Targets in Literacy and Numeracy from Reception to Year 6 At Buttington Trewern C.P. School

Transcription

1 Targets in Literacy and Numeracy from Reception to Year 6 At Buttington Trewern C.P. School

2 Reception Targets Numeracy These targets are intended to give you some idea of the things your child should be able to do by the end of this year. We welcome your comments about how your child is progressing in relation to any target. Remember that some targets are more complicated than they seem - a child who can count from 1 to 10 may still have trouble if you ask him which number comes after 7. He may have to start at 1 and count from there! Say one, two, three, four up to 20 Count up to 10 objects Recognise the written numbers 1, 2, 3, 4 up to 9 Use words to compare things, such as more, less, greater, smaller, heavier, lighter Find one more or one less than any number from 1 to 10 Add two small groups of objects (with a total of 10 or less) Count how many are left when some objects are taken away Make simple patterns and talk about them Name shapes such as a circle, square, triangle, rectangle, cube, cone and sphere Use words to describe where things are, such as over, under, above, below, on, in, next to, beside More activities Counting a variety of everyday objects eg. fruit, forks, etc Counting rhymes eg. Ten Green Bottles Grouping activities eg. red bricks, green bricks, etc Matching number games to 10 eg. pairs, bingo, number Jigsaws, etc Early dice games which include dice with colours, objects and numbers Looking at numbers in the environment eg. house numbers, bus numbers, car numbers, etc Shopping activities using 1p coins

3 Top Literacy Vocabulary Work To understand rhymes e.g. through nursery rhymes Reading, Writing & Comprehension To begin to understand that print carries meaning To learn letter names of To begin to understand and use lower and upper case letters terms about books and print e.g. Title, cover, page, letter and word To begin to hear cluster of sounds in words e.g. (look at Thrass chart) To begin to recognise own name, or Oxford Reading Tree Key stage 2 words To begin to understand how story book language works and to use some formal elements when re-telling a story e.g. Once upon a time To re-tell familiar texts To write own name spelt correctly To recognise critical features of words e.g. shape, length and common spelling patterns To extend vocabulary through topic words e.g. Toys, seasonal changes To use a comfortable and efficient pencil grip To understand that writing can be used for a range of purposes e.g. send messages, inform, tell stories To begin to distinguish between writing and drawing in books and own work To experiment with writing in a variety of play, exploratory and roleplay situations To write sentences to match pictures or sequences of pictures To produce a controlled line which supports letter formation Grammar and Punctuation

4 To understand that words are ordered left to right and need to be read that way to make sense To use a capital letter to start name To recognise full stops and capital letters when reading, and name them correctly Year One Targets Numeracy These targets are intended to give you some idea of the things your child should be able to do by the end of this year. We welcome your comments about how your child is progressing in relation to any target. Remember that some targets are more complicated than they seem - a child who can count from 1 to 10 may still have trouble if you ask him which number comes after 7. He may have to start at 1 and count from there! Count to 20 Recognise and write the numbers up to 20 Put the numbers from 1-20 in order Work out one more, two more and three more than a number Add two numbers under ten by counting on Take away one, two or three from a number up to 12 Some fun activities to help your child's maths Number frieze - Make a number frieze with your child. Make each number personal, either by associating it with something they like or with someone's age, or by choosing a theme based on an interest. Put the number frieze in a room where it will be seen every day. Use it to point at when a number is mentioned in conversation or in activities with your child. Ask questions, 'What is the number after six?' or 'Which numbers come between 8 and 12?'

