How can you help your child? Reading Records Reading at home is of - - PowerPoint PPT Presentation

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How can you help your child?

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Reading Records

 Reading at home is of great importance in enabling

children to make progress with their reading.

 Throughout the school, children are encouraged to

establish/continue a habit of daily reading and are given books to take home and read.

 Regularly writing comments into your child’s

Reading Record…

 Regular Reading Club…  Constructive Reading comments to aid assessment…

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Constructive Reading Record comments to aid assessment

• It was such a pleasure to listen to Jane read.

She was able to identify and read the words independently.

• He spotted a full stop!
• She noticed that the print font size is much

smaller than in her last book.

• Read the book enthusiastically, clearly and

with understanding.

• Fluent and confident, showing enthusiasm

and enjoyment.

• Confused "b" and "d" sounds at the

beginning of the word "dig" but self-corrected when read within the context of the sentence. Wonderful! "

• Recognised the exclamation mark!
• Tends to mistake "was" with "saw."

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How can you help your child?

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Number er

Number and Place Value Addition and subtraction Sharing Doubling and Halving

• Repres

esen enta tation tion of number ers as value ue

• Need

d to reli liably count and order number ers to 20

• Need

d to be able e to say number ers s before e

• r
• r after

er each

• 1st, 2nd, 3rd
• Need

d to be able e to work out 1 less ss, 1 more than any given en number er

• Need

d to be able e to add or subtract ract 2 digit it number ers

• Need

d to b

• be able

e to

• count on or back

k to find d the answer er

• Need

d to be able e to solve e proble lems ms around sharing g

• Need

d to be able e to solve e proble lems ms around doubli ling g and halvi ving g

Ear arly y Year ars s Cu Curric iculum ulum

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Jo Joinin ing g tw two groups s to togeth ther er and recou

• untin

nting/ g/ ta takin ing g away y th the ones s Jo Joinin ing g tw two groups s to togeth ther er and countin ting g on/bac back k

Ad Addi ditio ion n an and S d Sub ubtractio raction

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Solvi lving g problems lems, includin luding g doubl blin ing, halvin ving g and sharin ing g using g concr crete ete resour

• urce

ces. . Making/sharing equal groups and counting the total.

Probl blem em solvin ing g – multipl iplica icati tion n an and d di division ion

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How w can an you u he help lp at at ho home?

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How can you help your child?

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Phonics

Read and write all the single letter sounds and: ck, zz, ff, ss, ll, qu, ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er, ay, ea, ie, ou, ir, wh, au, oe, ue, ew, oy, aw, ph, a-e, e-e, i-e, o-e, u-e. Read and spell Year 1 Common Exception words: the, a, do , to, today, of, said, says, are, were, was, I, you, your, they, be, he, me, she, we, no, go, so, by, my, there, here, where, love, come, some, one, once, ask, friend, school, put, push, pull, full, house, our. Spell: Days of the week. Numbers to twenty. Phonics screening check in June.

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Handwriting

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z a b c d e f g h i j k l m n o p q r s t u v w x y z

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Maths

Number: Counting to 100+ forwards and backwards from different numbers. Counting in 2s, 5s and 10s. Know 1 more or 1 less than a number to 100. Know 10 more or 10 less than a number to 100. Doubling numbers to 10+10. Addition and Subtraction: Using objects. Using a number line or 100 square. Putting the number in your head and counting on or back. Word problems – eg: I need 6 apples to make a pie. I have 2 apples in the fruit bowl. How many more apples do I need? Number bonds: Know the pairs of number that make 10 and 20, including the addition and subtraction facts.

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How can you help your child?

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KS1: YEAR 2

SLIDE 18 cherryclass@kingslodge.wilts.sch.uk elmclass@kingslodge.wilts.sch.uk learning@kingslodge.wilts.sch.uk KINDNESS - LEARNING - SUCCESS

KING’S LODGE SCHOOL

Images: www .themonument.info clipartfest.com LEARNING AT HOME MUST On most days... SHOULD On some days... COULD As you wish, complete one or more of the activities below and share it with us in school...  Read/ share/ discuss books at home.  Practise spelling common exception words, days of the week and months of the year.  Practise in counting 0 - 100 and beyond.  Learn the x2, x 5 and x10 facts by heart, as well as the associated division facts.  Access online student accounts to practise literacy and numeracy skills.  Find out some local, national and/ or international news. What’s happening...?  Discuss the KLS Thunks at home.  Think about how you and your family use electricity in your house, at school, at work... everywhere! Find, list and draw appliances which need electricity for them to work. What does the electricity enable objects to do for you?  Research The Great Fire of London, 1666. How do you think the fire began? What happened during the fire? Why is it an historical event?  Practise and perform skills you are learning in P.E. this term: Street Dance, forward rolls and mat work. What skills can you now do that you couldn’t previously?

