s learning (6).pdf

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Work together...Help support your child’s learning by building a good relationship with your child’s teacher,

finding out how your child is doing and working together to support their learning.

BY THE END OF YEAR 44 S U P P

O R T I N G YOUR CHILD ’ S LE AR N I N G

A T SCHOOL R ead ing

...they will be reading at curriculum level 2.

They will be reading a variety of fiction

and non-fiction stories to support their

learning in all areas of the curriculum.

If your child is meeting the ReadingStandard by the end of Year 4…

As your child reads this story, they might:

look at the start, think about what the story willbe about, and then look at the end of the story towork out whether their first thoughts were right

talk about how the family is not enjoying their trip

T h e N e w

Z e a l a nd

Cur r i c u l u m

C o p y r i g h t f o r t h e t e x t , i l l u s t r a t i o n s a n d / o r p h o t o g r a p h s i s

a s s t a t e d i n t h e o r i g i n a l p u b l i c a t i o n .

know what they like to read and be able tochoose what’s right for them

understand what they are reading and be able totalk about the main ideas, as well as ideas thatare not so obvious

recognise and understand the information indifferent kinds of books

read smoothly, like talking

notice when they make a mistake in their readingand be able to fix it, most of the time

read to find out information, like answers to questions.

talk about how to choose a safe tent spot

talk about the problems of camping in the dark

answer questions about the story.

B o o k s a

t t h i s le vel look

l i k e t h i s :

“Camping down the Line”by Amanda Jackson

– School Journal , Part 2 Number 1, 2004

To meet the standardyour child will be learning to:



www.minedu.govt.nz/Parents

SUPPORTING YOUR CHILD’S READING

Support your child...As parents, family and whänau you play a big part in your child’s learningevery day, and you can support and build on what they learn at school too.

Get your child to tell youabout what they are reading:

• who is their favouritecharacter and why?

• is there anyone like that in your family?

• what do they think is going to happen?

• what have they learnt from their reading?• does it remind them of any of their own

experiences?

Help your child with any words they don’tunderstand – look them up together in thedictionary if you need to.

Read recipes, instructions, manuals, maps,diagrams, signs and emails. It will help your child tounderstand that words can be organised in differentways on a page, depending on what it’s for.

Read junk mail – your child could compare

costs, make their own ‘advertisements’ by cutting up junk mail or come up with clever sentences fora product they like.

Read and talk together

W h e n t h e y a r e r e a d i n g , t h e m o s t c o m m o n

d i f f i c u l t y y o u r c h i l d i s l i k e l y t o h a v e i s

w o r k i n g o u t t h e m e a n i n g o f n e w w o r d s ,

p h r a s e s a n d e x p r e s s i o n s .T o d o t h i s y o u r c h i l d w i l l u s e t h e i r k n o w l e d g e

o f w o r d s a n d w o r d p a t t e r n s ( e .g ., p r e f i x e s ,

s u f f i x e s a n d r o o t w o r d s ) t o h e l p b u i l d m e a n i n g .Y o u m a y n e e d t o r e m i n d y o u r c h i l d t o r e a d

b a c k a n d f o r w a r d f o r c l u e s t o h e l p t h e i r

u n d e r s t a n d i n g o f w h a t t h e y a r e r e a d i n g .T a l k w i t h y o u r c h i l d a b

o u t t h e m e a n i n g .

Help your child to choose a variety ofbooks they want to read.

Help them look for books about topicsthey’re learning about at school.

Get your child to choose a book thatyou can read to them (listening to youread helps them with their reading).

Encourage your child to retellfavourite stories or parts of stories intheir own words.

If your child has chosensomething to read that is too hardat the moment, take turns and read it together.

Reading to younger brothers or sisters, whänau,or grandparents will give your child anopportunity to practise reading out loud.

Encourage other familymembers to read toand with your child –Aunty, Grandma, Koro.

Playing board games

and card games isimportant, too. Choosegames that everyonewants to play – makethem challenging, nottoo easy.

Help y our child link st or ies t o t heir ow n lif e. Remind t hem about w hat t he y hav e done w hen a similar t hing happens in t he st or y .