5 Track game - Make a track game. Again make it relevant to your child's interests - sea world, space, monsters... Play these games on your track Throw a dice. Move along that number of spaces, BUT before you move, you must work out what number you will land on. If you are wrong, you don't move! Go along the track till the end and then start again. The first one to complete the track 3 times wins. Spin a coin. Move 1 space for 'heads' and 2 spaces for 'tails'. Look at the number of spaces each person lands on. Give them an action to do that many times. E.g. they must clap their hands sixe tines, they must jump up and sown eight times. First one to the end of the track, wins. Throw a dice. Find a number on the track which matches that dice throw to make either 10 or 20 and place a counter on it. E.g. you throw a 4 and put a counter on either 6 or 16. If someone else's counter is there already you may replace it with yours! The first person to have a counter on 8 different numbers wins. Play these adding up games... Encourage you child to add by counting on. This means not counting the first number! So 5+3 is five and three more...start with five, then count on: six, seven, eight. Throw a dice. Collect that number of lego bricks, counters or coins. Keep throwing the dice and adding that number of bricks. BUT, before you take them, you must write down the new total. E.g. Sam has 7. She throws 4. She has to work out how many she will have now. Start with seven: eight, nine, ten, eleven. She writes 11. You can only take them if you are right! First person to 20 wins. Car numbers. Each person chooses a target number, e.g. 10. You have to find a car which has two numbers which add up to your target number. K546 XWL - So we can say 4+6=10. Think about which pairs of numbers add to make your target. Draw 4 circles each on your piece of paper. Write 4 numbers between 2 and 12, one in each circle. Throw the dice twice, adding the numbers thrown. If the total is one of the numbers in your circles then you may cross it out. The first person to cross out all four circles wins.

6 Literacy Vocabulary Work Hear and write 3 phonemes in CVC words To identify rhyming words Grammar and Punctuation Read and spell high unfamiliar words frequency words on sight To use full stops and Read other familiar capital letters correctly words e.g. key words in a sentence To recognise and use spelling patterns for consonants e.g. b, bb, c, ck, k To learn new vocabulary related to topics To develop a comfortable and efficient pencil grip To write in a style that starts on the line and will join later When reading and writing to expect a sentence to make sense To use a range of strategies to read To read with the appropriate expression Reading, Writing & Comprehension To read familiar stories and poems independently To write about events experienced To use stories and poems as a basis for their own writing To read and write captions, e.g. labels on school equipment To make lists To retell stories giving main points in sequence To identify and discuss character, and build profiles To use the terms fiction and non-fiction To use an index and a contents page to locate information Begin to use dictionaries and alphabetic ordering

7 Year Two Targets Numeracy These targets are intended to give you some idea of the things your child should be able to do by the end of this year. We welcome your comments about how your child is progressing in relation to any target. Remember that some targets are more complicated than they seem - a child who can count from 1 to 50 may still have trouble if you ask her which number comes after 37. She may have to start at 1 and count from there! Count, read and write the numbers up to 100 Know which numbers come in-between any two numbers. E.g. say which numbers are in-between 56 and 59 Know the pairs of numbers which make ten. E.g. 4+6, 7+3, 5+5 Add two numbers by counting on. E.g is twenty-three and eight more Add 10, 20 or 30 or 40 to a number. E.g Subtract one number from another when the numbers are close. E.g Subtract one number from another when the numbers are not close E.g Count in 2's, 5's and 10's using their fingers Recognise odd and even numbers Double and halve small numbers Some fun activities to help your child's maths.. Number frieze - Make a number frieze out of sets of ten. Make each set relevant to your child's interests. Use the frieze to help your child understand and compare numbers up to 100. E.g. pointing to the date, someone's age(!) and amount of money, a page in a book, a distance in miles. Draw children's attention to how the numbers are written. E.g. 34 is thirty-four not forty-three! Board game - Make a board game from a 10x10 grid. Again make it relevant to your child's interests - space adventures, dinosaurs, superheroes..

8 Play these games on your board... Throw a dice. Move along that number of spaces, BUT before you move, you must work out what number you will land on. If you are wrong, you don't move! Go around the board till the end. First one there, wins. Start at the top of the board. Throw the dice and move backwards. BUT you must say what number you will land on before you move you counter. Anyone landing on a multiple of ten gets an extra turn! First one to the bottom of the board, wins. Throw a dice. Find a number on the board which matches that dice throw to make either 10 or 20 and place a counter on it. E.g. You throw a '4' and put a counter on either 6 or 16. If someone else's counter is there already you may replace it with yours! The first person to have a counter on 8 different numbers wins. Adding up and taking away... Encourage your child to add by counting on, starting with the largest number. E.g , start at 16 and count on 5, using fingers to help. With subtraction, sometimes children can count back, e.g. 13-4, where they start with 13 and count back 4. Sometimes it is easier to count on from the smaller to the larger number, e.g. 12-9, where they start at 9 and count on 10, 11, 12 - the answer is 3. Start with a pile of Lego or counters. Count how many you each have. Throw a dice. Say how many counters you will have if you subtract that number. Then take them away and check that you were right. Keep playing. First to get to exactly 0 wins! Car numbers. Each person chooses a target number, e.g. 15. You have to find a car whose digits add up to your target number. Draw 4 circles each on your piece of paper. Write 4 numbers between 2 and 12, one in each circle. Throw the dice twice, adding the numbers thrown. If the total is one of the numbers in your circle then you may cross it out. The first person to cross out all four circles, wins. Try the same game with three dice and numbers up to 18. Most important! Help your child to learn the pairs of numbers which add together to make 10. E.g. 4+6, 7+3 etc. Look for these pairs on car number, make them with sweets or biscuits, test them by saying a number and asking them to respond with its pair to ten. They need to learn these pairs!

