Partner Play Procedure - Bingo

• Prepare a bingo grid for each player – print one from the LLLL website or make your own by folding a sheet of A4 paper into quarters, then children draw a tick for ‘yes’ or a cross for ‘no’ in each box.
• Place some cards in a pile in the middle (picture side up). 
• Partner A picks a card from the pile and reads it aloud to Partner B. 3. Partner B must answer ‘yes’ or ‘no’ and give a reason for their answer. Answers should be in full sentences. Then they place their card on a square of their bingo grid that corresponds with their answer. 
• Partner B picks a card and reads it aloud to Partner A. Partner A must answer, justify their answer, and place the card on their grid. As the spaces fill on the grid, children will need to become inventive in their reasoning. 
• When both players’ grids are complete, both children read all 8 questions aloud together.
• Each player picks their favourite question. They read it again, write it and draw a picture to illustrate their question and answer.


Example: Is it bad to quit?

Yes – It is bad to quit. At school we are resilient learners – we have to try our best, not quit when something is too hard or scary. The characters in the picture don’t look scared or too tired, they should keep going.

No – It is not bad to quit because the children in the picture are in danger – there is lightning and a storm. They need to quit to be safe.

Partner Play Procedure - Collections

• Lay the three symbol cards on the table and give children a selection of question cards in a pile. 

• Partner A picks a card from the pile and reads it aloud to Partner B. 
• Both partners look at the illustration and Partner B answers ‘yes’, no’ or ‘maybe’, giving a reason. Does Partner A agree? Children have an opportunity to debate. 
• Once children have agreed on their answer, they place the card under the appropriate symbol card and, at the end of the game, count which answer got the most cards.

Partner Play Procedure

• Fold a sheet of A4 paper into 6 or 8 segments. Children write ‘yes’ or ‘no in each box on the sheet.
• Place the cards in a pile in the middle. 
• Partner A picks a card from the pile and reads it aloud to Partner B. 4. Partner B must answer ‘yes’ or ‘no’ and give a reason for their answer. Then they place their card on the grid. 
• Partner B picks a card and reads it aloud to Partner A. Partner A must answer, justify their answer, and place the card on the grid. As the spaces fill on the board children will need to become inventive in their reasoning.
• When the grid is complete both children read all 8 questions aloud.
• Each player picks their favourite question. They read it again, write it and draw a picture to illustrate their questions and answer. 

Example: Is an ant a pest? Yes – They are pesky insects, they bite, and the bites are itchy. My parents try to kill them in our yard every summer so they must be a pest. No – I disagree – they are a living thing, and all living things are important. Some animals eat ants for their dinner. Ants do some useful jobs in nature. Have you seen Ants the movie? 

Whole Class Procedure

Select a few questions. The class read the question aloud together and then they tell their partner the question. Children turn to their partner again to discuss their response – yes or no and their reason. The teacher picks a few children to share their responses. The class vote ‘yes’ or ‘no’ for the question. The teacher can use the opportunity to discuss vocabulary and model questioning. 

1-1 Procedure

Select 8 cards and challenge the child to find 4 yes answers and 4 no answers. The child picks a card from the pile, reads it, they answer yes or no and justify their answer. Next, they pick their favourite question - they read it again, write it and draw a picture to illustrate their questions and answer.