Home/School Diary Autumn, Spring and Summer Term 2023/2024 Name Class House Team Meath Green Junior School
All about me... Name: _______________________________ Nickname: ____________________________ Birthday: _____________________________ My favourite subject: _________________________________________________ Class: ________________________ Teacher: ___________________ My House Team:__________________________________________ Autumn Spring Summer My Clubs 1
2 The School Day 7.30 am Breakfast Club 8.30 am Gates open – arrive at school 8.40 am Bell – gates close 8.50 am Registration closes 8.45 am – 9.00 am Skills 9.00 am – 10.00 am Lesson 1 10.00 am – 11.00 am Lesson 2 11.00 am – 11.15 am BREAK 11.15 am – 12.15 Lesson 3 12.15 – 12.45 pm VIPERS/READING 12.45 – 1.45 pm LUNCH 1.45 pm – 2.00 pm Class Text/Reader 2.00 pm – 3.00 pm Lesson 4 3.00 pm – 3.20 pm Lesson 4 continues or Assemblies Your child has PE on ………………………………………………………. and ……………………………………………………… Your child should come to school on PE and Games days in their PE kits. If it is a swimming day they still come to school in their PE kits (bringing their swimming kit with them). Swimming kit is needed in school from Easter until October half term.
3 MEATH GREEN JUNIOR SCHOOL VALUES TO FEEL PROUD YOU MUST BE Respectful Honest Brave Resilient To have self-respect To have respect for others To show respect for the environment and the world around us To be honest with ourselves To be honest with others and tell the truth because it is the right thing to do To face our fears and have a positive mindset To be brave in our learning and our behaviour decisions When we make a mistake see it not as a fail but a First Attempt In Learning What does it look like? • making right decisions • treating others in the way you want to be treated • treating our neighbourhood and the wider world in a way that preserves it for future generations • being truthful • being respectful • being brave • having integrity • knowing what is right and wrong • helping others to recognise honesty • being honest • facing our fears and overcoming them • taking positive risks • having confidence and drive to tackle all challenges – physical and mental • being hardworking • being determined • having the mind-set to ‘not give up’ • to be able to bounce back when things are difficult
4 MEATH GREEN JUNIOR SCHOOL HOUSE SYSTEM THUNDERFIELD YELLOW HOUSE This is not the name of house but a castle. In Saxon times there was a heath between Horley and Burstow. The heath was known as Thunderfield. On the heath was a castle known as Thunderfield that was thought to have been built in the 1000’s before the Norman invasion. Legend has it that King Harold spent the night at Thunderfield Castle before his famous battle against William the Conqueror at Hastings. CINDERFIELD GREEN HOUSE This house takes its name from a particular area of Horley. Iron ore (the rock that we heat or smelt) was found here and in Roman times it was the Romans that had an iron works there. The house that was built there long after the Romans but still a long time ago is one of the oldest in Horley and dates back to the 1200’s. BENHAMS RED HOUSE Most of the Manor houses in the old parish of Horley were built around Horley Row. A farm was built at the end of these houses to provide the family with the food they needed. Benhams is the name of one of those houses. The house and its name goes back a very long way, 1361. The Abbot at that time was named John de Benham. The estate which was around 80 acres became known as the Benhams. The name and the farmhouse remain. KINNERSLEY BLUE HOUSE This is the name of a Saxon Manor house built by a Cyneweard or Royal Guard. He built in a clearing which then was called Kinewardslee. The name stayed with the house. In time the original house was replaced by others. The one that stands in its place dates back to 1485 and was built by Sir William Monson. In 1947 the large Kinnersley estate was divided and sold at auction. Now it is part of 5 different smaller estates.
5 Meath Green Junior School Home-School Agreement Our Home-School Agreement is linked to our Values Shield where every individual matters and feels Proud of themselves and their achievements. The values which underpin the whole community are to be resilient, brave, honest and show respect As a pupil, I will: � Come to school daily, and be on time � Be prepared for school, in the correct school uniform, and be properly equipped � Work hard, listen carefully to instructions and do my best at all times � Always be well behaved, respectful, helpful and polite to all other people � Complete my homework and bring it back on time � Take good care of the school buildings, equipment and grounds � Tell someone if I am worried or unhappy Strive to become independent and resilient Signed:……................(Pupil) As a School, we will : � Ensure that all children achieve their full potential, are confident and take responsibility for their own learning � Provide a broad and balanced curriculum � Match the curriculum to the learning needs of each child ensuring differentiation and challenge � Ensure that each classroom is a positive and stimulating work place � Provide a safe, caring and disciplined environment � Set and mark homework regularly � Teach all children to develop a positive and inclusive attitude, and become good citizens � Keep all parents informed about their children’s progress and achievement � Inform parents immediately of any concerns about their child’s progress, behaviour, attendance or punctuality Keep parents informed about all school activities, special events and fundraising � Listen to and value the views of parents, and deal efficiently with any concerns � Ensure that all children are treated fairly Signed……............................. (Headteachers) As a parent/s, we/I will: � Ensure that our/my child arrives at school on time, in correct school uniform and properly equipped � Inform the school of any reason for absence � Support our/my child with homework, other home learning opportunities, reading and maths times tables � Encourage our/my child to show politeness, respect and consideration for others � Support the school in maintaining good behaviour and discipline � Alert the school to any concerns about our/my child’s work or behaviour � Attend parents’ meetings and discussions about our/my child’s progress � Where possible support school functions and fundraising events Signed:……...........(Parent/Guardian)
6 A SAFER INTERNET FOR YOU! Top Tips for Online Safety Don’t give out your personal information Don’t put personal details such as your home address, telephone numbers or parent’s work address online as criminals can use this information to create a fake profile and pretend to be you. Think before you post Everything you put online including photos, videos and status updates are there for the world to see! Don’t post pictures of yourself, your friends or your family online. Protect your password Make sure your password includes a mixture of letters and numbers, and don’t share it with Don’t talk to strangers online or your friends! offline Let your parents know if someone has tried to contact you online that you don’t know and don’t meet up with strangers. Sometimes people aren’t who they say they are. Listen to your parents Avoid using public chat rooms or using the internet for too long as there are lots of criminals around and you could fall victim to this without knowing. PUPIL INTERNET CONTRACT I wish to use Meath Green Junior School’s Internet service. I understand and agree to the following: • I will follow all the school’s stated rules and protocol regarding internet use. • I will not open any files that I have downloaded without first checking for possible viruses with an adult in the school. • I will only use school approved, licensed software on school computers and I will not bring or use other programs or applications without permission. • I will not violate security systems that protect computers, file servers and the network. • I will not use an account owned by another user not use another pupil’s password. • I will not transfer music or media clips between storage devices without permission. • I will not attempt to access inappropriate websites. • I will remember that the Internet is a privilege, not a right. Meath Green reserves all rights to any material stored on its file servers and has the right to remove any material that is inappropriate or objectionable. The primary use of the school’s Internet service is for school-related, educational purposes. Any other use of the Internet service is at the discretion of individual pupils and the school is not liable for inappropriate activities. The school uses some Internet screening facilities but I recognise that I must take responsibility for ensuring that I do not deliberately access inappropriate or offensive material. I understand that if I don’t follow the rules of this policy I can lose my computer privileges. Signature of Pupil:…………………………………………………………………………………………………………