WHAT’S ON...?

JANUARY & FEBRUARY 2017  Bank Holiday; school closed to children (02-01-17)  Year 2 Matt Fiddes Martial Arts Sessions (19-01-17)  KLS Meeting for parents/ carers ‘How can I support my child in Maths and Literacy?’ (24-01-17, 7:00 pm)  Dorset & Wiltshire Fire & Rescue Service visit to Year 2 (TBC, w/b 30-01-17)  Year 2 Multi-skills Session, Abbeyfield School (06-02-17)  Safer Internet Day UK - Be the change: unite for a better internet (07-02-17)  Dorset & Wiltshire Fire & Rescue Service - Safety Workshop (Y2, Term 4)

YEAR 2 SPRING 2017, TERM 3

As Mathematicians…  Count in steps of 2, 3, 5 & 10 accurately (forwards and backwards).  Revise and accurately use mathematical vocabulary: + add, plus, and, sum, total, more than

• subtract, minus, take-away, less than

x multiply, times, groups of, repeated addition; x2, x5, x10 and x3 facts. ÷ divide, share equally, half, quarter  Recognise and apply the inverse operations of addition and subtraction.  Learn the value of different denominations of coins/ notes; calculate change.  Write, calculate and shade fractions (½, ¼, ¾) of shapes and amounts. Real life/ intracurricular maths...  Apply addition and subtraction skills in calculating dinner numbers each day.  Plot a time line for The Great Fire of London and periods of UK history.  As readers…  Explore, retell and learn from the texts of

• Toby and the Great Fire of London by Margaret Nash (story)
• Samuel Pepys’ diary accounts (September 1666)
• The Firebird by Jean Kenward (poem).

 Study and learn key vocabulary relating to the Great Fire of London.  Practise our reading skills regularly in school and at home, sounding out words (phonics) and explaining the main events in real-life narratives. As writers…  Enhance our skills in letter formation and using a cursive handwriting script.  Learn and use sentences with different forms correctly: statement, question, exclamation and command.  Plan and rehearse sentences before writing them; aim for accuracy.  Punctuate all of our sentences with a capital letter and full-stop, question mark or exclamation mark; use commas to separate items in a written list.  Use and apply our understanding of phonics to spell words accurately.  Plan, scribe and edit written texts, based on the events of The Great Fire. As communicators…  Express thoughts and ideas through writing, art, drama and dialogic talk.  Explain how we’re feeling about our learning and ask questions about it. As Computing experts…  Record and communicate our learning via digital devices and applications.  Use simple databases to retrieve, record and display information.  Learn how to be safe in using online resources - Zip It, Block It, Flag It. As members of our community (PSHEE)...  Follow the school rules and behave responsibly at all times.  Learn about ‘getting on and falling out’ with each other and friendship.  Understand ourselves as learners and leaders, recognising how, when and where we learn and lead most effectively. As active individuals…  Progress Physical Literacy (ABC) skills in Street Dance and floor work.  Develop our cognitive skills in dynamic and static balance gym activities.  Learn to understand and follow simple rules. As healthy learners...  Be mindful of keeping ourselves safe when out in the dark.  Adopt a healthy lifestyle, eating a balanced diet and exercising regularly.  Learn about the dangers of fire and prepare an emergency escape plan. As Scientists…  Continue studying electricity through enquiry based questioning and exploration; identify common appliances that run on electricity.  Construct a simple series electrical circuit.  Record and discuss observations, using scientific vocabulary and language.  Develop observational skills, noting similarities and differences in materials.  Identify, name and group a variety of everyday materials, including wood, plastic, glass, metal, water and rock.  Find out how the shapes of solid objects made from some materials can be changed.