K e e p t he mag i c o f l i st e ni ng t o a g o o d st o r y al i v e b y r e ad i ng e i t he r mad e u p , r e t o l d o r r e ad - al o u d st o r i e s t o y o u r c hi l d – w i t h l o t s o f e x c i t e me nt t hr o u g h t he u se o f y o u r v o i c e !

Take your childto the library

T alk a lot t o y our child w hile y ou ar e doing t hings t oget her . Use t he language t hat w or ks best f or y ou and y our child.

Read with othersA T HOME R EADING

http://www.minedu.govt.nz/Parents




BY THE END OF YEAR 44



...they will be writing at curriculum level 2.

Your child will be writing a variety of material

to support their learning in all areas

of the curriculum.

If your child is meeting the WritingStandard by the end of Year 4… use their writing to think about, record

and communicate experiences, ideas andinformation

write by themselves for different purposes

know that their writing needs to be suitedto the audience

read and change their writing to improveit, most of the time

notice mistakes and correct them in theirwriting (spelling, grammar, punctuation),most of the time

publish their writing in a variety of waysincluding using computers, cameras,illustrations, and diagrams.

w r i t ing T h e

N e w

Z e a l a nd

Cur r i c u l u m

A T SCHOOL

T h i s e x a m p l e o f s t u d e n t w r i t i n g h a s b e e n r e p r o d u c e d b y k i n d p e r m i s s i o n o f t h e w r i t e r © C

r o w n 2 0 0 9 .

In this writing,

the child has used:

the opening sentence tograb attention

simple connecting words(“as”, “so”, “when”) to givethe story flow and join themain events

conversation, and theirown thoughts writtendown, to help give thestory a personal voice.

W r i t i n

g a t t h i s

l e vel

might look

like t his:





SUPPORTING YOUR CHILD’S WRITING


Writing about their heroes, sports events,tïpuna (ancestors), hobbies and interestshelps your child to stay interested in whatthey are writing about.

Help your child to:

• leave messages in sand on the beach

• send a message in a bottle

• do code crackers, word puzzles, crosswords,word finds – these are all fun to do together.

Make up a story or think of a pakiwaitara (legend)and act it out with costumes and music. Write downthe names of the characters or tïpuna (ancestors).

If you or someone in your family hasa computer, encourage your child touse it to write, email and publish orprint for pleasure (emails, birthdaycards, poems, jokes, letters, pictures

with captions). Or you could use acomputer at the library.

Write for fun

Get your child to talkabout their writingand share it.

Cut out words and lettersto make stories, codes, poems, puzzles and more…

Play word games together.

Play with words. Thinking of interesting words anddiscussing new ones can help increase the wordsyour child uses when they write – look words upin the dictionary or on the Internet or talk withfamily/whänau to find out more about where thewords come from.

Write for a reason

Get your child to help write the shoppinglist, invitation lists for family events, menusfor special dinners, thank-you cards whensomeone does something nice.

Postcards are a good size for a sentenceor two and they are cheap to post, too.

Have a special placeto keep your child’swriting at home (noticeboard, fridge, folder).You might frame apiece of writing andhang it up, too.

Talk about yourchild’s writing

Talk abou t wha t your child

writ es. Be in t eres t ed. I f you don’ t unders t and

wha t t heir s t ory is abou t ,

ask t hem t o t ell you more

abou t it . Use ques t ions

t hey will wan t t o answer.

K e e p w r i t i ng f u n and u se an y e x cu se y o u can t hi nk o f t o e nco u r age y o u r chi l d t o w r i t e ab o u t an y t hi ng, an y t i me .

Be a role model. Show your

child that you writ e f or all

sort s of reasons. Let t hem

see you en joying writing.

Writ e to t hem somet imes,

t oo. You can use your f irst

language – t his helps your child’s learning, too.

A T HOME W RI TING





BY THE END OF YEAR 44



A T SCHOOL

...they will be working at curriculum level 2,

solving realistic problems using their

growing understanding of number, algebra,

geometry, measurement and statistics.

They will be solving problems by usingbasic addition, subtraction and simple

multiplication facts and their knowledge

of place value.