A SAFER INTERNET FOR YOU! Top Tips for Online Safety Don’t give out your personal information Don’t put personal details such as your home address, telephone numbers or parent’s work address online as criminals can use this information to create a fake profile and pretend to be you. Think before you post Everything you put online including photos, videos and status updates are there for the world to see! Don’t post pictures of yourself, your friends or your family online. Protect your password Make sure your password includes a mixture of letters and numbers, and don’t share it with Don’t talk to strangers online or your friends! offline Let your parents know if someone has tried to contact you online that you don’t know and don’t meet up with strangers. Sometimes people aren’t who they say they are. Listen to your parents Avoid using public chat rooms or using the internet for too long as there are lots of criminals around and you could fall victim to this without knowing. 7
8 We believe that wearing school uniform is important to maintain high standards and to help children develop a feeling of pride and belonging in themselves and their school. PLEASE ENSURE ALL ITEMS OF UNIFORM ARE CLEARLY NAMED WINTER SUMMER Grey trousers or skirt White short or long-sleeved shirt Bottle green ‘V’ neck pullover or cardigan School tie Bottle green, grey or white socks or tights School Fleece Short sleeved white shirt with a tie OR MGJS polo shirt Grey trousers, grey tailored shorts or skirt OR Summer dress of green and white gingham or stripes Bottle green, grey or white socks SHOES Low heeled black school shoes SHOES Low heeled black school shoes All our uniform is available to buy from www.mapac.com/education/parents Sports and PE equipment: Children will need to come to school in their P.E. kit on their allocated P.E. days. Children also need a pair of trainers in school every day to be able to change into for Run The World, our school approach to the daily mile. These can be kept in a plastic bag on pegs. We are incredibly fortunate to have a swimming pool on site at MGJS and swimming forms our P.E. lessons, in the early autumn and summer term. PE Kit: • Plimsolls for indoor PE and trainers for games • Green shorts • House colour cotton T-shirts • Track suits, preferably green, may be worn during the colder weather for outdoor games Swimming: • Boys – form fitting swimming trunks (not board-shorts)/ a one-piece swimsuit. • Rash vests/ UV tops are optional • Swimming hat (available from the school office) • Goggles (optional) • Towel We would also ask that: • No nail varnish to be worn in school at any time • Headbands should be green or black and minimal in size • No hair dye and haircuts to be appropriate for the school environment
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10 Behaviour at Meath Green Junior School At Meath Green Junior School our Behaviour Policy reflects the belief that children learn and thrive when they are healthy and safeguarded from harm. Respecting others, working attentively, cooperating and avoiding conflict are the key principles upon which this policy is based. It is our belief that with an appropriate curriculum and effective teaching for learning, we will engage learners and encourage good behaviour. All measures within this policy support the prevention of bullying and promote pupil wellbeing. Restorative Approaches At MGJS we use restorative approaches to deal with, and improve negative behaviour. Why? • Restorative approaches help develop a happier school where the focus is on learning not conflict • Restorative approaches encourage pupils to think about how their behaviour has affected others • It helps children to develop respect, responsibility and honesty • To encourage respectful language • To encourage pupils to take responsibility for their actions When our pupils find themselves in conflict or upset we will ask them:- 1. From your point of view, what happened? 2. How were you feeling and what were you thinking at the time? 3. Who has been affected? • In what ways? • How might they be feeling? 4. Looking back, how do you feel about things now? 5. What needs to happen to make things right now? Restorative approaches has been proven to:- • Reduce exclusions, disruptive behaviour, conflict and bullying • Improve behaviour, learning and attendance • Develop honesty, responsibility, accountability, empathy, emotional literacy, conflict resolution skills and a positive learning environment
11 The Zones of Regulation Strategies to use when being in different zones Green Zone Keep calm Stay Positive Continue to Smile Stay Focussed Yellow Zone Talk to someone Count to 20 Take deep breaths Squeeze something Squeeze something Blue Zone Talk to someone Stretch Take a brain break Think happy thoughts Red Zone Take some deep breaths Ask for help Find a safe space Ask for a break Sleepy Happy Focused Calm Positive Worried Frustrated Silly Excited Angry Panicked Terrified Elated Sad Bored Sick Sleepy S The Zones of Regulation Strategies to use when being in different zones Green Zone Keep calm Stay Positive Continue to Smile Stay Focussed Yellow Zone Talk to someone Count to 20 Take deep breaths Squeeze something Squeeze something Blue Zone Talk to someone Stretch Take a brain break Think happy thoughts Red Zone Take some deep breaths Ask for help Find a safe space Ask for a break Sleepy Happy Focused Calm Positive Worried Frustrated Silly Excited Angry Panicked Terrified Elated Sad Bored Sick Sleepy S
12 The Zones of Regulation At MGJS we are launching the Zones of Regulation throughout the whole school. We want to teach all of our children good coping and regulation strategies so they can help themselves when they experience the wide range of emotional states. By teaching them how to cope with these feelings, we aim to make them better at tackling learning challenges and build better resilience so they don’t give up so easily when faced with difficulty. We want children at MGJS to grow into successful teenagers and then into adulthood having acquired these skills. Teaching our children at a younger age about managing their feelings will support them in later life, so that they don’t turn to negative coping strategies, which may affect their mental and physical wellbeing. We aim to help children to: • Recognise when they are in the different zones and learn how to change or stay in the zone they are in. • Increase their emotional vocabulary so they can explain how they are feeling. • Recognise when other people are in different zones, thus developing better empathy. • Develop an insight into what might make them move into the different zones. • Understand that emotions, sensory experiences such as lack of sleep or hunger or their environment might influence which zone they are in. • Develop problem-solving skills and resilience. • Identify a range of calming and alerting strategies that support them (known as their personal ‘toolkit’.) We will teach children that everyone experiences all of the zones. The Red and Yellow zones are not ‘bad’ or ‘naughty’ zones. All of the zones are expected at one time or another, however we aim for the children to become more aware of their emotions which are expected of them in that moment. We will show them that the Blue Zone, for example, is helpful when you are trying to fall asleep.
13 The Zones of Regulation How can you help use The Zones of Regulation at home? • Identify your own feelings using zones language in front of your child (e.g.: I’m frustrated. I think I am in the Yellow Zone.”) • Talk about what tool you will use to be in the appropriate zone (e.g.: “I need to take four deep breaths to help get myself back into the expected/positive zone.”) • At times, wonder which zone your child is in. Or, discuss which zone a character in a film/book might be in. (e.g.: “You look sleepy. Are you in the Blue Zone?”) • Engage your child in discussion around zones when they are in the Red Zone is unlikely to be effective. You need to be discussing the different zones and tools they can use when they are more regulated/calmer. • Teach your child which tools they can use (eg: “It’s time for bed. Let’s read a book together in the comfy chair to get you in the Blue Zone.”) • Regular Check-ins. “How are you feeling now?” and “What zone do you feel like you’re in at the moment?” • Modelling - show the children how you use tools to get back to an expected/positive zone. You might say “I am going to make myself a cup of tea and do some breathing exercises because I am in the Blue Zone” and afterwards tell your child how using those tools helped you get back to a more expected/positive emotion and there by an expected/positive zone. • Share how their behaviour is affecting your zone. For example, if they are in the Green Zone, you could comment that their behaviour is also helping you feel happy/go into the Green Zone. • Display and reference the zones visuals and tools in your home. • Praise and encourage your child when they share which zone they are in. Meet ZOR Zor is our colourful monster who shows lots of different emotions. His emotions will be displayed on his tummy. Children at MGJS will become very familiar with Zor!