• Investigation: How do materials change through squashing, bending, twisting,

stretching, heating and cooling?

• Which material changes are reversible?

As Historians and Geographers…  Ask questions and research the Great Fire of London, September 1666.  Study and be able to describe Samuel Pepys and Sir Christopher Wren.  Study sources to gain an understanding of the fire and its effect on London.  Recognise that there are reasons why people in the past acted as they did.  Show and apply an understanding of chronology.  Study the City of London, 1666 and 2016, in images and written sources.  Use historical and contemporary maps to locate and compare specific streets and areas of London affected by the Great Fire.  Ask and answer geographical questions: What is London like now? What or who might I see in London? What do people do in the city? As Artists…  Paint a portrait of a 17th century person using thick and thin brushes and mixing primary colours to make secondary; add white to colours to make tints and black to colours to make tones.  Use pencil and charcoal to sketch and create a cityscape of buildings in 1666 London, based upon 17th century artistic depictions of The Great Fire. As Designers…  Plan, design and make a 17th century London building model; practise cutting, shaping and joining skills, refining the design as work progresses.  Express an opinion of our work, suggesting ideas for further improvement. As Musicians…  Learn, sing and perform the songs, In 1666 and London’s Burning, accurately following the melodies and singing in a round.  Clap rhythms.  Recognise changes in timbre, dynamics and pitch.  Create a mixture of different sounds (long, short; loud, quiet; high, low), using our voices and musical instruments.

London’s burning!

LEARNING ADVENTURE

Religious Education Islam: Prayer

• How and why do Muslim people pray five times a day?
• Does praying at regular intervals every day help a Muslim in his/ her life?

Assembly Themes Looking forward, Me, Myself & I, Aspirations, Courage, Love Spiritual, moral, social and cultural  Skills and attitudes: empathy, awareness, appreciation and expression. OUR TEAM Year 2 children Class Cherry: Mrs L. Scott (CT), Mrs K. Dunmow (CT) Class Elm: Mr D. Wrixon (CT, EYFS2 & KS1 TL) TAs: Mrs C. Gledhill, Mrs J. Sett, Mrs D. Wegg Key Workers: Miss A. Collis, Mrs S. Fisher, Miss P. Garraway Supported by Mrs M. Freeth & Mrs J. Stallard Links www.sumdog.com skoolbo.co.uk www.bbc.co.uk/newsround www.activelearnprimary.co.uk www.bbc.co.uk/ KS1 Science - electricity

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cherryclass@kingslodge.wilts.sch.uk elmclass@kingslodge.wilts.sch.uk

KING’S LODGE SCHOOL

LEARNING AT HOME

MUST On most days... SHOULD On some days... CO

 Read/ share/ discuss books at home.  Practise spelling common exception words, days of the week and months of the year.  Practise in counting 0 - 100 and beyond.  Learn the x2, x 5 and x10 facts by heart, as well as the associated division facts.  Access online student accounts to practise literacy and numeracy skills.  Find out some local, national and/ or international news. What’s happening...?  Discuss the KLS Thunks at home.    couldn’t

WHAT’S ON...?

   ‘How can ?’    

Mathematicians…

  Revise and accurately use mathematical vocabulary: + add, plus, and, sum, total, more than

• subtract, minus, take-away, less than

x multiply, times, groups of, repeated addition; x2, x5, x10 and x3 facts. ÷ divide, share equally, half, quarter  Recognise and apply the inverse operations of addition and subtraction.  Learn the value of different denominations of coins/ notes; calculate change.  Write, calculate and shade fractions (½, ¼, ¾) of shapes and amounts.

Real life/ intracurricular maths...

 Apply addition and subtraction skills in calculating dinner numbers each day.  Plot a time line for The Great Fire of London and periods of UK history. 

As readers…



Samuel Pepys’

 

As writers…

     

As communicators…

  Explain how we’re feeling about our learning and ask

As Computing experts…

     Learn about ‘getting on and falling out’ with each other and friendship. 

As active individuals…

     

As Scientists…

 Continue studying electricity thro exploration; identify common app  Construct a simple series electric  Record and discuss observations  Develop observational skills, noti  Identify, name and group a variet plastic, glass, metal, water and ro  Find out how the shapes of solid changed.

