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8/20/2019 's learning (6).pdf
http://slidepdf.com/reader/full/s-learning-6pdf 1/6
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:
8/20/2019 's learning (6).pdf
http://slidepdf.com/reader/full/s-learning-6pdf 2/6
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
8/20/2019 's learning (6).pdf
http://slidepdf.com/reader/full/s-learning-6pdf 3/6
BY THE END OF YEAR 44
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.
...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:
To meet the standardyour child will be learning to:
8/20/2019 's learning (6).pdf
http://slidepdf.com/reader/full/s-learning-6pdf 4/6
www.minedu.govt.nz/Parents
SUPPORTING YOUR CHILD’S WRITING
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.
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
8/20/2019 's learning (6).pdf
http://slidepdf.com/reader/full/s-learning-6pdf 5/6
BY THE END OF YEAR 44
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.
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:
To meet the standardyour child will be learning to:
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.
8/20/2019 's learning (6).pdf
http://slidepdf.com/reader/full/s-learning-6pdf 6/6
www.minedu.govt.nz/Parents
SUPPORTING YOUR CHILD’S MATHEMATICS
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.
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.