14 Meath Green Junior School promotes a culture where bullying in any form is not acceptable, where all members of the community are valued and where everyone has the responsibility to promote respect, openness, honesty and understanding. This is reflected in our school values, whereby all members of our community should: • Give RESPECT and can expect to receive RESPECT from others • Feel safe and HAPPY when in school • Know they are VALUED and value others at all times • Take RESPONSIBILITY for the safety and happiness of others as well as for their own actions What is bullying? Bullying is the repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power. Bullying can be physical, verbal or psychological. It can happen face to face or online. Bullying includes: • verbal abuse, such as name calling and gossiping • non-verbal abuse, such as hand signs or text messages • emotional abuse, such as threatening, intimidating or humiliating someone • Making someone feel left out, such as ignoring or isolating someone • undermining, by constant criticism or spreading rumours • controlling or manipulating someone • racial, sexual or homophobic bullying • physical assaults, such as hitting and pushing • making silent, hoax or abusive calls • online or cyberbullying. Cyberbullying Bullying that happens online, using social networks, games and mobile phones, is often called cyberbullying. Cyberbullying includes: • sending threatening or abusive text messages • creating and sharing embarrassing images or videos • 'trolling' - the sending of menacing or upsetting messages on social networks, chat rooms or online games • excluding children from online games, activities or friendship groups • setting up hate sites or groups about a particular child • encouraging young people to self-harm • voting for or against someone in an abusive poll • creating fake accounts, hijacking or stealing online identities to embarrass a young person or cause trouble using their name • sending explicit messages, also known as sexting
15 Everyone’s right is to be HAPPY – Everyone’s responsibility is to ensure it happens! Bullying has no place in our school community – we are committed to stamping it out. Bullying is behaviour repeated over time that intentionally hurts someone either: • physically • emotionally • mentally If you are being BULLIED there are things you can do to get it sorted: 1. Let an adult know – at home or at school 2. Write a message and post it in the Worry Box 3. Talk to a buddy
16 Meath Green Junior School, a Dyslexia Friendly School What is Dyslexia? Dyslexia is a difference in the way a brain works. People with dyslexia have strengths other than in literacy. They may be very creative or artistic, have good problem-solving abilities or be good engineers or scientists. Dyslexia does not ‘go away’, but strategies can be successfully learnt to overcome the difficulties it causes. Definition of dyslexia from the Dyslexia SpLD (Specific Learning Difficulty) Trust Dyslexia is a specific learning difficulty that affects auditory memory and processing speed which impacts on literacy development, mathematics, memory, organisation and sequencing skills to varying degrees. Dyslexia can occur at any level of intellectual development. It is neurological in origin and is seen to run in families. It affects up to 10% of the UK population at some level and can affect anyone of any age and background. (Dyslexia SpLD-Trust March 2015) Dyslexia can cause unexpected difficulties in acquiring certain skills in one or more of the following areas:
17 Meath Green Junior School, a Dyslexia Friendly School At MGJS we encourage multi-sensory teaching and learning, providing children with opportunities to learn through a good balance of visual, auditory and kinaesthetic learning styles. We promote a positive acceptance of difference, confidence to take risks make mistakes and learn from them, and a good working partnership between pupils and adults. We recognise achievement and success in all aspects of learning including sport, music, art, dance and many other areas. How can you help? • See our website where you will find activities and advice on how you can support your child. • Daily reading – read to your child, let them read to you, share the reading, most importantly make it an enjoyable experience. • Play games to support them with spelling and reading - see the spelling tips sheet on our website. • Timetable any homework so that it is in small manageable chunks. Remember children with Dyslexia have had to work harder than their peers and they may need a break before starting their homework. • Encourage your child to discuss their ideas and make a plan together before they start any written work. • Encourage your child to present projects to highlight their own personal strengths, be that through art or on the computer. Links to agencies you may find useful: 1.South East Surrey Dyslexia Association (SESDA) - provides a helpline, public meetings featuring expert speakers, register of dyslexia tutors, parents support meetings. https://www.sesda-dyslexia.co.uk/ 2.The British Dyslexia Association (BDA) - A national organisation offering a wide range of information for children with dyslexia. http://www.bdadyslexia.org.uk/ 3.Nessy Online Reading and Spelling Programme – for children who are - currently receiving this intervention - they can access it at home as well as at school. There is also lots of useful information in how to support. https://www.nessy.com/en-gb/product/nessy-reading-and-spelling-home 4.The Helen Arkell Centre - provide specialist support, advice and information to parents of children with Dyslexia. https://www.helenarkell.org.uk/
18 Top tips to maximise your learning Begin the day right ~ implement a clear morning routine, have a good breakfast and arrive at school in plenty of time. Take in a healthy packed lunch or opt for a school meal. Ensure that you bring in a water bottle to remain hydrated throughout the day. Ensure that you bring a healthy snack for break time (no chocolate please). Give praise (and lots of it) - shower with praise for good behaviour, set clear boundaries and be firm with them, listen to their point of view but don’t get drawn into pointless arguments, try not to become angry but use the reaction of surprise and sorrow if your child breaks a rule, always forgive. Encourage an evening routine that incorporates a reading and home-learning time. Ensure you get sufficient sleep - have a regular bedtime routine which includes a winding down time. Ensure you bedroom is comfortable and welcoming with no TV or other other equipment to distract yourself. Get some exercise each day Spend time with the rest of your family Limit screen time to 1½ hrs a day - Computer/TV/Playstation Share these times as a family rather than by yourself
19 Reading and Spelling You are expected to know these words by the end of year 4. Tick ✓ each word when you know the how to read R and when you know the spelling Sp accident(ally) R Sp actual(ly) R Sp address R Sp answer R Sp appear R Sp arrive R Sp believe R Sp bicycle R Sp breath R Sp breathe R Sp build R Sp busy/business R Sp calendar R Sp caught R Sp centre R Sp century R Sp certain R Sp circle R Sp complete R Sp consider R Sp continue R Sp decide R Sp describe R Sp different R Sp difficult R Sp disappear R Sp early R Sp earth R Sp eight/eighth R Sp enough R Sp exercise R Sp experience R Sp experiment R Sp extreme R Sp famous R Sp favourite R Sp February R Sp forward(s) R Sp fruit R Sp grammar R Sp group R Sp guard R Sp guide R Sp heard R Sp heart R Sp height R Sp history R Sp imagine R Sp increase R Sp important R Sp interest R Sp island R Sp knowledge R Sp learn R Sp length R Sp library R Sp material R Sp medicine R Sp mention R Sp minute R Sp natural R Sp naughty R Sp notice R Sp occasion(ally) R Sp often R Sp opposite R Sp ordinary R Sp particular R Sp peculiar R Sp perhaps R Sp popular R Sp position R Sp possess(ion) R Sp possible R Sp potatoes R Sp pressure R Sp probably R Sp promise R Sp purpose R Sp quarter R Sp question R Sp recent R Sp regular R Sp reign R Sp remember R Sp sentence R Sp separate R Sp special R Sp straight R Sp strange R Sp strength R Sp suppose R Sp surprise R Sp therefore R Sp though/although R Sp thought R Sp through R Sp various R Sp weight R Sp woman/women R Sp
