Year 5 Parents’ Information Evening 2013

1. Year 5 Parents’ Information Evening 2013

2. Year 5 Team 5M – Mr Marshall Alternate Thursdays – Mrs Stuart 5B - Mrs Bloomfield Every Thursday (all day) and alternate Fridays – Miss Freeman Teaching assistants – Mrs Lee and Mrs Nash

3. Our aims for Year 5 • What makes a successful learner? Perseverance “I can do it!” Positive Attitude Independence Asking for help when you need it Being a good listener Not being afraid to get things wrong Always try your best Being able to share ideas and knowledge Concentration Sense of purpose Responsible Doing your homework on time and regularly

4. Reading Our most important aim is to foster a love of books and reading. Children have been organised into groups across the whole year group and will read at least once every week in their group in Guided Reading time. Where appropriate, books will link to our termly topic. When they are not reading they will have an activity to complete including handwriting, number work, topic research and spelling. The focus is on comprehension - have the children really understood what they have read, can they retrieve information, can they comment on the words the author has used and the effect he is trying to create, can they predict future events etc. PLEASE read at home as much as possible – find a quiet time to share a good book! When possible, discussing the content of what they have read will help their written comprehension skills.

5. Let’s have a go… “Let’s get the dinner on shall we?” said Matthew’s mum. “What are we having, Mum?” Matthew asked her. “Cottage pie and peas,” she replied cheerily. Matthew grinned from ear to ear. Mum smiled back at him. “I tell you what,” she said, “why don’t you go and learn your spellings for twenty minutes before we have dinner?” The smile on Matthew’s face disappeared. “Do I have to?” he whined. Matthew thought practising spellings was a bit like watching paint dry.

6. Retrieval of information Example question: What was Matthew’s mum making for dinner? Answer: Cottage pie and peas. Inference Example question: How does Matthew feel about eating cottage pie and peas? How do you know? Answer: He loves cottage pie and peas. We know this because he grins from ear to ear when his mum tells him that is what she is making for dinner. Deduction Example question: What do you think Matthew might do next? Explain why you think this. Answer: There could be several answers to this, but the person marking the text would be looking for the child to have thought about what Matthew might do, based on what they have read. For example: I think Matthew will go and watch TV instead of doing his spellings because he doesn’t want to do his spellings. Opinion Example question: Do you think Matthew’s mum is a kind person? Use evidence from the text to support your answer. Answer: Yes, I think Matthew’s mum is a kind person because she is cooking his favourite meal. We also know she wants him to do well at school, which is why she asks him to practise his spellings. Commenting on effectiveness of language Example question: ‘Matthew thought practising spellings was a bit like watching paint dry.’ Why is this a good way to show how Matthew feels about his spellings? Answer: The author is comparing spelling practice to watching paint dry to show how boring Matthew finds it.

7. Writing Handwriting – we will have weekly handwriting sessions where the focus will be on developing a consistent and joined style. Spelling – list given on a Monday for a test on the Friday Being a good writer – some of our objectives: Magpie ideas – good writers are good readers! Children need to “steal” good vocabulary to use in their own writing. Using a range of sentence starters e.g. …ly, …ed words Adding in and adding on to sentences e.g. the cat sat on the mat…. Using a range of punctuation accurately and effectively. Paragraphs used accurately to organise overall texts

8. Let’s have a go… The cat sat on the mat On whiteboards : add in to tell me what the cat was like e.g. the large, ginger cat sat on the straw coloured mat

9. Mathematics • Mathematics is taught daily for an hour in 2 sets. • The objectives for mathematics are organised into 7 strands which are: • using and applying mathematics • counting and understanding number • knowing and using number facts • calculating • understanding shape • measuring • handling data • Don't shy away from maths if you didn’t like it at school. Try to find new ways to enjoy the subject with your child. • Make the maths you do FUN!

10. How can I help? An easy way to boost their skills and motivation is by showing them how useful number skills are in almost everything they do. Children can have fun: measuring their height and working out how much they've grown on car journeys - playing number-plate games, adding and subtracting with road signs, thinking about speed by dividing distance by time at the shops - weighing fruit and vegetables, budgeting with pocket money, working out the relative value of products by comparing prices and weight in the kitchen - with weighing and measuring, and temperature and timings making models and origami shapes

11. Help them to learn their times tables (PLEASE!) Knowing their times tables is an essential skill that will help them in all areas of maths. If children don’t know their tables, it really will hinder their learning. Two examples are division (all methods) and fractions. Using the informal ‘Chunking Method’ they need to multiply and subtract several times and with formal methods of short and long division they will need to divide several times. Calculating fractions, decimals or percentages of amounts, they need to know their multiplication and division facts! Without ‘knowing’ those times tables and associated division facts off the top of their heads, it makes all these extremely difficult.

13. http://www.multiplication.com/

14. This guide helps parents and carers understand how children progress in maths at each National Curriculum level. It includes ideas for what parents can do to support their child's development in maths at home and help them make progress.

15. Helping Children in Mathematics in Year 5 and Year 6: All on website http://www.multiplication.com/ http://www.wardenhill.gloucs.sch.uk/

16. Sanctions Rewards In line with behaviour policy A reminder about behaviour and choices 2. Five minutes off break 3. Time out of class and missed break 4. Time out of class and 30 minutes of lunch play missed 5. Pupil sees Head of Key stage and parents are informed Stickers (never too old….!) House points Merit marks Reward stamps in their books

17. FAQ’s How long should my child spend on homework? When can I speak to a teacher if I have a concern? When should we write in the reading log? How will I know how my child is getting on? Will I be informed if my child’s standard of work “slips?”