Year 6 SATs

1. Key St age 2 SATs
r mat i on and Gui dance on t he Changes and Expect at i ons f or 2015
A School Pr esent at i on t o Par ent s

2. Chapt ers
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Key St age 2 SATs
Changes
Assessment and
Repor t i ng
Scal ed Scor es
Scal ed Scor e
Exampl es
Hi gher At t ai ni ng
Pupi l s
The Test s
Engl i sh Mat hs
How t o Hel p Your
Chi l d

3. • I n 2014/ 15 a new nat i onal cur r i cul um f r amewor k was i nt r oduced
by t he gover nment f or Year s 1, 3, 4 and 5
• However , Year s 2 and 6 ( due t o st at ut or y t est i ng) cont i nued t o
st udy t he pr evi ous cur r i cul um f or one f ur t her year .
• I n 2015/ 16 chi l dr en i n al l year s at Key St age 1 and 2 ar e
expect ed t o now st udy t he new nat i onal cur r i cul um.
• KS1 ( Year 2) and KS2 SATs ( Year 6) wi l l r ef l ect t he new
cur r i cul um f or t he f i r st t i me t hi s year .
• I f your chi l d i s i n Year 6 t hi s year , t hey wi l l be t he f i r st
pupi l s t o r ecei ve t he new t est s and t he f i r st t o r ecei ve t he
new st yl e of r epor t i ng r esul t s.
Key St age 2 SATs Changes
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• I n 2014/ 15 a new nat i onal cur r i cul um f r amewor k was i nt r oduced
by t he gover nment f or Year s 1, 3, 4 and 5
• However , Year s 2 and 6 ( due t o st at ut or y t est i ng) cont i nued t o
st udy t he pr evi ous cur r i cul um f or one f ur t her year .
• I n 2015/ 16 chi l dr en i n al l year s at Key St age 1 and 2 ar e
expect ed t o now st udy t he new nat i onal cur r i cul um.
• KS1 ( Year 2) and KS2 SATs ( Year 6) wi l l r ef l ect t he new
cur r i cul um f or t he f i r st t i me t hi s year .
• I f your chi l d i s i n Year 6 t hi s year , t hey wi l l be t he f i r st
pupi l s t o r ecei ve t he new t est s and t he f i r st t o r ecei ve t he
new st yl e of r epor t i ng r esul t s.
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4. • ‘ Ol d’ nat i onal cur r i cul um l evel s ( e. g. Level 3, 4, 5) have now
been abol i shed, as set out i n t he gover nment gui del i nes.
• Fr om 2016, t est scor es wi l l be r epor t ed as ‘ scal ed scor es’ .
• Thi s means i t i s ver y di f f i cul t t o compar e t he assessment of a
pr evi ous year wi t h t he cur r ent year .
• Your chi l d wi l l st i l l be t aught wi t h t he hi ghest expect at i ons
and cover al l r equi r ed el ement s of t he cur r i cul um, si mi l ar t o
pr evi ous year s.
• The new cur r i cul um i s mor e r i gor ous and set s hi gh expect at i ons
whi ch al l school s have had t o wor k har d t o meet si nce t he
begi nni ng of l ast year .
Assessment and Report i ng
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• ‘ Ol d’ nat i onal cur r i cul um l evel s ( e. g. Level 3, 4, 5) have now
been abol i shed, as set out i n t he gover nment gui del i nes.
• Fr om 2016, t est scor es wi l l be r epor t ed as ‘ scal ed scor es’ .
• Thi s means i t i s ver y di f f i cul t t o compar e t he assessment of a
pr evi ous year wi t h t he cur r ent year .
• Your chi l d wi l l st i l l be t aught wi t h t he hi ghest expect at i ons
and cover al l r equi r ed el ement s of t he cur r i cul um, si mi l ar t o
pr evi ous year s.
• The new cur r i cul um i s mor e r i gor ous and set s hi gh expect at i ons
whi ch al l school s have had t o wor k har d t o meet si nce t he
begi nni ng of l ast year .
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5. • What i s meant by ‘ scal ed scor es’ ?
• I t i s pl anned t hat 100 wi l l al ways r epr esent t he ‘ nat i onal
st andar d’ .
• Each pupi l ’ s r aw t est scor e wi l l t her ef or e be conver t ed i nt o a
scor e on t he scal e, ei t her at , above or bel ow 100.
• The scal e wi l l have a l ower end poi nt somewher e bel ow 100 and
an upper end poi nt above 100.