Reading and Spelling You are expected to know these words by the end of year 6. Tick ✓ each word when you know the how to read R and when you know the spelling Sp accommodate R Sp accompany R Sp according R Sp achieve R Sp aggressive R Sp amateur R Sp ancient R Sp apparent R Sp appreciate R Sp attached R Sp available R Sp average R Sp awkward R Sp bargain R Sp bruise R Sp category R Sp cemetery R Sp committee R Sp communicate R Sp community R Sp competition R Sp conscience R Sp conscious R Sp controversy R Sp convenience R Sp correspond R Sp criticise R Sp curiosity R Sp definite R Sp desperate R Sp determined R Sp develop R Sp dictionary R Sp disastrous R Sp embarrass R Sp environment R Sp equipped R Sp especially R Sp exaggerate R Sp excellent R Sp existence R Sp explanation R Sp familiar R Sp foreign R Sp forty R Sp frequently R Sp government R Sp guarantee R Sp harass R Sp hindrance R Sp identity R Sp immediate(ly) R Sp individual R Sp interfere R Sp interrupt R Sp language R Sp leisure R Sp lightning R Sp marvellous R Sp mischievous R Sp muscle R Sp necessary R Sp neighbour R Sp nuisance R Sp occupy R Sp occur R Sp opportunity R Sp parliament R Sp persuade R Sp physical R Sp prejudice R Sp privilege R Sp profession R Sp programme R Sp pronunciation R Sp queue R Sp recognise R Sp recommend R Sp relevant R Sp restaurant R Sp rhyme R Sp rhythm R Sp sacrifice R Sp secretary R Sp shoulder R Sp signature R Sp sincere(ly) R Sp soldier R Sp stomach R Sp sufficient R Sp suggest R Sp symbol R Sp system R Sp temperature R Sp thorough R Sp twelfth R Sp variety R Sp vegetable R Sp vehicle R Sp yacht R Sp equipped/ equipment Adjec�ve A word that describes a noun e.g. the cat is very happy Adverb A word that describes a verb, an adjec�ve or another adverb e.g. the cat is extremely small / the cat moved stealthily Definite ar�cle The Indefinite ar�cle A or an Demonstra�ve This, that, these, those Main clause A sentence that func�ons independently e.g. I’ll feed the dog. Subordinate clause A part of the sentence that is dependent upon another part e.g. I’ll feed the dog [main clause] when he barks [subordinate clause]! Conjunc�on or connec�ve A word that joins a group of words e.g. and / or Irregular verb Verbs that don’t follow a set pa�ern of rules. Infini�ve The basic form of the verb, as it is found in the dic�onary (nothing has been added or taken away). e.g. to drink / to sleep Modal verb An auxiliary verb that is used with another verb to express a certain mood or inten�on. e.g. I can’t swim / I have to do my work Mood The form a verb can take. There are three types of mood: Indica�ve: used with statements/facts Impera�ve: instruc�ons/direc�ons Subjunc�ve: expresses doubt/possibility Noun A naming word e.g. giraffe / telephone Singular One thing Grammar - Glossary 21
21 Adjec�ve A word that describes a noun e.g. the cat is very happy Adverb A word that describes a verb, an adjec�ve or another adverb e.g. the cat is extremely small / the cat moved stealthily Definite ar�cle The Indefinite ar�cle A or an Demonstra�ve This, that, these, those Main clause A sentence that func�ons independently e.g. I’ll feed the dog. Subordinate clause A part of the sentence that is dependent upon another part e.g. I’ll feed the dog [main clause] when he barks [subordinate clause]! Conjunc�on or connec�ve A word that joins a group of words e.g. and / or Irregular verb Verbs that don’t follow a set pa�ern of rules. Infini�ve The basic form of the verb, as it is found in the dic�onary (nothing has been added or taken away). e.g. to drink / to sleep Modal verb An auxiliary verb that is used with another verb to express a certain mood or inten�on. e.g. I can’t swim / I have to do my work Mood The form a verb can take. There are three types of mood: Indica�ve: used with statements/facts Impera�ve: instruc�ons/direc�ons Subjunc�ve: expresses doubt/possibility Noun A naming word e.g. giraffe / telephone Singular One thing Grammar - Glossary 21
Plural More than one thing Direct object The phrase directly affected by the ac�on of the verb. e.g. I gave him the present (the present is being given) Indirect object The person or thing that receives the object. e.g. I gave him the present (him – he is receiving the object) Passive e.g. the thief was caught by the police Ac�ve e.g. the police caught the thief Personal pronoun Refers to people e.g. I / you / he / she / we / you / they Possessive Indicates possession e.g. mine / yours / his Preposi�on A word that gives informa�on, such as �me, loca�on or direc�on e.g. on, at, between Pronoun A word that replaces a noun e.g. he / she / it Reflexive pronoun Myself / yourself / himself Reflexive verb An ac�on that can be done to oneself e.g. I hurt myself Subject The person doing the ac�on e.g. the monkey eats banana Verb An ac�on word Past tense Says what happened in the past Present tense What is happening now Future tense What will happen in the future Condi�onal tense What could/would happen Grammar - Glossary Con�nued 22
23 Plural More than one thing Direct object The phrase directly affected by the ac�on of the verb. e.g. I gave him the present (the present is being given) Indirect object The person or thing that receives the object. e.g. I gave him the present (him – he is receiving the object) Passive e.g. the thief was caught by the police Ac�ve e.g. the police caught the thief Personal pronoun Refers to people e.g. I / you / he / she / we / you / they Possessive Indicates possession e.g. mine / yours / his Preposi�on A word that gives informa�on, such as �me, loca�on or direc�on e.g. on, at, between Pronoun A word that replaces a noun e.g. he / she / it Reflexive pronoun Myself / yourself / himself Reflexive verb An ac�on that can be done to oneself e.g. I hurt myself Subject The person doing the ac�on e.g. the monkey eats banana Verb An ac�on word Past tense Says what happened in the past Present tense What is happening now Future tense What will happen in the future Condi�onal tense What could/would happen Grammar - Glossary Con�nued 23 NOTES:
24 Improving key reading skills at Meath Green Junior School
25 Vocabulary Infer Predict Summarise Explain Retrieve
26 Vocabulary ocabulary Find and explain the meaning of words in context Example questions • What do the words ...... and …… suggest about the character, setting and mood? • Which word tells you that….? • Which keyword tells you about the character/setting/mood? • Find one word in the text which means…… • Find and highlight the word that is closest in meaning to……. • Find a word or phrase which shows/suggests that…….
27 Infer Make and justify inferences using evidence from the text. Example questions • Find and copy a group of words which show that… • How do these words make the reader feel? How does this paragraph suggest this? • How do the descriptions of …… show that they are …….. • How can you tell that…… • What impression of …… do you get from these paragraphs? • What voice might these characters use? • What was …. thinking when….. • Who is telling the story?
28 Predict Predict what might happen from the details given and implied. Example questions • From the cover what do you think this text is going to be about? • What is happening now? What happened before this? What will happen after? • What does this paragraph suggest will happen next? What makes you think this? • Do you think the choice of setting will influence how the plot develops? • Do you think… will happen? Yes, no or maybe? Explain your answer using evidence from the text.
29 Explain Ø Explain how content is related and contributes to the meaning as a whole. Ø Explain how meaning is enhanced through choice of language. Ø Explain the themes and patterns that develop across the text. Ø Explain how information contributes to the overall experience. Example questions • Why is the text arranged in this way? • What structures has the author used? • What is the purpose of this text feature? • Is the use of ….. effective? • The mood of the character changes throughout the text. Find and copy the phrases which show this. • What is the author’s point of view? • What affect does ….. have on the audience? • How does the author engage the reader here? • Which words and phrases did ….. effectively? • Which section was the most interesting/exciting part? • How are these sections linked?
30 Retrieve Retrieve and record information and identify key details from fiction and non-fiction. Example questions • How would you describe this story/text? What genre is it? How do you know? • How did…? • How often…? • Who had…? Who is…? Who did….? • What happened to…? • What does…. do? • How ….. is ……..? • What can you learn from …… from this section? • Give one example of…… • The story is told from whose perspective?
31 Summarise Summarise the main ideas from more than one paragraph Example questions • Can you number these events 1-5 in the order that they happened? • What happened after …….? • What was the first thing that happened in the story? • Can you summarise in a sentence the opening/middle/end of the story? • In what order do these chapter headings come in the story?