If your child is meeting the MathematicsStandard by the end of Year 4…

work with numbers up to 1,000

use their knowledge of 2, 3, 4, 5 and 10 timestables to solve problems

find fractions of sets, shapes and quantities

make and continue patterns and explain therule for the pattern

sort objects and describe how they have beengrouped (e.g., shape and size)

choose how you can best measure length, area,volume, capacity, weight, temperature and time

use simple maps to show position and direction

talk about events that will or will not happen

make up questions to investigate then graph anddiscuss their findings.

This is a small part of the skills

and knowledge your child is

learning in order to meet this

standard. Talk to the teacher for

more information about your

child’s learning.

mathematics

Focus on number

During Year 4, 60–80percent of mathematicsteaching time will focus

on number learning.

T h e N e w

Z e a l a nd

Cur r i c u l u m

Measure the lengths ofthe bookmark, snake

and ribbon, using the

tape measure. The piece

of measuring tape has

been torn, but it can still

be used for measuring.?? M

a t h

e m

a t i c

s

p r o b

l e m s a t t h

i s le ve l migh t look like t his:


I measured the bookmark and I worked

out how many centimetres there were

between the numbers on the measuring

tape to get the answer. For the ribbon and

snake, I took two measurements on the

measuring tape and added them together.




SUPPORTING YOUR CHILD’S MATHEMATICS


For wet afternoons/school holidays/weekends

Get together with your child and:

play card and board games that use guessing and checking

look at junk mail – which is the best value? Ask your childwhat they would buy if they had $10/$100/$1,000 to spend

do complicated jigsaw puzzles

cook or bake – use measuring cups, spoons (½ and ¼ teaspoon)and scales

collect boxes – undo and see if you can make them up againor make it into something else

make paper darts and change the weight so that they flydifferently, work out which is the best design

create a repeating pattern (e.g., köwhaiwhaipatterns) to fill up a page or decorate a card

play mathematics “I Spy” – something that is ½a km away, something that has 5 parts

hide something from each other and draw amap or hide several clues – can you follow themap or the clues and find it?

do skipping ropes/elastics – how long will ittake to jump to 20?

Talk together and have funwith numbers and patterns

Help your child to:

find and connect numbers around your homeand neighbourhood – phone numbers, clocks,letterboxes, road signs, signs showing distance

count forwards and backwards (starting with

numbers like 998, 999, 1,000, 1,001, 1,002 thenback again)

make patterns when counting – forwards andbackwards, starting with different numbers(73, 83, 93, 103, 113, 123…or 128, 118, 108, 98, 88, 78…)

explore patterns throughdrumming, clapping,stamping, dancing

find out the ages andbirth dates of family

and whänau see patterns in thenumbers in theirtimes tables.

I t e m n

o . 2 0 1 0 Y 4

MA T H E MA TICS

A T HOMEInvolve your child in:

making lunch or a mealfor a party or a hui – makesandwiches in differentshapes. Can they cut theirsandwich in half? Can theycut the other sandwich in half a different way?

helping at the supermarket – choose items to weigh – how many apples/bananas weigh a kilo?Look for the best buy between different makes ofthe same items (e.g., blocks of cheese) – check on

the amount of sugar or salt per serving

telling the time – o’clock, ½ , ¼ past

deciding how much money you will need to putinto the parking meter and what time you willneed to be back before the meter expires

thinking about how many telephone numbers theycan remember – talk about what they do to helpthem remember the series of numbers

reading together – help them look fornumbers and mathematics ideas

looking for shapes and numbersin newspapers, magazines, junk mail, art (like carvingsand sculpture).

Use easy, everyday activitiesM at he mat i cs i s an

i mp o r t ant p ar t o f e v e r y d a y l i f e and t he r e ar e l o t s o f w a y s y o u can make i t f u n f o r y o u r chi l d .

Being posi t i ve abou t

ma t hema t ics is reall y

impor t an t for your child’s

learning – e ven i f you

didn’ t en jo y i t or do well

a t i t yoursel f a t school. The way your child is learning

t o solve ma t hema t ics

problems may be di f f eren t

t o when you were a t school.

Ge t t hem t o show you how

t hey do i t and suppor t t hem

in t heir learning.



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