1. Y4 – Miss Fulker and Mrs Graham
Wednesday 2nd November
Year 3 & 4 Parent Workshop
Y3 – Mrs Wise and Miss Key
Y4 – Miss Fulker and Mrs Graham

2. Key points to be covered:
English
Our aim:
To enhance your understanding of the English curriculum in order to help your child at home.
Key points to be covered:
*Reading
*Spelling

3. How are we promoting reading in school?
Our English Lead is currently sourcing new books chosen by teachers and pupils.
The reading areas within school have been updated and look fabulous!
Reading for pleasure is key. Reading to the children is extremely important and time has been allocated to this on a regular basis.

4. ‘Reading is a passport for life’
Whole school approach is reading for pleasure.
Children are able to choose reading books from ‘expected’ level book shelves to read at home and in school. If children can’t access these, we still encourage children to take from the ‘expected’ bookshelf to enjoy with an adult at home.
*pupils can read with an adult 1:1 if not expected
*Y4 buddy scheme
*pupils can take easier banded books
* Whole class novel – which children are all really enjoying

5. Green diaries
One activity per week
Choose an activity that is achievable even if your child hasn’t finished the book (lots of variety of activities).
Please sign weekly.
Ideally, children should have completed all activities twice by the Spring term.

8. Whole class reading lessons include
Decoder
Performer
Retriever
Explorer
Reviewer
Reading Detective
Mastering the mechanics of reading –phonics, decoding, sight words and strategies for tackling unfamiliar words; understanding the effect of punctuation.
Learning poetry and performing text with expression and understanding.
Finding and understanding information in texts. Includes skills such as skimming, scanning, retelling and summarising, as well as dictionary skills.
Exploring the language, structure, features and viewpoints within texts and understanding how and why these things are used to aid or affect the reader. Being able to visualise ideas is a key skill here as understanding figurative language is impossible without it!
Discussing books read independently and as a group, justifying views and expressing opinions.
Using inference and deduction to find clues within a text or to understand more about characters and their motivation, bringing children’s own experiences to texts in order to deepen understanding, and making predictions about texts.  

9. How did___ feel?
Why did ___feel / think____?
Why is ____important?
Comment on a quotation
Describe___reaction / feeling
In what ways does____
Explain…
Match feelings / thoughts to parts of the story
If_____, which / why?
Agree or disagree with an opinion. Justify.
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?
Put yourself in their shoes.
Hotseat / interview characters
Who do you know who is like ____?

10. What could this tell us about the character? (infr)
Simple comprehension questions
Through whose eyes is the story told? (deduce)
Do you know what might happen next? (deduce)
What do we know about….? (deduce/infer) e.g. Sarah was up the tree in her best frock.
What do we know about Sarah? (deduce)
What could this tell us about the character? (infr)

11. Some questions to help children deduce, infer and interpret
What do you think will happen because of …(infer/deduce depending on text evidence)
If this was you – how would your friends react? (interpret and deduce)
How do we know that ………..?(deduce/infer- depending on text)
Look at the text and find…. What do you think…?(infer)
What was_________ thinking as he…? How do you know?
Where are the examples to support your point of view?

12. Deduce, infer and interpret – questions to discuss
Could this have happened in ….? Why, what are your reasons?
Which events could not have happened?
If________ happened, what might the ending have been?
How was this similar to….?
What do you see as possible other outcomes?
Can you explain what must have happened when….?
What were the motives behind…?
What was the problem with…?
What assumptions have you made and why?
What evidence do you have? Jusify your answer. Clarify your reasoning
Please pass this on to any adults that may listen to your child read 
If we get this right then writing will automatically improve!

13. Multiple short spelling sessions each week.
Some of the strategies that we are introducing and using within are spelling sessions.
Multiple short spelling sessions each week.

15. All children should be able to spell these words by the end of Year 4.

16. All children should be able to spell these words by the end of Year 4.

17. Any questions?

18. Maths National Curriculum Mastery
Calculation Policy (published on school website)
How you can help

19. National Curriculum

20. Reasoning Example Questions
Recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
Reasoning Example Questions
Show the value of the digit 3 in these numbers? Explain how you know
Create numbers where the digit sum is three e.g. 120, 300, 210
What is the largest/smallest number?
If you wrote these numbers in order starting with the smallest, which number would be third? How did you know which order to place them in? Can you think of a number that would fit between the third and fourth number?

21. National Curriculum

22. Reasoning Example Questions
Rounds any number to the nearest 10, 100 or 1,000
Reasoning Example Questions
A number rounded to the nearest ten is 540. What is the smallest possible number it could be?
Round 296 to the nearest 10. Round it to the nearest 100. What do you notice? Can you suggest other numbers like this?
A newspaper said that 1800 people attended the school fair. What are the smallest and greatest amounts of people that might have attended the fair if the newspaper rounded to the nearest 10, 100 or 1000.

23. Year 3 Fractions

24. Year 4 Fractions

25. Solving fraction problems
In a class there are 28 children.
3 of the class are boys. 4
How many girls are there in the class?

26. Mastery

27. Mastery

29. Concrete  Pictorial  Abstract
James has 25 Pokémon and he caught 33 more.
How many does he have in total?

30. Calculation Policy
Our policy is currently being updated and so will soon be published on our school website

31. How you can help Times tables
By the end of year 4, children should know all times tables up to 12x12.
-Practise rapid recall of times tables in any order.
-Times table Apps and games
-Support with maths homework.

32. Any questions?