9 Literacy Vocabulary Work Grammar and Punctuation Identify, read and use Use a variety of common spelling patterns strategies to decipher new words Know all consonant and vowel phonemes Read and spell High Frequency List 1 Recognise and use commas and question marks and recognise exclamation marks Reading, Writing and Comprehension Use simple poetry structures Read simple instructions Understand and use structural features of factual writing Use common prefixes and suffixes Form letters correctly Re-read own writing Understand correct use of capitals Discuss and compare story themes Develop drafting skills Join letters correctly Understand compound words Discriminate syllables Write in clear sentences with correct punctuation Read aloud with intonation and expression Use various organisational devices in factual writing Use verb tenses accurately Use dictionaries (initial letter) Read flow charts and cyclical diagrams Develop planning sheets for stories Write sustained stories Write simple book evaluations Identify speech marks Understand and use different ways of presenting texts

10 Year Three Targets Numeracy These targets are intended to give you some idea of the things your child should be able to do by the end of this year. We welcome your comments about how your child is progressing in relation to any target. Remember that some targets are more complicated than they seem - a child who can usually subtract may have trouble when the numbers seem hard - e.g or Count to 1000 and be able to read or write any 3 digit number Count in tens. E.g. 36, 46, 56, 66, 76, 86, 96, 106 Know the pairs of numbers which make ten Add two numbers by counting on the tens and then counting on the units. E.g Add a string of small numbers. E.g Add 10, 20 or 30 0r 40 to a number. E.g Subtract one number from another when the numbers are close. E.g Subtract one number from another when the numbers are not close. E.g Know the 2x, 3x, 5x, 9x, 10x tables Recognise dividing as the opposite to multiplying. E.g means 'How many 3's in 27?' Recognise odd and even numbers Double numbers up to 20 and halve even numbers up to 40 Some fun activities to help your child's maths.. Number frieze - Make a number frieze out of sets of ten. Make each set relevant to your child's interests. Draw children's attention to the order of the digits. E.g. 34 is thirty-four not forty-three! Also, use the frieze to help your child count in 10's starting at any 2 digit number. E.g. 14, 24, 34, 44 or 27, 37, Help them to practise the 'chant' so that they can start anywhere and count on in tens.

11 Board game - Make a board game from a 10x10 grid. Again make it relevant to your child's interests - space adventures, dinosaurs, superheroes.. Play these games on your board... Throw a dice. Say out loud the number that goes with your dice number to make ten. E.g. I throw a 3, and I say 7. Then move around the board 7. First one to get to the end, wins. Start on 1. Toss a coin. If it lands heads, move 1 place along. If it lands on tails, move 10 (i.e. one row up). If a coin throw takes you off the board move 1 space in the opposite direction (i.e. down or right). First person to 100 wins. Start anywhere on the track. Throw the dice. Even numbers move you forwards and odd numbers move you backwards. If you land on a multiple of 5, you can move either 10 forwards or 10 backwards. The first person to reach either end of the board wins. Other games you can play... Pelmanism: Take a pack of cards. Remove the kings and jacks. Queens count as 0. Spread the cards out upside down on a table. Take it in turns to turn over two cards. If they add up to 10, you may take them. If not, turn them back over and leave them in their places. Now someone else has a turn. When all the cards have been taken, who has the most pairs? Bingo: One person has the 2x table and the other has the 5x table. Write six numbers in that table on your piece of paper. E.g. I write 4, 8, 10, 16, 18 and 20 on my piece. Throw one or two dice. If you choose to throw 2 dice, add the totals. E.g. I throw two dice and get a 3 and a 4. I add these to make 7. Multiply that number by 2 or by 5 (whichever table you have chosen). If the answer is on your page, you can cross it out. The first person to cross out all 6 of their numbers, wins! Doing sums in our heads... Help your child to be able to do sums in their heads. This is more important than being able to do written arithmetic.