32 READING AT MGJS Firstly and most importantly our aim is to foster a love of all reading in all children, of all abilities. We want our pupils to finish their MGJS learning journey as a capable and confident reader, who has developed the reading skills that they need to allow them to succeed both in everyday life and in their school life. Whether your child is a free reader or still needs support with reading we have a clear support strategy which builds on from their KS1 journey (please see table below). Can we please ask that you continue to support your child in their reading journey. Reading with your child at home will ensure that any progress made in school is consolidated and built on to ensure we have confident readers who are proud of the reading progress they make through their time at MGJS. Book Band ORT (Oxford Reading Tree) Book Band Level YEAR GROUP PINK/RED 1 and 2 R YELLOW 3 R LIGHT BLUE 4 1 GREEN 5 1 ORANGE 6 1 TURQUOISE 7 PURPLE 8 Y2 GOLD 9 WHITE 10 Y2/3 LIME/LIME + 11 YEAR 3 AND 12 YEAR 4 BROWN 8,9,10,11,12, 13,14 GREY 12,13,14 DARK BLUE 15,16 YEAR 5 AND YEAR DARK RED 6 17,18,19,20 BOOK BAND COLOUR AUTUMN TERM SPRING TERM SUMMER TERM YEAR 3 – RECOMMENDED READING LIST BOOK TITLE AND AUTHOR – YEAR 3 P The 13 Storey Treehouse by Andy Griffiths and Terry Denton (Fiction) The Accidental Diary of B.U.G by Jen Carney (Fiction) The Adventures of Captain Underpants by Dav Pilkey (Graphic Novel) Agent Weasel and the Fiendish Fox Gang by Nick East (Fiction) An Alien in the Jam Factory by Chrissie Sains and Jenny Taylor (Fiction) Apes to Zebras: an A-Z of Shape Poems by various (Poetry) Barb the Brave by Dan Abdo and Jason Patterson (Graphic Novel) The Big Book of the Blue by Yuval Zommer (Non-Fiction) Boot by Shane Hegarty and Ben Mantle (Fiction) Bunny Vs Monkey by Jamie Smart (Graphic Novel) Can I build Another Me? By Shinsuke Yoshitake (Picture Book) Charlotte’s Web by EB White and Garth Williams (Fiction) A Day in the Life of a Poo, a Gnu and You by Mike Barfield and Jess Bradley (Non-Fiction) The Abominables by Eva Ibbotson (Fiction) The Accidental Prime Minister by Tom McLaughlin (Fiction) Agent Asha: Mission Shark Bytes by Sophie Deen and Anjan Sarkar (Fiction) Amelia Fang and the Barbaric Ball by Laura Ellen Anderson (Fiction) Anisha, Accidental Detective by Serena Patel and Emma McCann (Fiction) The Bad Guys by Aaron Blabey (Graphic Novel) Barry Loser: I Am Not a Loser (Fiction) The Bookshop Girl by Sylvia Bishop and Ashley King (Fiction) The Boy Who Grew Dragons by Andy Shepherd and Sara Ogilvie (Fiction) Call Me Lion by Camilla Chester (Fiction) Charlie Changes into a Chicken by Sam Copeland and Sarah Horne (Fiction) Dave Pigeon by Swapna Haddow and Sheena Dempsey (Fiction) Daydreams and Jellybeans by Alex Wharton and Katy Riddell (Poetry) Diary of an Accidental Witch by Perdita and Honor Cargill, Katie Saunders Fiction) The Dragon in the Library by Louie Stowell and Davide Ortu (Fiction) Earth Shattering Events by Sophie Williams and Robin Jacobs (Non-Fiction) Elen’s Island by Eloise Williams (Fiction) The Giving Tree by Shel Silverstein (Picture Book) InvestiGators by John Patrick Green (Graphic Novel) The Greatest Show on Earth by Mini Grey (Non-Fiction) The Epic Book of Epicness by Adam Frost (Non-Fiction) A Necklace of Raindrops by Joan Aiken and Jan Pienkowski (Fiction) The Wild Robot by Peter Brown (Fiction) Wisp: A Story of Hope by Zana Fraillon and Grahame Baker-Smith (Picture Book) Tuesday by David Weisner (Picture Book) The Silly Book of Side-Splitting Stuff by Andy Seed and Scott Garrett (Non-Fiction) The Rhythm of the Rain by Grahame Baker-Smith (Picture Book) Nim’s Island by Wendy Orr (Fiction) Lob by Linda Newbery (Fiction) Malala’s Magic Pencil by Malala Yousafzai and Kerascoet (Picture Book) The Nothing to See Here Hotel by Steven Butler and Steven Lenton (Fiction)
33 YEAR 3 – RECOMMENDED READING LIST BOOK TITLE AND AUTHOR – YEAR 3 P The 13 Storey Treehouse by Andy Griffiths and Terry Denton (Fiction) The Accidental Diary of B.U.G by Jen Carney (Fiction) The Adventures of Captain Underpants by Dav Pilkey (Graphic Novel) Agent Weasel and the Fiendish Fox Gang by Nick East (Fiction) An Alien in the Jam Factory by Chrissie Sains and Jenny Taylor (Fiction) Apes to Zebras: an A-Z of Shape Poems by various (Poetry) Barb the Brave by Dan Abdo and Jason Patterson (Graphic Novel) The Big Book of the Blue by Yuval Zommer (Non-Fiction) Boot by Shane Hegarty and Ben Mantle (Fiction) Bunny Vs Monkey by Jamie Smart (Graphic Novel) Can I build Another Me? By Shinsuke Yoshitake (Picture Book) Charlotte’s Web by EB White and Garth Williams (Fiction) A Day in the Life of a Poo, a Gnu and You by Mike Barfield and Jess Bradley (Non-Fiction) The Abominables by Eva Ibbotson (Fiction) The Accidental Prime Minister by Tom McLaughlin (Fiction) Agent Asha: Mission Shark Bytes by Sophie Deen and Anjan Sarkar (Fiction) Amelia Fang and the Barbaric Ball by Laura Ellen Anderson (Fiction) Anisha, Accidental Detective by Serena Patel and Emma McCann (Fiction) The Bad Guys by Aaron Blabey (Graphic Novel) Barry Loser: I Am Not a Loser (Fiction) The Bookshop Girl by Sylvia Bishop and Ashley King (Fiction) The Boy Who Grew Dragons by Andy Shepherd and Sara Ogilvie (Fiction) Call Me Lion by Camilla Chester (Fiction) Charlie Changes into a Chicken by Sam Copeland and Sarah Horne (Fiction) Dave Pigeon by Swapna Haddow and Sheena Dempsey (Fiction) Daydreams and Jellybeans by Alex Wharton and Katy Riddell (Poetry) Diary of an Accidental Witch by Perdita and Honor Cargill, Katie Saunders Fiction) The Dragon in the Library by Louie Stowell and Davide Ortu (Fiction) Earth Shattering Events by Sophie Williams and Robin Jacobs (Non-Fiction) Elen’s Island by Eloise Williams (Fiction) The Giving Tree by Shel Silverstein (Picture Book) InvestiGators by John Patrick Green (Graphic Novel) The Greatest Show on Earth by Mini Grey (Non-Fiction) The Epic Book of Epicness by Adam Frost (Non-Fiction) A Necklace of Raindrops by Joan Aiken and Jan Pienkowski (Fiction) The Wild Robot by Peter Brown (Fiction) Wisp: A Story of Hope by Zana Fraillon and Grahame Baker-Smith (Picture Book) Tuesday by David Weisner (Picture Book) The Silly Book of Side-Splitting Stuff by Andy Seed and Scott Garrett (Non-Fiction) The Rhythm of the Rain by Grahame Baker-Smith (Picture Book) Nim’s Island by Wendy Orr (Fiction) Lob by Linda Newbery (Fiction) Malala’s Magic Pencil by Malala Yousafzai and Kerascoet (Picture Book) The Nothing to See Here Hotel by Steven Butler and Steven Lenton (Fiction)