• A chi l d who achi eves t he ‘ nat i onal st andar d’ ( a scor e of 100)
wi l l be j udged t o have demonst r at ed suf f i ci ent knowl edge i n
t he ar eas assessed by t he t est s.
• I n Jul y 2016 f or t he f i r st publ i cat i on of t est r esul t s, each
pupi l wi l l r ecei ve:
o A r aw scor e ( number of r aw mar ks awar ded) .
o A scal ed scor e i n each t est ed subj ect .
o Conf i r mat i on of whet her or not t hey at t ai ned t he nat i onal
st andar d.
Scal ed Scores
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• What i s meant by ‘ scal ed scor es’ ?
• I t i s pl anned t hat 100 wi l l al ways r epr esent t he ‘ nat i onal
st andar d’ .
• Each pupi l ’ s r aw t est scor e wi l l t her ef or e be conver t ed i nt o a
scor e on t he scal e, ei t her at , above or bel ow 100.
• The scal e wi l l have a l ower end poi nt somewher e bel ow 100 and
an upper end poi nt above 100.
• A chi l d who achi eves t he ‘ nat i onal st andar d’ ( a scor e of 100)
wi l l be j udged t o have demonst r at ed suf f i ci ent knowl edge i n
t he ar eas assessed by t he t est s.
• I n Jul y 2016 f or t he f i r st publ i cat i on of t est r esul t s, each
pupi l wi l l r ecei ve:
o A r aw scor e ( number of r aw mar ks awar ded) .
o A scal ed scor e i n each t est ed subj ect .
o Conf i r mat i on of whet her or not t hey at t ai ned t he nat i onal
st andar d.
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6. On publ i cat i on of t he t est r esul t s i n Jul y 2016:
•A chi l d awar ded a scal ed scor e of 100 i s j udged t o have met t he
‘ nat i onal st andar d’ i n t he ar ea j udged by t he t est .
•A chi l d awar ded a scal ed scor e of mor e t han 100 i s j udged t o
have exceeded t he nat i onal st andar d and demonst r at ed a hi gher
t han expect ed knowl edge of t he cur r i cul um f or t hei r age.
•A chi l d awar ded a scal ed scor e of l ess t han 100 i s j udged t o
have not yet met t he nat i onal st andar d and per f or med bel ow
expect at i on f or t hei r age.
Scal ed Score Exampl es
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On publ i cat i on of t he t est r esul t s i n Jul y 2016:
•A chi l d awar ded a scal ed scor e of 100 i s j udged t o have met t he
‘ nat i onal st andar d’ i n t he ar ea j udged by t he t est .
•A chi l d awar ded a scal ed scor e of mor e t han 100 i s j udged t o
have exceeded t he nat i onal st andar d and demonst r at ed a hi gher
t han expect ed knowl edge of t he cur r i cul um f or t hei r age.
•A chi l d awar ded a scal ed scor e of l ess t han 100 i s j udged t o
have not yet met t he nat i onal st andar d and per f or med bel ow
expect at i on f or t hei r age.
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7. • Pr evi ous Key St age 2 t est s wer e ai med at chi l dr en achi evi ng
Level s 3- 5 ( wi t h a nat i onal expect at i on t o r each at l east
Level 4)
• I n t he past , addi t i onal Level 6 t est s wer e pr oduced f or
chi l dr en who demonst r at ed hi gher t han expect ed at t ai nment ,
above Level 5.
• Fr om t hi s year , t her e won’ t be any separ at e t est s f or t he most
abl e chi l dr en.
• I nst ead, each t est wi l l have scope f or hi gher at t ai ni ng pupi l s
t o show t hei r st r engt hs.
Hi gher At t ai ni ng Pupi l s
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• Pr evi ous Key St age 2 t est s wer e ai med at chi l dr en achi evi ng
Level s 3- 5 ( wi t h a nat i onal expect at i on t o r each at l east
Level 4)
• I n t he past , addi t i onal Level 6 t est s wer e pr oduced f or
chi l dr en who demonst r at ed hi gher t han expect ed at t ai nment ,
above Level 5.
• Fr om t hi s year , t her e won’ t be any separ at e t est s f or t he most
abl e chi l dr en.
• I nst ead, each t est wi l l have scope f or hi gher at t ai ni ng pupi l s
t o show t hei r st r engt hs.
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8. • Key St age 2 SATs t ake pl ace nat i onal l y i n t he week commenci ng
9t h May 2016.