12 Chant in tens, starting at any 2 digit number, taking it in turns to say each number. E.g. Thirteen, twenty-three, thirty-three... Do this backwards as well. Car numbers. Look at a car number. Add ten. Say the answer out loud. Which car were you looking at? If they guess correctly, they have a turn. Ask the children to say a number, e.g. 43. Do something to it (e.g. add 30). Say the answer, e.g. 73. The child then says another number to you, e.g. 61. Do the same to that number and say the answer. The child has to guess what you are doing to the number each time! Then they can have a turn at adding or subtracting something to each number that you say to them. Literacy Vocabulary Work Identify, read and use common spelling patterns Know all consonant and vowel phonemes Read and spell High Frequency List 1 Grammar and Punctuation Use a variety of strategies to decipher new words Recognise and use commas and question marks and recognise exclamation marks Reading, Writing & Comprehension Use simple poetry structures Read simple instructions Understand and use structural features of factual writing Use common prefixes and suffixes Form letters correctly Join letters correctly Understand compound words Discriminate syllables Re-read own writing Understand correct use of capitals Write in clear sentences with correct punctuation Read aloud with intonation and expression Use various organisational devices in Discuss and compare story themes Develop drafting skills Use dictionaries (initial letter) Read flow charts and cyclical diagrams Develop planning sheets for stories

13 factual writing Use verb tenses accurately Write sustained stories Write simple book evaluations Identify speech marks Understand and use different ways of presenting text Year Four Targets Numeracy These targets are intended to give you some idea of the things your child should be able to do by the end of this year. We welcome your comments about how your child is progressing in relation to any target. Remember that some targets are more complicated than they seem - a child who can write most 4-digit numbers may have trouble if there is a zero in the tens place - e.g. four thousand, two hundred and six. Count to 9999 and be able to read or write any 4-digit number. Be able to say the number after or the number before, and also the number between any two numbers. E.g. what is between 4135 and 4137? Count in tens or hundreds - e.g. 342, 442, Know the pairs of numbers which make ten and twenty. E.g. 14+6=, 17+3= Add two numbers in their heads. E.g Add a string of small numbers. E.g Add or subtract multiples of 10 or 100. E.g , Subtract one number from another when the numbers are close. E.g Subtract one number from another when the numbers are not close. E.g Know the 2x, 3x, 4x, 5x, 9x, and 10x tables. Recognise odd and even large numbers. E.g. 334 is even and 449 is odd.

14 Double numbers up to 50 and halve even numbers up to 100. Some fun activities to help your child's maths Doing sums in our heads! Help your child to be able to do sums in their head. This is more important than being able to do written arithmetic! Learning maths is like learning a language - children need to become fluent. This means that they need to practise using numbers and talking themselves through different calculations, a bit like thy needed to practise talking when they were little! Adding - Children need to be comfortable doing two things: adding multiples of ten (20, 30, 40, 50 etc.) and knowing off by heart the pairs of numbers which make 10 or 20 (4+6, 14+6 etc.) Subtracting - There are two ways of subtracting. In the first way we count backwards or take something away. So, doing 34-6, we would take 6 away from 34. In the second way of subtracting, we count on from one number to the next. So, doing 43-37, we count on from 37 to 43. Children need to be able to choose the best method each time. Multiplying and dividing - In Y4, we begin to stress the importance of knowing as many table facts as possible by heart. Especially, if your child has trouble memorising these, the order in which they learn them can be crucial. Start with the 2's, 5's and 10's, and encourage them to use their fingers if it helps. Once the child can give a quick painless answer to any question in these tables ('What are six two's? or 'How many fives in thirty?') they gain a great heal of confidence. The next table to be learned is the 9x table. Children can do this using the special finger method. Ask them to show you! Once they know their 2's, 5's, 9's and 10's there are many facts which they can do by turning round the tables question - 5x8 can be done as 8x5. They then need to learn their 3x table off by heart - help them with this! At this point, children know more than three quarters of their table facts, so they are almost there. Maths games and activities There is strong evidence that playing games such as card games, dominoes, board games and commercial games like Monopoly helps