34 YEAR 4 - RECOMMENDED READING LIST BOOK TITLE AND AUTHOR – YEAR 4 P The Accidental Pirates: Voyage to Magical North by Claire Fayers (Fiction) Arthur and the Golden Rope by Joe Todd-Stanton (Graphic Novel) The Biggest Footprint by Rob Sears and Tom Sears (Non-Fiction) Danny Chung Does Not Do Maths by Maisie Chan (Fiction) Dragons at Crumbling Castle by Terry Pratchett (Fiction) The Bacteria Book by Steve Mould (Non-Fiction) Corey’s Rock by Sita Brahmachari and Jane Ray (Fiction) The Day War Came by Nicola Davies and Rebecca Cobb (Picture Book) El Deafo by Cece Bell (Graphic Novel) The Girl Who Stole an Elephant by Nizrana Farook (Fiction) The House at the Edge of Magic by Amy Sparkes (Fiction) I Bet I Can Make You Laugh by Joshua Seigal and Friends (Poetry) I, Cosmo by Carlie Sorosiak (Fiction) I Swapped My Brother on the Internet by Jo Simmons and Nathan Reed (Fiction) Giant by Kate Scott (Fiction) Hot Like Fire and Other Poems by Valerie Bloom (Poetry) How to Train Your Dragon by Cressida Cowell (Fiction) How Was That Built? By Roma Agrawal and Katie Hickey (Non-Fiction) Ice Palace by Robert Swindells (Fiction) Oliver and the Seawigs by Philip Reeve and Sarah McIntyre (Fiction) One Dog and His Boy by Eva Ibbotson (Fiction) The Queen’s Nose by Dick King-Smith (Fiction) Viking Voyagers by Jack Tite (Non-Fiction) Young, Gifted and Black by Jamia Wilson and Andrea Pippins (Non-Fiction) The Train to Impossible Places by P.G.Bell and Flavia Sorrentino (Fiction) Varmints by Helen Ward and Marc Craste (Picture Book) The Wind in the Willows by Kenneth Grahame (Fiction) Secrets of a Sun King by Emma Carroll (Fiction) Kay’s Anatomy by Adam Kay and Henry Paker (Non-Fiction) Max and the Millions by Ross Montgomery (Fiction) Saving Sorya: Chang and the Sun Bear by Nguyen Thi Thu Trang (Graphic Novel) Curiosity: The Story of a Mars Rover by Markus Motum (Non-Fiction) The Brilliant World of Tom Gates by Liz Pichon (Fiction) How to Train Your Parents by Pete Johnson (Fiction) The Borrowers by Mary Norton (Fiction) Atlas of Adventures by Lucy Letherland (Non-Fiction) Alex Sparrow and the Really Big Stink by Jennifer Killick (Fiction) Scribbleboy by Philip Ridley (Fiction) The Great Elephant Chase by Gillian Cross (Fiction) Danger is Everywhere by David O’Doherty and Chris Judge (Non-Fiction) Varjak Paw by S.F. Said and Dave McKean (Fiction) Riddle of the Runes by Janina Ramirez and David Wyatt (Fiction) Stig of the Dump by Clive King (Fiction) The Last Firefox by Lee Newbery and Laura Catalan (Fiction) YEAR 5 RECOMMENDED READING LIST BOOK TITLE AND AUTHOR – YEAR 5 P Asha and the Spirit Bird by Jasbinder Bilan (Fiction) The Boy at the Back of the Class by Onjali Q Rauf (Fiction) Cosmic by Frank Cottrell-Boyce (Fiction) Dragon Mountain by Katie and Kevin Tsang (Fiction) Frankie’s World by Aoife Dooley (Graphic Novel) The Girl Who Drank the Moon by Kelly Barnhill (Fiction) Frostheart by Jamie Littler (Fiction) British Museum: A History of the World in 25 Cities by Tracey Turner (Non-Fiction) The Goldfish Boy by Lisa Thompson (Fiction) Great Adventurers by Alastair Humphreys (Non-Fiction) How to Live Forever by Colin Thompson (Picture Book) The Last Bear by Hannah Gold and Levi Pinfold (Fiction) Love That Dog by Sharon Creech (Poetry) Mary Poppins by P.L. Travers (Fiction) Malamander by Thomas Taylor (Fiction) The Last Spell Breather by Julie Pike (Fiction) Skandar and the Uniform Thief by A.F. Steadman (Fiction) Rise Up: Ordinary Kids with Extraordinary Stories by Amanda Li (Non-Fiction) Now or Never: A Dunkirk Story by Bali Rai (Fiction) Rumaysa: A Fairytale by Radiya Hafiza and Rhaida El Touny (Fiction) Rooftoppers by Katherine Rundell (Fiction) Shackleton’s Journey by William Grill (Non-Fiction) The Ship of Shadows by Maria Kuzniar (Fiction) The Promise by Nicola Davies and Laura Carlin (Picture Book) The Peculiar Tale of the Tentacle Boy by Richard Pickard (Fiction) A Pocketful of Stars by Aisha Bushby (Fiction) Running on the Roof of the World by Jess Butterworth (Fiction) My Brother is a Superhero by David Solomons (Fiction) The Valley of Lost Secrets by Lesley Parr (Fiction) The Wolves in the Wall by Neil Gaiman and Dave McKean (Picture Book) Unreal! By Paul Jennings (Fiction) The Umbrella Mouse by Anna Fargher and Sam Usher (Fiction) The Storm Keeper’s Island by Catherine Doyle (Fiction) Sky Song by Abi Elphinstone (Fiction) Me, My Dad and the End of the Rainbow by Benjamin Dean and Sandhya Prabhat (Fiction) The Infinite by Patience Agbabi (Fiction) A Street Dog Named Pup by Gill Lewis (Fiction) The Undefeated by Kwame Alexander and Kadir Nelson (Picture Book) The White Giraffe by Lauren St John (Fiction) The Phantom Tollbooth by Norton Juster (Fiction) I Am Not a Label by Cerrie Burnell and Lauren Baldo (Non-Fiction) Race to the Frozen North by Catherine Johnson (Fiction) The Silver Sword by Ian Serraillier (Fiction) A Kid in My Class by Rachel Rooney and Chris Riddell (Poetry)
35 YEAR 4 - RECOMMENDED READING LIST BOOK TITLE AND AUTHOR – YEAR 4 P The Accidental Pirates: Voyage to Magical North by Claire Fayers (Fiction) Arthur and the Golden Rope by Joe Todd-Stanton (Graphic Novel) The Biggest Footprint by Rob Sears and Tom Sears (Non-Fiction) Danny Chung Does Not Do Maths by Maisie Chan (Fiction) Dragons at Crumbling Castle by Terry Pratchett (Fiction) The Bacteria Book by Steve Mould (Non-Fiction) Corey’s Rock by Sita Brahmachari and Jane Ray (Fiction) The Day War Came by Nicola Davies and Rebecca Cobb (Picture Book) El Deafo by Cece Bell (Graphic Novel) The Girl Who Stole an Elephant by Nizrana Farook (Fiction) The House at the Edge of Magic by Amy Sparkes (Fiction) I Bet I Can Make You Laugh by Joshua Seigal and Friends (Poetry) I, Cosmo by Carlie Sorosiak (Fiction) I Swapped My Brother on the Internet by Jo Simmons and Nathan Reed (Fiction) Giant by Kate Scott (Fiction) Hot Like Fire and Other Poems by Valerie Bloom (Poetry) How to Train Your Dragon by Cressida Cowell (Fiction) How Was That Built? By Roma Agrawal and Katie Hickey (Non-Fiction) Ice Palace by Robert Swindells (Fiction) Oliver and the Seawigs by Philip Reeve and Sarah McIntyre (Fiction) One Dog and His Boy by Eva Ibbotson (Fiction) The Queen’s Nose by Dick King-Smith (Fiction) Viking Voyagers by Jack Tite (Non-Fiction) Young, Gifted and Black by Jamia Wilson and Andrea Pippins (Non-Fiction) The Train to Impossible Places by P.G.Bell and Flavia Sorrentino (Fiction) Varmints by Helen Ward and Marc Craste (Picture Book) The Wind in the Willows by Kenneth Grahame (Fiction) Secrets of a Sun King by Emma Carroll (Fiction) Kay’s Anatomy by Adam Kay and Henry Paker (Non-Fiction) Max and the Millions by Ross Montgomery (Fiction) Saving Sorya: Chang and the Sun Bear by Nguyen Thi Thu Trang (Graphic Novel) Curiosity: The Story of a Mars Rover by Markus Motum (Non-Fiction) The Brilliant World of Tom Gates by Liz Pichon (Fiction) How to Train Your Parents by Pete Johnson (Fiction) The Borrowers by Mary Norton (Fiction) Atlas of Adventures by Lucy Letherland (Non-Fiction) Alex Sparrow and the Really Big Stink by Jennifer Killick (Fiction) Scribbleboy by Philip Ridley (Fiction) The Great Elephant Chase by Gillian Cross (Fiction) Danger is Everywhere by David O’Doherty and Chris Judge (Non-Fiction) Varjak Paw by S.F. Said and Dave McKean (Fiction) Riddle of the Runes by Janina Ramirez and David Wyatt (Fiction) Stig of the Dump by Clive King (Fiction) The Last Firefox by Lee Newbery and Laura Catalan (Fiction) YEAR 5 RECOMMENDED READING LIST BOOK TITLE AND AUTHOR – YEAR 5 P Asha and the Spirit Bird by Jasbinder Bilan (Fiction) The Boy at the Back of the Class by Onjali Q