Tuesday 14th February 2017 Mrs Summers

1. Class 3 English and Maths Information for Parents Lythe C of E Primary School Tuesday 14th February 2017 Mrs Summers A copy of this presentation will also be available on our website should you wish to look at the information later at home

2. Aims of the presentation • To provide useful information to support your child at home in English and Maths. • To inform you about the New Curriculum. • To inform you about expectations in Year 3 and 4 • To show you how we teach your children

3. Today's presentation will include... • The New Curriculum • Handwriting • Reading strategies • Spelling • Updated in Maths • How we teach the four operations

4. Resources are available to look at in the shared area • Please feel free to look at some of the resources we use to teach and assess in KS2. The resources are available to browse at you leisure in the shared area • Big Cat Reading Books and a Progression chart showing expectations at Year 3 and 4 • Big Cat Comprehension Papers • Typical English and Maths Activities on the computers • Year 4 and Year 4 Collins English and Maths Text Books – These are the books we use in Maths Lessons

5. New Curriculum The new English Curriculum promotes high standards and equip the children with a strong command of written and spoken language. There is also a big focus on reading for enjoyment. We are currently learning to ‘Read and Write for Stamina’ in class 3 to help us with the increased curriculum demands and expectations. In class 3 we have a daily grammar, punctuation, spelling or handwriting lesson as well as a full hour ‘English’ lesson. This helps me teach discreet aspects of the English Curriculum and then the children have chance to apply this in the full English lesson. There are statutory words lists for each year group. These lists contain words that children spell frequently and words that are most commonly misspelt. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239784/English_Appendix_1_-_Spelling.pdf

6. Handwriting We teach cursive joined writing • Encourages a natural flow of writing; • Builds on letter formation taught in KS1 through Read Write Inc; • Demands correct letter formation; • Encourages perception of whole words; • Aids spelling as the joining helps them learn the spelling pattern. http://www.teachhandwriting.co.uk/handwriting-cursive-letter-joins.html

7. Handwriting • Practise makes perfect! • http://www.activityvillage.co.uk/printable_lined_paper.htm provide handwriting paper that you can download and print off.

8. Handwriting Provide writing opportunities at home: • Journal or diary writing • Homework tasks if given • Writing their own stories • Make a weekly shopping list • Plan an outing • Writing and sending letters Encourage children to write at home using a joined script. Joined writing is now expected from Year 2

9. Reading Strategies What are the strategies that learners can use to work out an unfamiliar word? • What makes sense – in terms of meaning and grammar? • Is there a picture/diagram to give me a clue? • What is the first letter sound? • Can I build up the word from its onset and rime/letter sounds? • Shall I miss it out, read on and come back to it? • Now... what could it be – have a guess, then check – does it make sense? • Onset - the initial consonant or consonant blend before the vowel. •  i.e. ch, sh

10. Reading Strategies Fluency • Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognise words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking. Readers who have not yet developed fluency read slowly, word by word. Their oral reading is choppy. • In order to read fluently, pupils must first hear and understand what fluent reading sounds like. From there, they will be more likely to transfer those experiences into their own reading. The most powerful way for you to help your children is to read aloud to them, often and with great expression. Choose selections carefully. Expose them to a wide variety of genres including poetry, excerpts from speeches, and folk and fairy tales with rich, lyrical language — texts that will spark your child’s interests and draw them into the reading experience. • I am currently reading ‘The BFG’ to Class 3. We have also read ‘The Boy in the Dress.’ I am going to read ‘The Twits’ next to the class. It is so rewarding to see them thoroughly engrossed in a class novel and this is a really special time in Class 3.

11. Reading Strategies Expression • To express a text well, to read it with feeling that matches what it means, is one of the best ways to understand it. In order to match the proper expression to each word or phrase, you have to understand both the meaning of the words and the grammar of each sentence. Expression is such a powerful comprehension strategy because it instantly increases your access to meaning as you read. • Go Slow. To increase expression, most readers have to lower their speed. • Straight Up for an Exclamation Mark. Shoot the voice straight up in both pitch and volume if there is an exclamation mark. • Big Pause at a Full Stop, Small Pause at a Comma. Pay attention to punctuation. Treat colons, semi-colons, and dashes just like commas. • Character High, Narrator Low. In passages that contain dialog, raise the pitch of voice for spoken parts (the dialog), lower the pitch for attributions (the "He saids and She saids) and other text by the narrator. • Emphasise the Important Word. Pick one key word in a sentence and call attention to it by raising the volume of voice, changing tone, or stretching it out to make it last just a bit longer than normal. E.g.: The frightened boy walked slowly past the wolf.

