Presentation on theme: "Welcome to the Juniors. What this meeting will cover Expectations (homework / home reading & spellings) Question prompts to support reading Big Maths."— Presentation transcript:
Welcome to the Juniors
What this meeting will cover Expectations (homework / home reading & spellings) Question prompts to support reading Big Maths (number facts) Swimming Isle of Wight Residential trip Q&As
WRITING THE CHILDREN WILL BE ASKED TO COMPLETE 1 CROSS CURRICULAR WRITING ACTIVITY PER WEEK. Homework
Spellings Weekly spelling tests have been replaced by spelling books and targeted words for children to practise. The National Curriculum has outlined key spelling words for Years Three & Four.
Word List –Year 3 and 4 address answer appear arrive believe bicycle breath breathe build busy/business calendar caught centre century certain circle complete consider continue decide describe different difficult disappear early Earth eight/eighth enough exercise Experience Experiment Extreme Famous Favourite February forward(s) fruit grammar group guard guide heard heart height history imagine increase important interest island knowledge learn length library material medicine mention minute natural naughty notice occasion(ally) often opposite ordinary particular peculiar perhaps popular position possess(ion) possible potatoes pressure probably promise purpose quarter question recent regular reign remember sentence separate special straight strange strength suppose surprise therefore though/although thought through various weight woman/women
Reading Listen to your child read out loud every night & sign their book. Children change their book once a week (each group has a different book change day). The expectation is that the child reads one book per week. Children are asked to complete one reading activity per week.
Question prompts to develop Assessment Focus Do you see a word you know? Check the picture What would make sense/ sound right? What would you expect to see at the beginning of …..? Is it like a word you already know? Can you see a word inside the word? Blend this part of the word. Does the sentence make sense?
Question prompts to develop Assessment Focus 2 Where and when did the story take place? What did s/he/it look like? Who was s/he/it? Can you name the….? Where did s/he/it live? Who are the characters in the book? What happened after?
KEY QUESTIONS / PROMPTS for AF3 How did___ feel? Why did ___feel / think____? Why is ____important? Match feelings / thoughts to parts of the story How do we know____? What does this tell us about how ___ is feeling / thinking? Have you ever had a similar experience? How did you feel? Who do you know who is like ____? What might happen next?
Questions for Non-fiction Where could you find out about... in this book? Where in the book would you find...? Where in this book will I find the index or the contents? What’s the best place to look for information about...? Why are some words written in bold? Talk about the layout of the text/ a page in the book.
Analysing writers’ use of language What does (word/phrase) mean? Why has the author used this phrase/feature? E.g. italics, bold, exclamation marks, headings, bullet points, captions etc. What has the author used in the text to make this character funny/sad/angry? Think of another word you can use here. What different effect would your word have? As a reader, how do you feel about this character? What makes you feel that way? Find some words that describe how people felt when... What effect does this have?
Commenting on the writer’s purpose and viewpoint. Why did the author choose this setting? What do you think the writer’s purpose is? How do you know? How are the two texts different in purpose? What effect does this have on the reader? From these texts, how have the authors presented the information in different ways? Which is the most effective? Why? Whose viewpoint is being presented here? What does the writer want to persuade you to do/think/believe? Who is the advert trying to persuade? Can you tell what the author thinks?
Context Questions Can you think of another story which has a similar theme; eg. good over evil; weak over strong; wise over foolish? In the fairy stories that you know, who are the heroes/ villains? What have they got in common and how are they different? How is this text similar to…? How is it different from…?
Big Maths: Learn Its. They are not targets. They are a must know!
Year 2 Learn Its
Swimming Children need: A swimming hat, a towel and costume. Goggles are advisable. Try and take your child swimming outside of school