Rauf (Fiction) Cosmic by Frank Cottrell-Boyce (Fiction) Dragon Mountain by Katie and Kevin Tsang (Fiction) Frankie’s World by Aoife Dooley (Graphic Novel) The Girl Who Drank the Moon by Kelly Barnhill (Fiction) Frostheart by Jamie Littler (Fiction) British Museum: A History of the World in 25 Cities by Tracey Turner (Non-Fiction) The Goldfish Boy by Lisa Thompson (Fiction) Great Adventurers by Alastair Humphreys (Non-Fiction) How to Live Forever by Colin Thompson (Picture Book) The Last Bear by Hannah Gold and Levi Pinfold (Fiction) Love That Dog by Sharon Creech (Poetry) Mary Poppins by P.L. Travers (Fiction) Malamander by Thomas Taylor (Fiction) The Last Spell Breather by Julie Pike (Fiction) Skandar and the Uniform Thief by A.F. Steadman (Fiction) Rise Up: Ordinary Kids with Extraordinary Stories by Amanda Li (Non-Fiction) Now or Never: A Dunkirk Story by Bali Rai (Fiction) Rumaysa: A Fairytale by Radiya Hafiza and Rhaida El Touny (Fiction) Rooftoppers by Katherine Rundell (Fiction) Shackleton’s Journey by William Grill (Non-Fiction) The Ship of Shadows by Maria Kuzniar (Fiction) The Promise by Nicola Davies and Laura Carlin (Picture Book) The Peculiar Tale of the Tentacle Boy by Richard Pickard (Fiction) A Pocketful of Stars by Aisha Bushby (Fiction) Running on the Roof of the World by Jess Butterworth (Fiction) My Brother is a Superhero by David Solomons (Fiction) The Valley of Lost Secrets by Lesley Parr (Fiction) The Wolves in the Wall by Neil Gaiman and Dave McKean (Picture Book) Unreal! By Paul Jennings (Fiction) The Umbrella Mouse by Anna Fargher and Sam Usher (Fiction) The Storm Keeper’s Island by Catherine Doyle (Fiction) Sky Song by Abi Elphinstone (Fiction) Me, My Dad and the End of the Rainbow by Benjamin Dean and Sandhya Prabhat (Fiction) The Infinite by Patience Agbabi (Fiction) A Street Dog Named Pup by Gill Lewis (Fiction) The Undefeated by Kwame Alexander and Kadir Nelson (Picture Book) The White Giraffe by Lauren St John (Fiction) The Phantom Tollbooth by Norton Juster (Fiction) I Am Not a Label by Cerrie Burnell and Lauren Baldo (Non-Fiction) Race to the Frozen North by Catherine Johnson (Fiction) The Silver Sword by Ian Serraillier (Fiction) A Kid in My Class by Rachel Rooney and Chris Riddell (Poetry)
36 YEAR 6 – RECOMMENDED READING LIST BOOK TITLE AND AUTHOR – YEAR 6 P After the War by Tom Palmer (Fiction) Black and British: An Illustrated History (Non-Fiction) The Boy Who Flew by Fleur Hitchcock (Fiction) Can You See Me by Libby Scott and Rebecca Westcott (Fiction) Cirque du Freak by Darren Shan (Fiction) A Different Sort of Normal by Abigail Balfe (Non-Fiction) Ghost by Jason Reynolds (Fiction) Goodnight Mister Tom by Michelle Magorian (Fiction) Amulet: The Stonekeeper by Kazu Kibuishi (Graphic Novel) Artemis Fowl by Eoin Colfer (Fiction) Boy in the Tower by Polly Ho-Yen (Fiction) The Boy Who Made Everyone Laugh by Helen Rutter (Fiction) Journey to Jo’Burg by Beverley Naidoo (Fiction) Rumblestar by Abi Elphinstone (Fiction) The Mysteries of Harris Burdick by Chris Van Allsbury (Picture Book) Phoenix by S.F. Said (Fiction) The Skylarks’ War by Hilary McKay (Fiction) Politics for Beginners by Louie Stowell, Alex Frith and Rosie Hore (Non-Fiction) No Ballet Shoes in Syria by Catherine Bruton (Fiction) Oranges in No Man’s Land by Elizabeth Laird (Fiction) Northern Lights by Philip Pullman (Fiction) New Kid by Jerry Craft (Graphic Novel) Wild Boy by Rob Lloyd Jones (Fiction) Windrush Child by Benjamin Zephaniah (Fiction) When the Sky Falls by Phil Earle (Fiction) The Viewer by Gary Crew and Shaun Tan (Picture Book) The 1000-year-old Boy by Ross Welford (Fiction) When Life Gives You Mangoes by Kereen Getten (Fiction) The Wolf Wilder by Katherine Rundell (Fiction) The Girl of Ink and Stars by Kiran Millwood Hargrave (Fiction) Charmed Life by Diana Wynne Jones (Fiction) Cogheart by Peter Bunzl (Fiction) Goodnight Stories for Rebel Girls by Elena Favilli and F Cavallo (Non-Fiction) Crater Lake by Jennifer Killick (Fiction) The Invention of Hugo Cabret by Brian Selznick (Fiction/Graphic Novel) The Hobbit by J.R.R. Tolkien (Fiction) Kick by Mitch Johnson (Fiction) The Island by Armin Greder (Picture Book) A Kind of Spark by Elle McNicoll (Fiction) Survivors by David Long and Kerry Hyndman (Non-Fiction) The Snow Spider by Jenny Nimmo (Fiction) The Titanic Detective Agency by Lindsay Littleson (Fiction) When Stars Are Scattered by Victoria Jamieson and Omar Mohamed (Graphic Novel) Stormbreaker by Alex Horowitz (Fiction) Vocabulary Conjunctions Openers Punctuation The lower down the pyramid you reach, the higher the level you will achieve! Check your work using VCOP every time you write.
37 YEAR 6 – RECOMMENDED READING LIST BOOK TITLE AND AUTHOR – YEAR 6 P After the War by Tom Palmer (Fiction) Black and British: An Illustrated History (Non -Fiction) The Boy Who Flew by Fleur Hitchcock (Fiction) Can You See Me by Libby Scott and Rebecca Westcott (Fiction) Cirque du Freak by Darren Shan (Fiction) A Different Sort of Normal by Abigail Balfe (Non -Fiction) Ghost by Jason Reynolds (Fiction) Goodnight Mister Tom by Michelle Magorian (Fiction) Amulet: The Stonekeeper by Kazu Kibuishi (Graphic Novel) Artemis Fowl by Eoin Colfer (Fiction) Boy in the Tower by Polly Ho -Yen (Fiction) The Boy Who Made Everyone Laugh by Helen Rutter (Fiction) Journey to Jo’Burg by Beverley Naidoo (Fiction) Rumblestar by Abi Elphinstone (Fiction) The Mysteries of Harris Burdick by Chris Van Allsbury (Picture Book) Phoenix by S.F. Said (Fiction) The Skylarks’ War by Hilary McKay (Fiction) Politics for Beginners by Louie Stowell, Alex Frith and Rosie Hore (Non -Fiction) No Ballet Shoes in Syria by Catherine Bruton (Fiction) Oranges in No Man’s Land by Elizabeth Laird (Fiction) Northern Lights by Philip Pullman (Fiction) New Kid by Jerry Craft (Graphic Novel) Wild Boy by Rob Lloyd Jones (Fiction) Windrush Child by Benjamin Zephaniah (Fiction) When the Sky Falls by Phil Earle (Fiction) The Viewer by Gary Crew and Shaun Tan (Picture Book) The 1000 -year -old Boy by Ross Welford (Fiction) When Life Gives You Mangoes by Kereen Getten (Fiction) The Wolf Wilder by Katherine Rundell (Fiction) The Girl of Ink and Stars by Kiran Millwood Hargrave (Fiction) Charmed Life by Diana Wynne Jones (Fiction) Cogheart by Peter Bunzl (Fiction) Goodnight Stories for Rebel Girls by Elena Favilli and F Cavallo (Non -Fiction) Crater Lake by Jennifer Killick (Fiction) The Invention of Hugo Cabret by Brian Selznick (Fiction/Graphic Novel) The Hobbit by J.R.R. Tolkien (Fiction) Kick by Mitch Johnson (Fiction) The Island by Armin Greder (Picture Book) A Kind of Spark by Elle McNicoll (Fiction) Survivors by David Long and Kerry Hyndman (Non -Fiction) The Snow Spider by Jenny Nimmo (Fiction) The Titanic Detective Agency by Lindsay Littleson (Fiction) When Stars Are Scattered by Victoria Jamieson and Omar Mohamed (Graphic Novel) Stormbreaker by Alex Horowitz (Fiction) Vocabulary Conjunctions Openers Punctuation The lower down the pyramid you reach, the higher the level you will achieve! Check your work using VCOP every time you write.