15 children to become confident and more adept with numbers. Almost any card game will involve the children adding, scoring and juggling figures in their heads. Some games will also help them to practise specific skills. Fish: Take a pack of cards. Remove the K and J and deal out five to each player. Place the rest in a pile face down. Each player is looking for pairs which make 10. (Q counts as 0). Every time you find a pair, you place it face up in front of you. Take it in turns to pick a fellow player and ask for a card. E.g. 'Have you got a 3?' If they have, they must hand it over, and you can ask them or another player for a card. If they haven't, they say, 'Fish' and you have to take a card off the pile. It is then someone else's turn. At the end who has the most pairs? Eights: Deal 8 cards per player. Take it in turns to place cards onto a central pile face up. You may only lay a card which is the same number or the same suit as the card before. If you can't play, take another card. An '8' can be played at any time on any number or suit, and the person playing it can specify what suit they want. When one person gets rid of all their cards, the other players score the cards in their hand as follows; Ace, King, Queen, Jack, score 10 each, 8's core 8. All the others score 1. Each 2 doubles your score. Write down your scores. Deal 8 cards each and play again. After two or three hands, who has the lowest score? Dominoes: Children make a long line of dominos where the matching edges have to add to six. Use all the dominoes. This is harder than it looks! Can you make it join with itself? Children make domino squares. The corners MUST match up. What numbers can you make the squares add up to? Can you make an odd-numbered square? Encourage children to design and make their own board game! They will love to do this and will spend hours making a very complex board game. But you MUST play it with them! Discuss the rules and how 'fair' the game is. Make a personal version of 'Snakes and Ladders'. Play using a coin. If it lands heads, you add 10 to the number you are on, saying the total correctly before you are allowed to move. If it lands tails, you move 1. If you are on the top row and you throw a ten, you must move down a row! Borrow or invest in one of the commercial board games available. Children do an amazing amount of maths playing Monopoly!

16 Literacy Vocabulary Work To use a dictionary frequently To learn L/S/C/W/CH spellings daily To sound out phonemes to aid spelling Grammar and Punctuation To proof read their own work and check for correct punctuation To use punctuation appropriately To use the correct tense consistently in their writing Reading, Writing and Comprehension To be able to justify their thoughts on a text or author's style To use different methods of story planning e.g. brainstorm, notes, diagrams To use different voice tones appropriately when reading poetry/stories To ensure consistency of handwriting size and spacing between words To learn spelling of common suffixes: able, full, ing To build up speed and fluency in handwriting To use adjectives to add interest to their writing To use apostrophes appropriately To use connectives effectively in their work e.g. although, however To understand the term 'collective noun' Creating mood by effective use of expressive language To be able to select key words from a non-fiction text To improve cohesion of written explanations To improve structure of writing using heading/subheadings/paragraphing Year Five Targets Numeracy About the targets:

17 These targets are intended to give you some idea of the things your child should be able to do by the end of this year. We welcome your comments about how your child is progressing in relation to any target. Remember that some targets are more complicated than they seem - a child who can write 5-digit numbers may have trouble if there is a zero in the thousand place - e.g. fifty thousand, two hundred and forty-six. Count to 99,999 and be able to read or write any 5-digit number. Place any set of 5-digit numbers in order, smallest to largest. Understand how to read and write simple decimals - e.g. 2, 4. Count in tens or hundreds - e.g. 3988, 3998, 4008, 4018, Know the pairs of numbers ending in 0 which make on hundred - e.g Add tow numbers in their heads - e.g Add a string of numbers - e.g Add or subtract multiples of 10 or e.g , Subtract one number from another when the numbers are close - e.g Subtract one number from another when the numbers are not close - e.g Know their tables up to 10X10. Double numbers to 100, and halve even numbers. Doing sums in our heads! As children get older, they need to be able to compute 'in their heads' rather than on paper. It is a positive disadvantage, mathematically speaking, if a child has to write down simple calculations and cannot 'see' the answer in their heads. Learning maths is like learning a language - children need to become fluent. This means that they need to practice using numbers and talking themselves through different calculations. Parents can help a great deal by: Involving children in everyday numerical calculations -money, time, quantities Playing games with children - card games, board games, commercial and home-made Talking calculations through, and discussing different ways of doing a sum; and helping children learn certain number facts off by heart. Helping children to add and subtract