12. Reading Strategies These are the type of questions that children may be asked to answer: • On the lines (finger)- find the answer in the text. E.g. How old is Cinderella? • Between the lines (head)- find the answer in the text but using your head. E.g. Why has Cinderella got her back to the ugly sister? • Beyond the lines (finger/head)- higher order skill, making meaning and evaluating the text. E.g. What are the similarities/differences between Cinderella and The Fairy Godmother? What do you think you would do if you were Cinderella? • There is a raised expectation in comprehension. We assess children's comprehension skills alongside book banded books. This helps us asses not only the rate your child's reading is progressing but also their understanding and their readiness for more formal SATS questions un upper KS2 • We use Big Cat Comprehension tests to assess children's progression through book bands.

13. Spelling Spelling Strategies Highlighting Tell the pupil to highlight the difficult part of the word separate Then find ways of memorising the problem letters. There’s a rat in separate

14. Spelling Syllabification Break down the word down into syllables. Pupils need to know that each syllable should have a vowel. Beat out the rhythm if necessary. Encourage pupils to say each syllable as they write the word. man-u-fac-ture Word derivation Focus on word roots or families e.g. medic -ine and medic-al.

15. Spelling Refer to word families For example: highlight the ending ight • light might night fight tight • length strength Over- articulation Say the word as it appears, rather than the accepted pronunciation: • Wed-nes-day • Rasp-berry

16. Spelling Creativity Pupils could: • make up their own mnemonicsBig Elephants Can Always Understand Small Elephants (because) • There is an eight in height and weight (height/weight) • explore dictionaries to identify and work out the meaning of root words clear = unclear, clearly, cleared

17. The New Maths Curriculum • New Expectations • By the end of year 4 pupils should • memorise their multiplication tables up to and including the 12 times table • show precision and fluency in their work • By the end of year 6 pupils should • - Be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. • -Pupils should read, spell and pronounce mathematical vocabulary correctly.

18. New Curriculum Maths • Greater links with Computing • Problem Solving no longer taught discretely but embedded within each area/domain of mathematics • Divided into Lower Key Stage 2 and Upper Key Stage 2 • We have an hours daily math's lesson and a separate mental math's session each day which includes activities such as times table practice.

19. Points to note • The use of calculators is restricted until the later years of primary. • Roman numerals are taught from Year 3. • There is a focus on counting beyond whole numbers, that is, decimals, fractions and percentages. • Financial education is emphasised, with focus on essential numeracy skills, using money and working with percentages.

21. The 4 Operations Calculation Methods and Progression

22. The 4 operationsWhy so many methods? • Children are entitled to be taught and to acquire secure mental methods and efficient written methods of calculation for each operation which they know they can rely on when mental methods are not appropriate. We teach them a range so they can choose the one they prefer and proves most accurate for them.

23. Addition – Lower KS2Number Lines: 48 + 36 =

24. Addition – Lower KS2Number Lines: Addition – Lower KS2 Partitioning: Partitioning means splitting the number into the tens and units. 48 + 36 = 40 + 30 = 70 40 + 8 8 + 6 = 14 30 + 6 = 84 70 + 14 = 84

25. Addition – Lower KS2 Addition – Lower KS2 Expanded methods in columns: Children’s understanding of place value has to be secure. 48 + 36 = 84 4 8 +3 6 1 4 – adding units first 7 0 – adding tens 8 4

26. Addition – Lower KS2 Column Method: This method remains efficient when adding larger numbers and decimals. It is a quick and reliable method. 48 + 36 = 84 4 8 +3 6 8 4 1 carrying ‘ten’

27. Addition – Lower KS2 Column Method This method remains efficient when adding larger numbers and decimals. It is a quick and reliable method. 379 + 92 = 471 3 7 9 + 9 2 4 7 1 1 1 carrying ‘ten’ and ‘one hundred’

28. Subtraction – Lower KS2 Counting On ‘Finding the difference’ • Count on from the smallest to the largest once again bridging through ten or a multiple of ten. + 30 + 4 + 2 38 40 70 74 74 – 38 = (2 + 30 + 4) = 36

29. Subtracting – Lower KS2 Partitioning:

30. Subtracting – Lower KS2 Partitioning:

31. Subtraction – LKS2 Subtraction – Lower & Upper KS2 Column Method – Decomposition: 7 6 - 3 9 3 7 1 1 2 3 7 - 8 4 1 5 3 ⁄ 6 1 ⁄ Borrowing ‘ten’ not 1

32. Multiplication – LKS2 Grid Method: 43 X 6 124 X 32

33. Multiplication – LKS2 x

34. Division – LKS2Using known facts

35. Division – LKS2Grouping using jottings

36. Division – LKS2Repeated Subtraction

37. Division – LKS2

38. Division – LKS2It is essential children have secure knowledge and recall of mental facts including:Place Value including decimalsNumber bonds Times tables from 0 to 12!Corresponding division factsRounding to enable estimation of answers

40. Questions?