38 Maths - Home Learning Key Stage 2 Maths Skills The following are just some of the basic maths skills that your child will be taught throughout Key Stage 2. Place value up to 1000 000, including tenths and hundredths Times Tables up to 10 x 10 and corresponding division facts Multiples of numbers Number Bonds to 10, 20, 100 and 1000 Mental strategies of addition, subtraction, multiplication and division Written methods of addition, subtraction, multiplication and division Making reasonable estimations Fractions of a whole and of amounts Equivalent fractions Converting fractions to decimals Converting fractions to decimals and to percentages How to work out percentages using pencil and paper and using a calculator Representing data on pictograms, bar charts, line graphs and pie charts Measurements of temperature, time, length, capacity and weight Perimeter and area 2D and 3D shapes and their properties Angles (right-angle, obtuse, acute, reflex, full circle) Plotting co-ordinates Symmetry reflection and rotation Tessellation of shapes Explaining methods and reasoning Problem solving 2+2=4 39-29=10 6x6=36
39 How can you support your child in their Maths learning? We encourage the children to understand number and the number system rather than employ methods that they can use but not understand. This may involve the children in using methods of addition, subtraction, multiplication and division that may seem rather long and detailed but encourages understanding number. Encourage your child to be positive about maths. Find out from the teacher which methods your child is currently using and support him/her to use these. Ask your child to explain the method to you to help him/her consolidate the method and develop her/his skills of explaining methods and reasoning. Have fun with practical activities. Measurements and ratio during cooking Helping to measure for carpets, curtains, shelving etc Working out travelling time and speed Paying in shops – working out the cost and the change
40 113 1 2 3 4 5 6 7 8 9 10 11 12 2 4 6 8 10 12 14 16 18 20 22 24 3 6 9 12 15 18 21 24 27 30 33 36 4 8 12 16 20 24 28 32 36 40 44 48 5 10 15 20 25 30 35 40 45 50 55 60 6 12 18 24 30 36 42 48 54 60 66 72 7 14 21 28 35 42 49 56 63 70 77 84 8 16 24 32 40 48 56 64 72 80 88 96 9 18 27 36 45 54 63 72 81 90 99 108 10 20 30 40 50 60 70 80 90 100 110 120 11 22 33 44 55 66 77 88 99 110 121 132 12 24 36 48 60 72 84 96 108 120 132 144 Multiplication Table 1 2 3 4 5 6 7 8 9 10 11 12 one two three four five six seven eight nine ten eleven twelve 23325-K4:txt 18/7/08 09:15 Page 113 113 1 2 3 4 5 6 7 8 9 10 11 12 2 4 6 8 10 12 14 16 18 20 22 24 3 6 9 12 15 18 21 24 27 30 33 36 4 8 12 16 20 24 28 32 36 40 44 48 5 10 15 20 25 30 35 40 45 50 55 60 6 12 18 24 30 36 42 48 54 60 66 72 7 14 21 28 35 42 49 56 63 70 77 84 8 16 24 32 40 48 56 64 72 80 88 96 9 18 27 36 45 54 63 72 81 90 99 108 10 20 30 40 50 60 70 80 90 100 110 120 11 22 33 44 55 66 77 88 99 110 121 132 12 24 36 48 60 72 84 96 108 120 132 144 Multiplication Table 1 2 3 4 5 6 7 8 9 10 11 12 one two three four five six seven eight nine ten eleven twelve 23325-K4:txt 18/7/08 09:15 Page 113
41 Hundred Square 114 Number Grid 12 3456 78 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 23325-K4:txt 18/7/08 09:15 Page 114
42 NOTES:
Autumn Term 2023
Week Beginning: Reading Record DATE Book Title and Author (time spent) Parent/Child/Teacher Comments Monday Tuesday Wednesday Thursday Friday Saturday Sunday TEAM POINTS TALLY TOTAL MONDAY…………………………………………………… ………… TUESDAY ………………………………………………… ………… WEDNESDAY…………………………………………… ………… THURSDAY……………………………………………… ………… FRIDAY……………………………………………………… ………… SATURDAY/SUNDAY……………………………… ………… WEEKLY TOTAL ………………………… SPELLINGS I need to learn Home/School Messages Parent/Child/Teacher Comments MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Important Dates this week! Home Learning Timetable PARENT’S/CARER’S SIGNATURE: …………………………………………………………… TEACHER’S SIGNATURE: …………………………………………………………… SENT OUT DUE IN MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Week Beginning: Reading Record DATE Book Title and Author (time spent) Parent/Child/Teacher Comments Monday Tuesday Wednesday Thursday Friday Saturday Sunday TEAM POINTS TALLY TOTAL MONDAY…………………………………………………… ………… TUESDAY ………………………………………………… ………… WEDNESDAY…………………………………………… ………… THURSDAY……………………………………………… ………… FRIDAY……………………………………………………… ………… SATURDAY/SUNDAY……………………………… ………… WEEKLY TOTAL ………………………… SPELLINGS I need to learn Home/School Messages Parent/Child/Teacher Comments MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Important Dates this week! Home Learning Timetable PARENT’S/CARER’S SIGNATURE: …………………………………………………………… TEACHER’S SIGNATURE: …………………………………………………………… SENT OUT DUE IN MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Week Beginning: Reading Record DATE Book Title and Author (time spent) Parent/Child/Teacher Comments Monday Tuesday Wednesday Thursday Friday Saturday Sunday TEAM POINTS TALLY TOTAL MONDAY…………………………………………………… ………… TUESDAY ………………………………………………… ………… WEDNESDAY…………………………………………… ………… THURSDAY……………………………………………… ………… FRIDAY……………………………………………………… ………… SATURDAY/SUNDAY……………………………… ………… WEEKLY TOTAL ………………………… SPELLINGS I need to learn Home/School Messages Parent/Child/Teacher Comments MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Important Dates this week! Home Learning Timetable PARENT’S/CARER’S SIGNATURE: …………………………………………………………… TEACHER’S SIGNATURE: …………………………………………………………… SENT OUT DUE IN MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Week Beginning: Reading Record DATE Book Title and Author (time spent) Parent/Child/Teacher Comments Monday Tuesday Wednesday Thursday Friday Saturday Sunday TEAM POINTS TALLY TOTAL MONDAY…………………………………………………… ………… TUESDAY ………………………………………………… ………… WEDNESDAY…………………………………………… ………… THURSDAY……………………………………………… ………… FRIDAY……………………………………………………… ………… SATURDAY/SUNDAY……………………………… ………… WEEKLY TOTAL ………………………… SPELLINGS I need to learn Home/School Messages Parent/Child/Teacher Comments MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Important Dates this week! Home Learning Timetable PARENT’S/CARER’S SIGNATURE: …………………………………………………………… TEACHER’S SIGNATURE: …………………………………………………………… SENT OUT DUE IN MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Week Beginning: Reading Record DATE Book Title and Author (time spent) Parent/Child/Teacher Comments Monday Tuesday Wednesday Thursday Friday Saturday Sunday TEAM POINTS TALLY TOTAL MONDAY…………………………………………………… ………… TUESDAY ………………………………………………… ………… WEDNESDAY…………………………………………… ………… THURSDAY……………………………………………… ………… FRIDAY……………………………………………………… ………… SATURDAY/SUNDAY……………………………… ………… WEEKLY TOTAL ………………………… SPELLINGS I need to learn Home/School Messages Parent/Child/Teacher Comments MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Important Dates this week! Home Learning Timetable PARENT’S/CARER’S SIGNATURE: …………………………………………………………… TEACHER’S SIGNATURE: …………………………………………………………… SENT OUT DUE IN MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY