7. 19 have 19 + 5

8. 24 have 24 minus 10

9. 14 have 14 plus 3

10. 17 have 17 subtract 2

11. 15 have 5 less

12. 10 have 10 - 2

13. 8 have 8 - 5

14. 3 have 3 + 10

15. 13 have 3 more

16. 16 have 16 minus 5

17. 11 have 11 take away 10

18. 1 STOP

Possible Follow up Work

	Reinforce the strategies used in the game e.g. “bridge through 10 or 20”.
	Adapt the set of cards to include the additional learning objectives:

1. To understand and use “take from”

2. To understand and use “the difference between”

3. To understand and use “the number that I add to….. to make 25 (or £ 25)”

Language

	More, plus, add, +
	Less, subtract, take away, minus, -