18 Adding or subtracting in our heads we use different ways from those we use when we are writing things down. If we take three examples, we can see how important this is; is best done mentally by seeing that 39 is nearly 40, and then adding 40 and taking one off the answer. Similarly is best done by seeing that 29 is nearly 30, and taking 30 from 45, then adding is certainly not best approached by writing it down. It is quite a clear sign that a child is too dependent on writing if they set out this calculation in a written form. The easiest method is to count back two! 1000, 999, Activities Encourage children to work out their own finances. This includes letting them shop on their own and allowing them to plan their spending (and earning) over a period. If children have to deal with money it is remarkable how quickly their mental number work improves! Play car number games when walking or driving. (1) Choose a target number, e.g. 15. First person to find a car whose numbers add to this target, gets 10p! E.g. K456XWL is 4+5+6=15 (2) Choose a car number. You may add or subtract any multiple of ten below 100. Try to get as close as possible to 555! 10p prize for hitting it dead on! (3) Choose a type of digit - e.g. I choose the tens, you choose the hundreds. Choose a number e.g. 3. How many cars can you see with a 3 in your chosen place e.g. a 3 in the tens place. First to ten wins! Help children to memorise the pairs of numbers which make 10 and 20, i.e. 1+9, 2+8, 3+7, 4+6, 5+5, also, 1+19, 2+18 etc. Say a number. They have to reply fast with its pair to 20. Extend this by helping them to learn the pairs which make 100, starting with the multiples of ten , , etc. Helping children to multiply and divide Tables: Clearly it is important for children to know as many tables facts as possible off by heart. Especially, if your child has difficulty

19 memorising these, the order in which they learn them can be important. Start with the 2's, 5's, 9's and 10's where children can use their fingers (fast!) to help them if need be. Once they know these there are many facts which they can do by turning round the tables question - 5X8 can be done as 8X5. The learning really starts with the 3X and 4X tables - help them to memorise these! (See suggestions below) There are now only 6 'hard facts' to be learned and they can memorise these one at a time - 6X6, 6X7, 6X8, 7X7, 7X8 and 8x8. Knowing how to multiply by 10 and by 100 is essential. Once children are confident doing this, they can multiply by and 2-digit number in their heads. E.g. 14x9 can be done as 10x9=90 and 4x9= and 36 make 126. Also, once they can multiply by 10, they can multiply by 20 or 30 - by multiplying by 10 and then doubling or trebling. Doubling and Halving: These are essential skills, and television 'whizz-maths' people make great use of them! Practise doubling and halving with your child. Walking along the street, take it in turns to give the other person a number to be double or halved. Ten correct in a row could lead to a reward. Activities Help children to memorise their tables facts by making up rhymes to go with the answers of the ones they find hard! E.g. 7x7 =49 FINE! 8x8=64 BORE! 7x8=56 KICKS!... Do tables backwards by giving an answer and asking how many, e.g. 'How many 4's in 24?' Make a table square Use it like a Snakes and Ladders board to play games: (1) Spin a coin, if it lands heads, move 1 space along, if it lands tails move down one row. Wherever you land, you must say the tables sentence to match the space. E.g. If you land on 24, you can say 'Six fours make 24.' (2) Throw a dice. Place a coin on the square in any space which has a number which is in that times table. E.g. If you throw a 3, you can put a coin on any space which is in the 3x table (including the numbers in the 6x and the 9x tables) If you throw a 1, throw again. The first person to get 4 counters in a line, wins.

20 Other games Play card and dice games. Take a card and throw the dice. Multiply the two numbers. Write down the total. Let someone else have a turn. Keep a running score. The first person to reach 100 wins! Take a pack of cards. Remove the K, Q and J. Deal out five cards to each player. Everyone has to use the cards in their hand to try to make 7. You can add, subtract, divide or multiply! If I have a 2 and a 5, I can lay them down in front of me and say 'Seven'. I then take two more cards from the pack. How many times can each person make seven? Encourage and help children to design and make their own games. These can be really complex with many alternative tracks and different ways of moving around the track depending on things like whether you throw an even or an odd number! Children love to make games - but it is very important that someone plays their game with them when they have made it! Literacy Vocabulary Work Identify mis-spelt words in own writing Revise and reinforce spelling patterns in pluralisation Use a dictionary and thesaurus correctly Investigate further antonyms and explore onomatopoeia Use adverbs correctly Understand metaphors Grammar and Punctuation Edit their own writing for clarity and corrections Understand the difference between direct and reported speech Set dialogue out correctly Use correct punctuation consistently Revise and extend work on verbs Reading, Writing and Comprehension Compare the structure of stories Understand dramatic conventions Evaluate a story or book by referring to details and examples in the text Locate information confidently and efficiently Understand how to make notes Investigate the features

