1. Reading
Will talk you through how the children are currently assessed in reading and give examples of the types of questions they will be asked.
These type of questions can be adapted to any text, i.e. whatever the children may be reading at home.
Reading is assessed through understanding of the text, what they can infer, points of view and being able to refer to the text for evidence.

2. Which of these animals live in Antartica?
Assessment Focus 2
Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text.
Which of these animals live in Antartica?
penguins polar ponies seals
bears
Higher the assessment focus, higher level questions.
NOT A MEMORY TEST!
Basic comprehension questions about text.
Can they locate the information – not asking them to give any other knowledge. All answers are in text.

3. Deduce, infer or interpret information, events or ideas from texts.
Assessment Focus 3
Deduce, infer or interpret information, events or ideas from texts.
Whose letter was most likely to annoy Norman?
Explain why, referring to the letter in your answer.
Why do you think her attitude towards Norman changed?
Looking further beyond the text – hidden messages.
Using the text to infer from.
Facts about characters? Inferences? Using evidence to support views.

4. Assessment Focus 4
Identify and comment on the structure and organisation of texts including grammatical and presentational features at text level.
Look at the diary entry for Sunday. Why does Lizzie put ‘very fast’ in brackets?
Looking at the layout of the text, particularly in non-fiction.
Use of arrows?
Boxes?
Bullet points?
Why information has been displayed the way it has.

5. Assessment Focus 5
Explain and comment on the writers’ use of language, including grammatical and literary features at word and sentence level. .
Why is ‘dotted’ a good word to describe where the people are in Antartica?

6. Why do you think the writer has included this fact?
Assessment Focus 6
Identify and comment on the writers’ purposes and viewpoints and the overall effect of the text on the reader.
It says in the text that Antartica is about 60 times larger than the United Kingdom.
Why do you think the writer has included this fact?
Reading at home – encouraging chn to read for enjoyment.
Read aloud to your chn at home, not punishing them because they can read.
Reading aloud models use of punctuation, expression, emphasis of particular words etc.
Aiden Chambers questions.

7. PROGRESSION

8. Level 2
Simple, plausible inference about events and information, using evidence from the text
E.g. how a character is feeling, what makes a plant grow

9. Level 3
Straightforward inference based on a single point of reference in the text
E.g. ‘he was upset because it says “ he was crying”’

10. Level 4
Comments make inferences based on evidence from different points of the text.
E.g. interpreting a character’s motive from their actions at different points

11. Writing: the expectations and how to achieve them11

12. Word Level Work Aim- To use a range of vocabulary
Discuss the meaning of new words and record them for future use
When watching TV discuss alternative and new language
When reading different genres talk about how the language differs
Encourage the use of a thesaurus

13. Spelling
Aim- To be confident to sound words out and to be familiar with common word prefixes and suffixes
Look at the difference between commonly misspelt words, such as practise and practice, which and witch etc
During homework tasks encourage the children to use a dictionary to check their spellings
When reading with your child note connections between words, for example the beginnings and endings

14. Sentence Level Work
Aim- To use a wide range of punctuation, sentence types and connectives and openers
Check the tense and person is consistent throughout all writing
Encourage them to use their reading books to confirm where and when punctuation should be used
Discuss with them where it is appropriate to use connectives and openers within their writing
Prompt them to think about the type of writing they are creating and how different sentence types can create different moods within their writing

15. Level 2 In some forms of writing
· some variation in sentence openings,
e.g. not always starting with name or pronoun.
· mainly simple sentences with ‘and’
used to connect clauses.
· past and present tense generally consistent
Level 3
In most writing
· reliance mainly on simply structured sentences,
variation with support, e.g.
some complex sentences.
· ‘and’, ‘but’, ‘so’ are the most common connectives,
· some limited variation in use of
tense and verb forms, not always secure.

16. Text Level Work
Aim- To have a clear idea of the direction of a piece of writing, considering their audience
Being able to plan a piece of writing
Paragraphing consistently and with links between paragraphs
Writing within a particular genre showing an awareness of the features for that genre
When reading different text types they should be thinking about who their audience is
Showing imagination, relating their writing to personal experiences and drawing on ideas from books

17. Handwriting Aim- To use clear and joined handwriting
Constant reminders to join their letters
Discuss where letters should sit on the line
Consistent size and spacing
Speed of writing

18. Maths 18

19. The seven strands Using and Applying Counting and Understanding Number
Knowing and Using Number Facts
Calculating
Understanding Shape
Measuring
Handling Data 19

20. Speaking and Listening
There is an emphasis on speaking and listening
Talking helps reinforce learning
Using mathematical language
Talk partners
Parents could ask questions and encourage children to explain what they are doing.

21. Strategies
Why are children taught different strategies to solve calculations?
For understanding
Use most efficient method e.g. mental calculations
School calculation policy

22. Practical Activities
Wherever appropriate practical activities are included in a lesson :
Using equipment supports and develops the ability to visualise later
We aim to make maths fun when possible.

23. Differentiation Different levels of ability Tasks differentiated
Adult support for targeted children
Extension– more open-ended tasks – e.g.
Zak has more than 10 counters and fewer than 20 counters. When he groups them in threes no counters are left over.
How many counters could Zak have?

24. Assessment Questioning Observing Marking Written tests
Children’s progress is continually assessed to enable the teacher to plan lessons at the appropriate level
Teacher assessment
Questioning
Observing
Marking
Written tests
Self assessment
Expected level of progress is two sub levels
By the end of Year 3 children should be working at a level 2a/3c
By the end of year 4 children should be working at a level 3c/3b

25. Progression

26. Level 2
begin to understand the place value of each digit; use this to order numbers up to 100, e.g.
– know the relative size of numbers to 100
– use 0 as a placeholder

27. Level 3 understand place value in numbers to 1000, e.g.
– represent/compare numbers using number lines, 100-squares,
–– use understanding of place value to multiply/divide whole numbers by 10 (whole number answers)
· use place value to make approximations

28. Level 4
use place value to multiply and divide whole numbers by 10 or 100

29. Weekly Tests

30. It’s played on a CD and takes approximately 20 minutes.
Tables Tests:
To begin with the class will study a table for the week, which will be the focus of the test. Later, the weekly test will take the form of a mixed tables test. Finally tests will include division facts as well.
Mental maths tests:
We regularly give timed tests which focus on mental calculation and the ability to apply knowledge at speed.
Some questions will be investigated as a class either before or after a test to develop understanding.
It’s played on a CD and takes approximately 20 minutes.

31. How can you support the children’s learning?
By encouraging the children to speak and explain the strategies they are using and why.
To ensure they have an excellent knowledge of basic number facts including their number bonds/tables
Take opportunities to pose questions for them to solve e.g. calculating the change from shopping, working out how long their favourite programme is,