| Handwriting sheet - English - 26/11/2008
|
| This is the script that we use at Nettlestone.
handwritingsheet.pdf
|
| |
| Synthetic Phonics - English - 25/9/2008
|
Last week we held an information evening for parents about synthetic phonics. Here are some notes from the evening.
A guide to Synthetic Phonics
Background: The Rose Report
In 2006 the government commissioned a national review of the way that reading was taught. Sir Jim Rose outlined his findings in the Rose Report. Rose stated:-
The case for systematic phonic work is overwhelming and much strengthened by a synthetic approach, the key features of which are to teach beginner readers-
Letter/sound correspondences in a clearly defined sequence
To apply the highly importan...
read on...
|
| |
| High frequency words - English - 16/8/2008
|
Reception high frequency words:
I, go, come, want, up, you, day, was, look, are, the, of, we, this, dog, me, like, going, big, she, and, they, my, see, on, away, mum, it, at, play, no, yes, for, a, dad, can, he, am, all, is, cat, get, said, to, in.
Year 1 and Year 2 high frequency words:
has, had, an, as, bed, but, did, from, got, school, him, his, if, jump, not, of, want, one, little, there, do, off, could, put, than, that, them, then, us, when, love, new, about, another, because, by, can’t, down, half, home, just, live, after, back, been, called, first, have, ho...
read on...
|
| |
| First steps in writing - English - 16/8/2008
|
Speaking and listening skills are crucial in the Early Years. Children are encouraged to talk to each other and adults all the time. They are encouraged to extend sentences orally, rather than always recording sentences in writing.
Children are taught how to form letters and to write their name correctly. They are introduced to key vocabulary; the National Literacy Strategy has identified key words for each year group that children are taught to first read then spell. In addition to these words days of the week, months and colours are taught. Many of you with children in Year R, 1 and...
read on...
|
| |
| Punctuation - English - 16/8/2008
|
The Punctuation Pyramid
The punctuation pyramid, illustrated on this page, is a simple and highly effective tool for the development of punctuation. It has immediate impact on the accuracy of punctuation used by children writing at level 3 onwards, and stimulates experimentation needed at level 2 and above.
Each classroom has a large pyramid on display. Children are taught that each line of the pyramid represents one level, from Level 1 to Level 5. Punctuation marks are named by the teachers and examples of their use are modelled by teachers in literacy lessons, and children...
read on...
|
| |
| Connectives and Openers - English - 16/8/2008
|
| Connectives are used to join sentences together. Children are encouraged to use a wider range of connectives as they progress through the national curriculum levels: At level 1 they will start to join two sentences together using ‘and’, at level 2 they will start to use ‘but’, ‘so’, ‘then’ and also be introduced to and begin to experiment with a wider range of connectives; ‘because’ ‘if’ ‘when’. At level 3 they use a wider range of connectives which might include some of the following; because, before, after, when, if. Children also learn to use connectives to open...
read on...
|
| |
| Vocabulary - English - 16/8/2008
|
Wow Words
Many of you will have been asked by your children to help them to find some "wow" words. One of the targets we want the children to aim for is to use a range of interesting and ambitious vocabulary in their writing. By ambitious we mean a word not usually used by a child at their age or stage of development.
For example: At the age of 5/6 words like ‘exciting’ ‘interesting’ ‘afraid’; at the age of 6/7 words like ‘adventure’ ‘accident’ ‘magic’; at the age of 7/8 ‘gigantic’ ‘silently’ ‘sadness’ ‘baggage’ ‘companion’; at age...
read on...
|
| |
| Writing initiative - English - 16/8/2008
|
Many of you will be aware either from your children talking at home, or talk in celebration assembly, that we are focusing on improving children’s writing this year at Nettlestone.
Last October, Nettlestone teachers joined with teachers from the Ryde Cluster of schools for a training day on improving standards in writing. All the primary and middle schools in the cluster have adopted the same approach to teaching writing and have set up thorough assessment systems to measure the progress that each child is making. One of the aims of this initiative is to make children aware of what...
read on...
|
| |
| Division vocabulary - Maths - 16/8/2008
|
halve
share
share equally
one each
two each
three each...
group in pairs
group in threes...
group in tens...
equal groups of
division
divide
divided by
divided into
left
left over
remainder |
| |
| Written calculations: division - Maths - 16/8/2008
|
It is important that children develop mental recall of multiplication tables and associated division facts. By Year 2 they should know by heart facts for the 2 and 10 multiplication tables. By Year 3 they should know by heart facts for the 2,5 and 10 multiplication tables. By Year 4 they should know by heart facts for the 2, 3, 4, 5 and 10 multiplication tables.
Mental recall of division facts:
e.g. 25 ÷ 5 = 5
NB: The language used is ‘how many lots of 5 are there in 25?’
Leading to the chunking method- the child uses existing knowledge to complete the calculat...
read on...
|
| |
| Multiplication vocabulary - Maths - 15/8/2008
|
lots of
groups of
times
product
multiplication
multiply
multiplied by
multiple of
once
twice
three times
four times
five times
ten times as big
ten times as long
ten times as wide
repeated addition
array
column
row
double |
| |
| Written calculations: multiplication - Maths - 15/8/2008
|
It is important that children develop mental recall of multiplication tables and associated division facts. By Year 2 they should know by heart facts for the 2 and 10 multiplication tables. By Year 3 they should know by heart facts for the 2,5 and 10 multiplication tables. By Year 4 they should know by heart facts for the 2, 3, 4, 5 and 10 multiplication tables.
Progress to 2 digit numbers x by a single digit number through partitioning:
23 x 6 = (20 x 6) + (3 x 6)
= 120 + 18
= 138
Leading to the grid method of...
read on...
|
| |
| Addition vocabulary - Maths - 15/8/2008
|
add
addition
more
plus
sum
total
altogether
score
double
near double
one more
two more
ten more
hundred more
how many more to make ....?
how many more is ...than ?
how much more is ......?
is the same as
equals
tens boundary
hundreds boundary
sign
increase make |
| |
| Substraction vocabulary - Maths - 15/8/2008
|
minus
how many are left/left over?
leave
one less
two less
ten less
hundred less
how many less is ....than ...?
how much fewer is .....?
difference between
half
halve
take away
subtraction
decrease
leave |
| |
| Written Calculations: Subtraction - Maths - 15/8/2008
|
This page shows how we teach addition at Nettlestone. It is important to understand that children do not progress on to these formal written methods until they can add or subtract any pair of 2 digit numbers, and have used informal paper and pencil methods of subtraction as detailed on the mathematics home page.
Building on mental strategies, the expanded method of subtraction is taught:
The numbers are partitioned:
68 -24
60 8
-20 4
40 4
then recombined 40 + 4 to give the answer 44
We can’t take 7 from 2 so we will exchange a ‘ten’ for ‘ten ...
read on...
|
| |
| Written calculations: addition - Maths - 15/8/2008
|
This page shows how we teach addition at Nettlestone. It is important to understand that children do not progress on to these formal written methods until they can add or subtract any pair of 2 digit numbers, and have used informal paper and pencil methods of addition as detailed on the mathematics home page.
1. Children are taught to partition numbers to help them develop mental strategies:
43 + 55
= 40 + 50 + 3 + 5
= 90 + 8
= 98
2. Leading to written recording, by adding the most (or least) significant d...
read on...
|
| |
| Would you like to help your child with maths? - Maths - 15/8/2008
|
Hopefully the following pages will help you to do just that!
Calculating Mentally
The expectation, for the average child, is that he/she is able to mentally add or subtract any pair of 2 digit numbers by the age of 8 or 9. The child should also know their 2,5 and 10 times table by heart.
Formal written calculation should not be taught until these have been achieved. This development stage will vary considerably from child to child.
Key skills and understanding include:
Know number bonds up to 20- all addition/subtraction facts, up to 20, and their inverse.
read on...
|
| |