21 and simile Use and spell passive pronouns correctly To learn L/S/C/W/CH spellings daily Consolidate the basic of different fiction conventions of standard genres and non-fiction English texts Use commas to demark sentences Construct sentences in different ways while retaining meaning Adapt writing for different audiences Identify the point of view from which a story is told and then tell the story from another point of view Construct an argument to persuade others of a point of view Use connectives to link sentences in longer texts Year Six Targets Numeracy About the targets: These targets are intended to give you some idea of the things your child should be able to do by the end of this year. We welcome your comments about how your child is progressing in relation to any target. Remember that some targets are more complicated than they seem - a child who can write a decimal number may not realise which digit is the hundredths and which is the tenths, leading to a confusion between 2.03 and Count, read and write any number, including a decimal number. E.g Put a set of numbers, including decimals, in order of size. E.g. 3.03, 3.3, 3.31, Know the pairs of numbers which make one hundred - e.g Add two numbers in their heads. E.g Add a string of numbers. E.g

22 Add or subtract multiples of 10 or 100. E.g Subtract one number from another when the numbers are close. E.g Subtract one number from another when the numbers are not close. E.g Know their tables up to 10x10 and be able to use these facts to do simple divisions. E.g. 4x8= and 32 4= Multiply or divide by 10 or 100. E.g. 13x10, 245x100, 5.2x10, Multiply a 2 digit number. E.g. 5x14 Double and halve numbers to 1000 Doing sums in our heads! As children get older, they need to be able to compute 'in their heads' rather than on paper. It is a positive disadvantage, mathematically speaking, if a child has to write down simple calculations and cannot 'see' the answer in their heads. Learning maths is like learning a language - children need to become fluent. This means that they need to practice using numbers and talking themselves through different calculations. Parents can help a great deal by: Involving children in everyday numerical calculations -money, time, quantities Playing games with children - card games, board games, commercial and home-made Talking calculations through, and discussing different ways of doing a sum; and helping children learn certain number facts off by heart. Helping children to add and subtract Adding or subtracting in our heads we use different ways from those we use when we are writing things down. If we take three examples, we can see how important this is; is best done mentally by seeing that 39 is nearly 40, and then adding 40 and taking one off the answer. Similarly is best done by seeing that 29 is nearly 30, and taking 30 from 45, then adding is certainly not best approached by writing it down. It is quite a clear sign that a child is too dependent on writing if they

23 Activities set out this calculation in a written form. The easiest method is to count back two! 1000, 999, Encourage children to work out their own finances. This includes letting them shop on their own and allowing them to plan their spending (and earning) over a period. If children have to deal with money it is remarkable how quickly their mental number work improves! Play car number games when walking or driving. (1) Choose a target number, e.g. 15. First person to find a car whose numbers add to this target, gets 10p! E.g. K456XWL is 4+5+6=15 (2) Choose a car number. You may add or subtract any multiple of ten below 100. Try to get as close as possible to 555! 10p prize for hitting it dead on! (3) Choose a type of digit - e.g. I choose the tens, you choose the hundreds. Choose a number e.g. 3. How many cars can you see with a 3 in your chosen place e.g. a 3 in the tens place. First to ten wins! Help children to memorise the pairs of numbers which make 10 and 20, i.e. 1+9, 2+8, 3+7, 4+6, 5+5, also, 1+19, 2+18 etc. Say a number. They have to reply fast with its pair to 20. Extend this by helping them to learn the pairs which make 100, starting with the multiples of ten , , etc. Helping children to multiply and divide Tables: Clearly it is important for children to know as many tables facts as possible off by heart. Especially, if your child has difficulty memorising these, the order in which they learn them can be important. Start with the 2's, 5's, 9's and 10's where children can use their fingers (fast!) to help them if need be. Once they know these there are many facts which they can do by turning round the tables question - 5X8 can be done as 8X5. The learning really starts with the 3X and 4X tables - help them to memorise these! (See suggestions below) There are now only 6 'hard facts' to be learned and they can memorise these one at a time - 6X6, 6X7, 6X8, 7X7, 7X8 and 8x8.

24 Knowing how to multiply by 10 and by 100 is essential. Once children are confident doing this, they can multiply by and 2-digit number in their heads. E.g. 14x9 can be done as 10x9=90 and 4x9= and 36 make 126. Also, once they can multiply by 10, they can multiply by 20 or 30 - by multiplying by 10 and then doubling or trebling. Doubling and Halving: These are essential skills, and television 'whizz-maths' people make great use of them! Practise doubling and halving with your child. Walking along the street, take it in turns to give the other person a number to be double or halved. Ten correct in a row could lead to a reward. Activities Help children to memorise their tables facts by making up rhymes to go with the answers of the ones they find hard! E.g. 7x7 =49 FINE! 8x8=64 BORE! 7x8=56 KICKS!... Do tables backwards by giving an answer and asking how many, e.g. 'How many 4's in 24?' Make a table square Use it like a Snakes and Ladders board to play games: (1) Spin a coin, if it lands heads, move 1 space along, if it lands tails move down one row. Wherever you land, you must say the tables sentence to match the space. E.g. If you land on 24, you can say 'Six fours make 24.' (2) Throw a dice. Place a coin on the square in any space which has a number which is in that times table. E.g. If you throw a 3, you can put a coin on any space which is in the 3x table (including the numbers in the 6x and the 9x tables) If you throw a 1, throw again. The first person to get 4 counters in a line, wins. Other games Play card and dice games. Take a card and throw the dice. Multiply the two numbers. Write down the total. Let someone else have a turn. Keep a running score. The first person to reach 100 wins! Take a pack of cards. Remove the K, Q and J. Deal out five cards to each player. Everyone has to use the cards in their hand to try to make 7. You can add, subtract, divide or multiply! If I have a 2 and a 5, I can lay them down in front of me and say 'Seven'. I then

25 take two more cards from the pack. How many times can each person make seven? Encourage and help children to design and make their own games. These can be really complex with many alternative tracks and different ways of moving around the track depending on things like whether you throw an even or an odd number! Children love to make games - but it is very important that someone plays their game with them when they have made it! Literacy Vocabulary To be able to identify mis-spelt words and use strategies/tools for independent spelling To be able to use root words, prefixes and suffixes to help with spelling, and to understand the spelling rules concerning their use To be able to spell, understand and use connectives in writing To be able to understand how words, expression and names have come into being and have changed over time To be able to invent and use strategies to remember difficult or irregular spellings To be able to use a range of dictionaries to examine in more depth Grammar and Punctuation To be able to use verbs in the active and passive forms (e.g. the dog bites the man: the man is bitten by the dog). To be able to identify and use connectives To be able to form complex sentences To be able to use a variety of punctuation marks proficiently To be able to identify and understand official language To be able to understand and use complex sentences, including the identification and connection of clauses To be able to contract sentences by use of summary, not making Reading, Writing and Comprehension To be familiar with the work of some established writers in a variety of genres in print and, where appropriate, in performance To be able to participate effectively in literature discussion, explain personal preferences, and give clear personal responses to literature To be able to plan and produce work in various genres To summarise a text within a given number of words To be able to use IT in producing, revising and editing writing To identify and understand the key features of different types of text

26 the origin and use of words, including those with common prefixes, suffixes and roots To collect proverbs and explain their meaning To build up a bank of terms and phrases which are used in arguments, discussion and reasoning To invent words using known roots, prefixes and suffixes To practise and extend vocabulary withrough inventing words games To experiment with language e.g. creating new words, smiles and metaphors and editing To introduce conditionals (e.g. if...then, would, could, might) and their use To revise knowledge of how language and grammar are used in different types of text including narrative, reporting/recounting, instructional, explanatory, persuasive and discursive texts To be able to investigate how language is used and how it has changed over time To be familiar with some poets/authors of the past and how they manipulated language To be able to use writing devices (e.g. flashbacks, parody, summary and commentary) To be able to understand and use the language of instruction and persuasion in writing To be able to criticise various types of writing and to compare/contrast the work of different writers To use a reading journal to prepare personal To be able to manipulate responses to a text clauses to achieve different effects To be aale to skim and scan a text effectively To write extended stories using paragraphs and sequences of poems linked by a theme or form To select appropriate writing styles to suit purpose and audience