• Investigation: How do materials cha

stretching, heating and cooling?

• Which material changes are revers

…

       

As Artists…

 

As Designers…

 

As Musicians…

 London’s Burning   

London’s burning!



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.uk learning@kingslodge.wilts.sch.uk KINDNESS - LEARNING - SUCCESS

KING’S LODGE SCHOOL

Images: www .themonument.info clipartfest.com

COULD As you wish, complete one or more of the activities below and share it with us in school...

     e  What’s happening...?   Think about how you and your family use electricity in your house, at school, at work... everywhere! Find, list and draw appliances which need electricity for them to work. What does the electricity enable objects to do for you?  Research The Great Fire of London, 1666. How do you think the fire began? What happened during the fire? Why is it an historical event?  Practise and perform skills you are learning in P.E. this term: Street Dance, forward rolls and mat work. What skills can you now do that you couldn’t previously?

WHAT’S ON...?

   ‘How can ?’    

Mathematicians…

       

As readers…



Samuel Pepys’

 

As writers…

     

As communicators…

  Explain how we’re feeling about our learning and ask

As Computing experts…

     Learn about ‘getting on and falling out’ with each other and friendship. 

As active individuals…

     

As Scientists…

 y through enquiry based questioning and n appliances that run on electricity.  lectrical circuit.  ations, using scientific vocabulary and language.  s, noting similarities and differences in materials.  variety of everyday materials, including wood, and rock.  f solid objects made from some materials can be

ials change through squashing, bending, twisting, ng? reversible?

…

   Study sources to gain an understanding of the fire and its effect on London.  Recognise that there are reasons why people in the past acted as they did.  Show and apply an understanding of chronology.  Study the City of London, 1666 and 2016, in images and written sources.  Use historical and contemporary maps to locate and compare specific streets and areas of London affected by the Great Fire.  Ask and answer geographical questions: What is London like now? What or who might I see in London? What do people do in the city?

As Artists…

 

As Designers…

 

As Musicians…

 London’s Burning   

London’s burning!



Links

www.sumdog.com skoolbo.co.uk www.bbc.co.uk/newsround www.activelearnprimary.co.uk www.bbc.co.uk/ KS1 Science - electricity

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Spell your name correctly…

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the a do to

• f

said says were was is his has I you your they be he me she we no go so by my here there where love come some

• ne
• nce

ask friend school put push pull full house

• ur

today are door floor poor because find kind mind behind child children wild climb most

• nly

both

• ld

cold gold hold told every everybody even great break steak pretty beautiful after last fast past father class grass pass plant path bath hour move prove improve sure sugar eye could should would who whole any many clothes busy people water again half money Mr Mrs parents Christmas

KS1 COMMON EXCEPTION WORDS

YEAR 1 YEAR 2

Learn to read and spell...

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100

Learn to count forwards and backwards... Count in steps of 1,2,3,5 and 10 from any given number.

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x 2 0 x 2 = 0 1 x 2 = 2 2 x 2 = 4 3 x 2 = 6 4 x 2 = 8 5 x 2 = 10 6 x 2 = 12 7 x 2 = 14 8 x 2 = 16 9 x 2 = 18 10 x 2 = 20 11 x 2 = 22 12 x 2 = 24 0, 2, 4, 6, 8 x 5 0 x 5 = 0 1 x 5 = 5 2 x 5 = 10 3 x 5 = 15 4 x 5 = 20 5 x 5 = 25 6 x 5 = 30 7 x 5 = 35 8 x 5 = 40 9 x 5 = 45 10 x 5 = 50 11 x 5 = 55 12 x 5 = 60 0, 5 x 10 0 x 10 = 0 1 x 10 = 10 2 x 10 = 20 3 x 10 = 30 4 x 10 = 40 5 x 10 = 50 6 x 10 = 60 7 x 10 = 70 8 x 10 = 80 9 x 10 = 90 10 x 10 = 100 11 x 10 = 110 12 x 10 = 120

Know by heart and recall at speed...

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1 2 3 4 5 6 7 8 9

+

addition

(more)

• subtraction

(less)

x

multiplication

(more)

÷

division

(less)

=

the same as

(equals)

+ 10 = 10 1 + 9 = 10 2 + 8 = 10 3 + 7 = 10 4 + 6 = 10 5 + 5 = 10

B O N D S

+ 2 0 = 2 0 1 + 19 = 2 0 2 + 18 = 2 0 3 + 17 = 2 0 4 + 16 = 2 0 5 + 15 = 2 0

Know and recall...

