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helping at home

We will value and share any research that your child carries out at home linked to our topics. The staff at Crosby Library are very welcoming and will happily order in topic related books to support.

Thank you for attending the presentation about spelling, punctuation and grammar. Following the presentation, some parents requested the link to the sample tests.

Please to not complete these tests with your child until we send paper copies home as we will use them as practice papers to identify gaps and to give the children experience. 

We are encouraging children to see the tests as a chance to show off all of their hard work. They have been exceptionally focused in lessons and we are very proud of them. 

English

Handwriting

Practise letter formation and joins. It is important that capital letters are clearly distinguishable. 

All of our lower case letters start at the bottom. 

We teach all of the letters that start with the curly 'c' shape first (c, a, d, g, o, q).

We teach all of the letters that begin with the 'l' shape together (l, b, h, k, t).

We talk about our descenders (down letters) having their chin on the line and their tail underneath (g, j, p, q, y).

The image above helps children remember which letters are ascenders and which are descenders, the ascenders go up into the blue sky, the descenders go down into the soil. 

Reading 

We cannot over stress the importance of daily reading. Your child needs a quiet space where they can focus and read, either with an adult or independently. Local libraries are a great resource. If your child is reading independently, encourage them to discuss what they have read. It is important that they are reading a range of different genres. Children have access to a lending library in their class which contains age appropriate books and some children will be given specific book banded books. Regular reading will not only develop your child's reading and comprehension skills, it will also improve their writing, range of vocabulary, subject knowledge and ability to access other areas of learning across the curriculum. 

Spelling

Please help your child to learn the following spellings: 

accommodate

accompany

according

achieve

aggressive

amateur

ancient

apparent

appreciate

attached

available

average

awkward

bargain

bruise

category

cemetery

committee

community

competition

conscience

conscious

controversy

convenience

correspond

criticise

curiosity

definite

determined

develop

dictionary

disastrous

embarrass

environment

Equip/ped/ment

especially

exaggerate

excellent

existence

explanation

familiar

foreign

forty

frequently

government

guarantee

harass

hindrance

identity

immediately

individual

interfere

interrupt

language

leisure

lightening

marvellous

mischievous

muscle

necessary

neighbour

nuisance

occupy

occur

opportunity

parliament

persuade

physical

prejudice

privilege

profession

programme

pronunciation

queue

recognise

recommend

relevant

restaurant

rhyme

Rhythm

sacrifice

secretary

shoulder

signature

sincerely

soldier

stomach

sufficient

suggest

symbol

system

temperature

thorough

twelfth

variety

vegetable

vehicle

yatch

 

 

You could use the 'Look, Cover, Write, Say' method. 

Handwriting is a good strategy for embedding spellings, also try using a word processing programme with a spell checker so that your child has instant feedback. 

When learning a spelling it is helpful to learn other spellings that have the same root word (board, cupboard, cardboardboarding).

It is often helpful to look for words within a word (separate has a rat in).

We sometimes use mnemonics to help with tricky words (because = big elephants can always understand small elephants). 

For some words, it is helpful to split the syllables (February = feb/ru/ar/y), children can tap out the syllables.

It is important to use the words in context and talk about what they mean. It is good practice to give a child a sentence with a word spelt incorrectly and ask them to find and correct the error

 

When children are writing at home, encourage them to underline any spellings that they are unsure of and then to check them using a dictionary. 

Test your child on their spellings  at random points during the day (travelling in the car, sitting at the dinner table, walking to school). 

Grammar

Using Standard English verb forms is difficult for some of our children. Common errors are: was/were, did/done, saw/seen. Children need to understand that  correct verb form is important when speaking formally and when writing. 

Please discuss this with your child:

We _____ going to the park. (was/were)

I ______my homework. (did/done)

He _____the film. (saw/seen) 

Writing:

To reach the expected standard at the end of Year 6, children will demonstrate an ability to: 

  • Create atmosphere
  • Use dialogue to create characters and advance the action 
  • Select and use vocabulary that reflects purpose
  • Link ideas across sentences and paragraphs, using language such as 'therefore, however'
  • Use passive verbs (the window was smashed, rather than, he smashed the window) 

​    and modal verbs (could, might, must, should) verbs,  mostly appropriately 

  • Use a wide range of clause structures, sometimes varying their position within the sentence. For example: The man, who was marching purposefully, approached the gate.

​     Marching purposefully, the man approached the gate. 

  • Use adverbs, preposition phrases and expanded noun phrases effectively to add detail, qualification and precision
  • Use inverted commas and commas for clarity
  • Make some correct use of semi-colons, dashes, colons and hyphens
  • Spell most words correctly from the above spelling list
  • Maintaining legibility, fluency and speed in handwriting through choosing whether or not to join specific letters. 

 

 

When your child is writing at home, please encourage them to underline any spellings that they are unsure of and then use a dictionary to check them. Also encourage them to proof read and check for errors, ensuring punctuation is accurate. 

 

 

Maths

 

Please support your child to keep up with regular practice of multiplication and related division facts up to 12X12. Instant recall of these facts will enable your child to keep up with the pace and demands of the Year 6 curriculum. 

 

When adding, we will be using the following method (0s can be used as place holders). 

 

When subtracting, we will be using the following method:

 

Please encourage your child to estimate answers before calculating. This will help them to identify errors and to self correct. 

 

Will will progress to column methods to multiply decimal numbers. Please remind your child to align the decimal points. 

We will continue to use the column method for long multiplication: 

 

When dividing, we will progress to the following methods: 

 

 

Please try to provide your child with as many opportunities as possible to apply their skills to real life situations (time, money, measures). 

 

 

 

 

 

Science

History/Geography

Computing

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