We will use this in class and at home - so check it regularly!

Children must access TT rockstars and similar websites as much as possible at home in order to ensure readiness for the MTC test in June.

Please access this as much as possible.

Encourage children to practise tables they do not know.

Username: firstnamelastname

Password:

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Please ask your child what they have been learning this week.

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• Children who are read to make faster progress across ALL subjects.

• Children who read at home have better vocabulary, improved understanding, general knowledge and more confidence.

• Children who read at home develop a love of reading!

You can help by:

• Reading together, even if your child can read independently.

• Ask simple questions: "What just happened?", "Why did that character do that?", or "What do you think will happen next?"

• Re-read favourite books to build fluency and confidence.

• Listen to stories together (audio books count too!)

• Let children choose their books for increased motivation.

Answer

Point

Evidence

This helps them structure their inference questions and ultimately helps them succeed in lessons. Just think: Brain + book = inference.

Example questions:

How is the character feeling? What clues show this?

Why did the character act this way?

What can you tell about the setting?

I think... because...

The text shows this when..

This suggests that...

Example:

"Brian's lip quivered and his voice shook as he said, 'I don't know if I can do this.'"

How does Brian feel? How do you know this?

Brian feels scared. I know this because his lip 'quivered' and his voice 'shook'. These are signs that people often show when they are nervous or afraid. This shows that Brian is scared and could lack confidence.

As you can see in the example above, we are not told Brian is scared so we have to use what we know about the world (how people behave) in order to help us make a judgement (that he is scared).

Sometimes the answer is phrased slightly differently to the question.

Skim and scan for words relating to the question.

Once you find it, READ AROUND IT.

Example 1:

Lisa was ten-years-old and she lived with her mum.

Who did Lisa live with?

Skim and scan for 'live'. Find 'lived'. Read around it.

Answer: She lived with her mum.

Example 2:

Tom ran through the forest. It was cold and dark and he could hear something behind him.

Where did the noise come from?

You could skim and scan for 'noise'. However, in this instance noise isn't there. Words relating to noise: hear. If you skim and scan for 'hear' then you can read around it.

Answer: The noise came from behind Tom.

Children are used to completing these activities which larger bodies of text, but this should help you understand what they need to do.

Prediction is thinking about what might happen next.

Example:

Tom heard a loud noise behind him. He turned slowly, his heart beating fast.

Answer: I predict that Tom will start running because he is scared. A clue that suggest this is that his "heart was beating fast", which shows he is nervous.

Good readers think about what words mean and how they are used in a sentence.

Encourage your child to break down unfamiliar words into root words they may know, how it is used in the sentence and what it could mean. I would encourage children to check their answers online or with a dictionary.

Use this column to help you practise key grammar skills, plan, write and improve your work.

THINK IT > SAY IT > WRITE IT > SAY IT AGAIN TO CHECK IT.

Statement: The dog ran quickly.

Question: Where is the dog going?

Exclamation: What a fast dog!

Command - Stop running!

Sentences must contain a subject and a verb.

Verb: action or linking word.

Subject: who or what did the verb.

E.g. The car was red.

Was is the verb.

Who was, what was?

The car. The car is the subject.

Or

Sam ran.

Ran is the verb.

Who ran, what ran?

Sam. Sam is the subject.

Sentence control is extremely important. If children have a tendency to 'run-on'. Encourage them to identify the verb (action or link) and who or what is doing the verb.

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• learning weekly spellings

• practising activities below

• apply spelling in writing

• reading to your child (reading improves spelling as the child can see something 'isn't quite right')

• Chant each word, say it, look at it then write it down.

Example:

accident

"accident"

"A, C, C, I, D, E, N, T"

Child then writes this down

You can then remove the word and write again without looking. If a mistake is made, correct it. This helps your brain remember!

Start of a sentence.

Proper nouns (names of places, people or things) e.g. Nike, Molly, or Leeds.

Fully stops

Question Marks

Exclamation marks

Commas (especially after fronted adverbials)