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Enjoy reading together…

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Discuss...

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If I know... ...what else do I know?

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KS1: YEAR 2 KS1: YEAR 1 KS2: YEAR 3... EYFS2: Year R

LEARNING 

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How can you help your child?

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How can you help your child in Maths?



Times tables up to x12 are expected to have been learnt by the end of Year 4, therefore regular practise is essential.



Tables should be ‘instant recall’



Number bonds and roots need to known, and the use of place value, e.g 1 + 9=10, 10 +90= 100, 100 + 900 = 1000



Practical activities could be;



quick fire table questions, and the related division facts asked in the car, walking to school, recited up the stairs



Using car number plates/house numbers or other numbers as stimulus, e.g. ‘Can you add up…subtract… multiply… the digits?’



Encourage a discussion about how your child calculated the answer, e.g. Was it mentally? How did you do this?? If you need a written method which is best? Column subtraction, number line counting on, counting back…?



Practise the written methods we are covering in class (See the school calculation policy)



Give your child as many practical Maths opportunities as possible, e.g. measuring weights when cooking, using money, telling the time and the language of time.

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How can you help your child in English?



Read with and to your child. Encourage your child to read out loud, even if a Free Reader.



Check they have understood new vocabulary



Encourage prediction and discussion about the story, character to aid comprehension skills. Check the child knows what has happened in the story so far.



Ensure your child reads a range of authors and genres-avoid ‘getting stuck’ on a series of books



Model the correct grammar and pronunciation of words and tenses. Repeat the correct phrase, e.g. “ I goed to the shops.”



“ Oh, you went to the shops…”



Make sure your child is doing the ‘Reading Challenge’, e.g. Regular Reader Award and Bronze Award for Year 3’s, and Bronze and Silver Awards for Year 4



Use the Thunks on the newsletter or news item/topic web or class learning to generate conversation, e.g. Have you been on different types of trains?



Use Grammar Bug to revise the learning covered in the previous year group or what has been covered so far this year.



Practice spellings using their Green Spelling Book and the Try 1 and Try 2 sections, as well as the ‘Can You Remember Last Week’s Words?’

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How can you help your child?

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How can I help my Y5/6 child’s learning in in English lish?

• Read stories together and discuss. Ask questions about meaning, choice of words,

techniques, inferred meanings, predictions and so on.

• Look at the reading list on the school website and try to read a selection of books

from the list.

• When reading to and/or with your child discuss they use of inverted commas to

mark speech, the use of parenthesis (brackets) to add additional information, the use of capital letters etc.

• Read short stories and discuss plot – children may be able to use these ideas in

their own stories.

• Read a range of non-fiction texts and discuss the features in the writing e.g. layout,
• rganisation, style, sentence structure.
• Practise weekly spellings, check their meanings in dictionaries and practise

writing them into sentences (in their best handwriting!)

• Use the internet to play literacy games with your children. Make sure your child

completes a Grammar Bug activity each week.

• Talk in different styles! Try holding formal discussions using language the

children are learning in school or describe scenes using figurative language!

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How can I help my Y5/6 child’s le lear arnin ning g in in ma math thema ematics? tics?

• Practise number facts through games e.g. multiplication tables, number bonds,

counting on and back and so on.

• Practise using the 4 number operations – using the formal written methods.
• Practise their own maths’ target.
• Discuss maths in every day life, e.g. paying for items and calculating change,

measuring of weights, lengths and times.

• Ask some mental maths questions when your child gets home, when shopping,

before spending time on their computers or games consoles, on a journey in the car etc.

• Use the internet to play maths games with your children. Make sure they

complete a Skoolbo or SumDog activity each week.

• Try to have a go at some of the activities on the ‘Fun Maths at Home’ on the school

website.

• This website has leaflets about most key mathematics' topics. Whilst they are

linked to the old curriculum, they have some great activities : http://webarchive.nationalarchives.gov.uk/20050301233502/http:/www.stand ards.dfes.gov.uk/primary/publications/mathematics/pri_ma_hcm0014208/