Year 1 Parents workshop Ust Saida

Our aims To enable you to support your child with reading, using appropriate comprehension skills and phonics. Help you to understand the writing requirement in terms of grammar and composition. Support you to understand the changes to the new maths curriculum. To understand how to use the written calculation methods we use at Suffah and why they are important . To enable you to be confident at supporting your child in maths.

Gentle reminders-Homework English/ maths/ Topic: handed in on Friday and to be returned by Tuesday. Arabic: handed in on Monday and to be returned the following Monday . Islamic studies: handed in on Wednesday and to be returned the following Wednesday.

Reminders Uniform: plimsolls Snacks: water, fruit and small treat on Friday (biscuit, cake or crisps) Attendance and punctuality Quaida and reading books to brought in daily

Reading-suggestions We want children to develop a love for reading and would like you to share lots of books at home as well as listen/help them read the school books for 10 minutes each day. Please use the questions at the end of the books to help you with comprehension and encourage your child’s literacy by asking them to write sentences about what they read. Be a member of the local library and use extra resources found on the following link: https://global.oup.com/education/content/primary/series/oxford-reading-tree/?region=uk Ask your child which diagraphs they can spot while they read their school book, for example: oo, ee, ie...

More tips Read to your child as often as you can. Talk about books / characters / plots. Provide a good role model by reading yourself / other family members. Keep audio tapes of familiar stories to play in the car. Vary the type of books read – stories / poems / information books. Accept your child’s efforts with praise. Concentrate on what he /she got right. Make reading together enjoyable.

Reading- Phonics (diagraphs and trigraphs) https://www. youtube

Phonics

Reading- questions

Writing- Story structure Introduction •Introduce the main characters •Introduce the story setting Build-Up • Develop the characters and the setting • The points that lead up to the problem in the story Problem • The conflict or climax in the story • How do the characters react? Resolution • How the problem is solved and the ending to the story Introduction •Introduce the main characters •Introduce the story setting

Writing- Success criteria Sentences start with a capital letter: C Sentences end with a full stop: . Words are separated by finger spaces. Capital letters are used for names of people, places, days of the week, months and the pronoun ‘I’. Exciting adjectives and adverbs to make writing interesting: mischievous, glowing, colossal, gingerly, swiftly etc.

Y1 Grammar terminology Letter: written mark that stands for a speech sound, specific character of an alphabet. Capital letter: a letter used at the beginning of a sentence, for the pronoun ‘I’ and for proper nouns. Word: a sound or group of sounds in writing that have meaning. Sentence: a complete unit of words in speech or writing with a clear beginning and ending ( a statement, question, command , etc. Exclamation mark: a punctuation mark used at the end of a command ‘Stop hitting your brother!’ or an exclamation to express strong feeling - for example, ‘What a fantastic day we have had!’ ‘That was a really scary film!’ or Question mark: used at the end of a sentence that asks a question. Singular: referring to only one. Use of the singular may affect the nouns, pronouns and verbs in a sentence Plural: more than one. Using plurals can affect the nouns and verbs in a sentence. Past tense: any one of a set of verb tenses which describe action that took place in the past.

Try these contractions!

Answers

Maths- What’s New in The Year 1 Curriculum? Counting & writing numerals to 100 Write numbers in words up to twenty Number bonds to 20 Use of vocabulary such as equal, more than, less than, fewer etc..

End of Year 1 Expectations - Number Count reliably to 100 Count on and back in 1's, 2's, 5's and 10's from any given number to 100 Write all numbers in words to twenty Say a number that is one more or less than a given number Recall pairs of addition and subtraction number bonds to 20 Add and subtract 1 digit and 2 digit numbers to 20 including zero. Know signs + - = Solve a missing number problem e.g. 5 = 8 - _ Solve a one step problem involving addition and subtraction, using concrete objects, pictorial representations and arrays Solve a one step problem involving multiplication and division, using concrete objects, pictorial representations and arrays

End of Year Expectations – Measures & Geometry Recognise all coins; £1; 50p; 20p; 10p; 5p; 2p; 1p Recognise and name the 2D shapes Recognise and names the 3D shapes Name the days of the week and months of the year Tell the time to o'clock and half past

Resilience is the key

Addition Strategies we Teach- number line Phase 2: To use the number line to add one or more numbers together. 8 + 1 = 9 To add through 10 8 + 5 = 13

Bridging and Partitioning Phase 3: steps in addition can be recorded on an empty number line. The steps often bridge through a multiple of 10. 8 + 7 = 15 To be able to add 2 two digit numbers on an empty number line. 48 + 36 = 84

Subtraction- number line & 100 square To be able to subtract away one less on a number line. 8 – 1 = 7 To be able to subtract through 10. 13 – 5 = 8 To be able to subtract 10 from any number up to 100 using a 100 square 54 - 10 = 44 To be able to subtract multiples of 10 from numbers up to 100 using a 100 square. 84 – 40 = 44

Subtraction- Partitioning and bridging Phase 3: steps in subtraction can be recorded on a number line. The steps often bridge through multiples of 10. 15 – 7 = 8 74 – 27 = 47 worked by counting back

Multiplication- sets and arrays

Division- sharing equally

Science Working scientifically Animals including humans Every day materials Seasonal changes Plants

Topic History: Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life Events beyond living memory that are significant nationally or globally The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods Significant historical events, people and places in their own locality.