Welcome to the Oak Class ‘Parent Information Event’ Agenda End of Year Expectations Booklet. Reading Support Spelling Process Developing mental maths skills – games and ICT opportunities

Reading Year 4 Give a personal point of view on a text. Re-explain a text with confidence. Justify inferences with evidence, predicting what might happen from details stated or implied. Use appropriate voices for characters within a story. Recognise apostrophe of possession (plural) Identify how sentence type can be changed by altering word order, tenses, adding/deleting words or amending punctuation. Explain why a writer has used different sentence types or a particular word order and the effect it has created. Skim & scan to locate information and/or answer a question. Reading Year 5 Summarise main points of an argument or discussion within their reading and make up own mind about issue/s. Compare between two texts Appreciate that people use bias in persuasive writing. Appreciate how two people may have a different view on the same event. Draw inferences and justify with evidence from the text. Vary voice for direct or indirect speech. Recognise clauses within sentences. Explain how and why a writer has used clauses to add information to a sentence. Use more than one source when carrying out research. Create a set of notes to summarise what has been read

Vary sentence structure, using different openers. Writing Year 5 Add phrases to make sentences more precise and detailed. Use range of sentence openers – judging the impact or effect needed. Begin to adapt sentence structure to text type. Use pronouns to avoid repetition. Indicate degrees of possibility using adverbs (e.g. perhaps, surely) or modal verbs (e.g. might, should, will). Use the following to indicate parenthesis: o brackets o dashes o comma Use commas to clarify meaning or avoid ambiguity. Link clauses in sentences using a range of subordinating and coordinating conjunctions. Use verb phrases to create subtle differences (e.g. she began to run). Consistently organise into paragraphs. Link ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly). Write legibly, fluently and with increasing speed. Writing Year 4 Vary sentence structure, using different openers. Use adjectival phrases (e.g. biting cold wind). Use appropriate choice of noun or pronoun. Use fronted adverbials. Use apostrophe for plural possession. Use a comma after fronted adverbial (e.g. Later that day, I heard bad news.). Use commas to mark clauses. Use inverted commas and other punctuation to punctuate direct speech. Use paragraphs to organise ideas around a theme. Use connecting adverbs to link paragraphs. Write with increasing legibility, consistency and fluency.

10 Tips on Hearing Your Child Read As parents, you are your child's most influential teacher with an important part to play in helping your child to learn to read. Here are some suggestions on how you can help to make this a positive experience. 1. Choose a quiet time Set aside a quiet time with no distractions. Ten to fifteen minutes is usually long enough. 2. Make reading enjoyable Make reading an enjoyable experience. Sit with your child. Try not to pressurise if he or she is reluctant. If your child loses interest then do something else.

3. Maintain the flow If your child mispronounces a word do not interrupt immediately. Instead allow opportunity for self-correction. It is better to tell a child some unknown words to maintain the flow rather than insisting on trying to build them all up from the sounds of the letters. If your child does try to 'sound out' words, encourage the use of letter sounds rather than 'alphabet names'. 4. Be positive If your child says something nearly right to start with that is fine. Don't say 'No. That's wrong,' but 'Let's read it together' and point to the words as you say them. Boost your child's confidence with constant praise for even the smallest achievement.

5. Success is the key Parents anxious for a child to progress can mistakenly give a child a book that is too difficult. This can have the opposite effect to the one they are wanting. Remember 'Nothing succeeds like success'. Until your child has built up his or her confidence, it is better to keep to easier books. Struggling with a book with many unknown words is pointless. Flow is lost, text cannot be understood and children can easily become reluctant readers. 6. Visit the Library Encourage your child to use the public library regularly. 7. Regular practice Try to read with your child on most school days. 'Little and often' is best. Teachers have limited time to help your child with reading.

8. Communicate Your child has a reading diary from school. Try to communicate regularly with positive comments and any concerns. Your child will then know that you are interested in their progress and that you value reading. 9. Talk about the books There is more to being a good reader than just being able to read the words accurately. Just as important is being able to understand what has been read. Always talk to your child about the book; about the pictures, the characters, how they think the story will end, their favourite part. You will then be able to see how well they have understood and you will help them to develop good comprehension skills. 10. Variety is important Remember children need to experience a variety of reading materials eg. picture books, hard backs, comics, magazines, poems, and information books.

http://www.lovereading4kids.co.uk

Teaching and Learning Spellings Each week we: Have individual spelling sessions at the start of an English lesson where we explore letter patterns, investigate rules or play spelling games. Get a new list of about 10 spellings – these might be linked to the work we have looked at during the week or sometimes be a collection that we have studied previously. Have a spelling quiz on a Friday. In your pack is a list of the statutory words that they are expected to be able to use by the end of year 4 & 6!

Useful ICT opportunities to develop mental maths skills Purplemash – all children have their own login Espresso – www.discoveryeducation.co.uk Username – student26803 Password – slp-school Number gym Topmarks Maths Learning Games – lots of links to computer maths games that help practise a range of maths skills – choose the 7-11 age group and select the topic. https://www.topmarks.co.uk/maths-games/7-11-years/ordering-and-sequencing-numbers Ipad apps – primary games ltd (interactive resources) We use this site at school and it has spin off apps – individually or bundles

Maths Games In your pack you will find a selection of maths games that develop a range of skills and usually just need some dice and counters. Some need a 0-9 dice but you can use a simple spinner, pencil and paper clip instead. They’re meant to be FUN and ENJOYABLE. Try to get your child to teach you concepts and talk to you about how they are calculating or strategizing. Now it’s your turn to have a play, try the games, get your children to show you the computer sites.