• St at ut or y t est s wi l l be admi ni st er ed i n t he f ol l owi ng
subj ect s:
o Readi ng ( 60 mi nut es)
o Spel l i ng ( appr oxi mat el y 15 mi nut es)
o Punct uat i on, Vocabul ar y and Gr ammar ( 45 mi nut es)
o Mat hemat i cs
- Paper 1: Ar i t hmet i c ( 30 mi nut es)
- Paper 2: Reasoni ng ( 40 mi nut es)
- Paper 3: Reasoni ng ( 40 mi nut es)
• I n addi t i on, some school s wi l l be r equi r ed t o t ake par t i n
Sci ence t est i ng, consi st i ng of t hr ee t est s i n Bi ol ogy, Physi cs
and Chemi st r y. Not al l school s wi l l t ake par t i n t hi s
sampl i ng, whi ch t akes pl ace on a l at er dat e.
• Al l t est s ar e ext er nal l y mar ked.
• Wr i t i ng wi l l be ‘ Teacher Assessed’ i nt er nal l y, as i n r ecent
year s.
The Test s
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• Key St age 2 SATs t ake pl ace nat i onal l y i n t he week commenci ng
9t h May 2016.
• St at ut or y t est s wi l l be admi ni st er ed i n t he f ol l owi ng
subj ect s:
o Readi ng ( 60 mi nut es)
o Spel l i ng ( appr oxi mat el y 15 mi nut es)
o Punct uat i on, Vocabul ar y and Gr ammar ( 45 mi nut es)
o Mat hemat i cs
- Paper 1: Ar i t hmet i c ( 30 mi nut es)
- Paper 2: Reasoni ng ( 40 mi nut es)
- Paper 3: Reasoni ng ( 40 mi nut es)
• I n addi t i on, some school s wi l l be r equi r ed t o t ake par t i n
Sci ence t est i ng, consi st i ng of t hr ee t est s i n Bi ol ogy, Physi cs
and Chemi st r y. Not al l school s wi l l t ake par t i n t hi s
sampl i ng, whi ch t akes pl ace on a l at er dat e.
• Al l t est s ar e ext er nal l y mar ked.
• Wr i t i ng wi l l be ‘ Teacher Assessed’ i nt er nal l y, as i n r ecent
year s.
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9. • The Readi ng Test consi st s of a si ngl e t est paper wi t h t hr ee
unr el at ed r eadi ng t ext s.
• Chi l dr en ar e gi ven 60 mi nut es i n t ot al , whi ch i ncl udes r eadi ng
t he t ext s and answer i ng t he quest i ons.
• A t ot al of 50 mar ks ar e avai l abl e.
• Quest i ons ar e desi gned t o assess t he compr ehensi on and
under st andi ng of a chi l d’ s r eadi ng.
• Some quest i ons ar e mul t i pl e choi ce or sel ect ed r esponse,
ot her s r equi r e shor t answer s and some r equi r e an ext ended
r esponse or expl anat i on.
Readi ng
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• The Readi ng Test consi st s of a si ngl e t est paper wi t h t hr ee
unr el at ed r eadi ng t ext s.
• Chi l dr en ar e gi ven 60 mi nut es i n t ot al , whi ch i ncl udes r eadi ng
t he t ext s and answer i ng t he quest i ons.
• A t ot al of 50 mar ks ar e avai l abl e.
• Quest i ons ar e desi gned t o assess t he compr ehensi on and
under st andi ng of a chi l d’ s r eadi ng.
• Some quest i ons ar e mul t i pl e choi ce or sel ect ed r esponse,
ot her s r equi r e shor t answer s and some r equi r e an ext ended
r esponse or expl anat i on.
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10. • A Spel l i ng t est i s admi ni st er ed cont ai ni ng 20 wor ds, l ast i ng
appr oxi mat el y 15 mi nut es.
• A separ at e t est i s gi ven on Punct uat i on, Vocabul ar y and
Gr ammar
• Thi s t est l ast s f or 45 mi nut es and r equi r es shor t answer
quest i ons, i ncl udi ng some mul t i pl e choi ce.
• Mar ks f or t hese t wo t est s ar e added t oget her t o gi ve a t ot al
f or Spel l i ng, Punct uat i on and Gr ammar .
pel l i ng, Punct uat i on and Grammar
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• A Spel l i ng t est i s admi ni st er ed cont ai ni ng 20 wor ds, l ast i ng
appr oxi mat el y 15 mi nut es.
• A separ at e t est i s gi ven on Punct uat i on, Vocabul ar y and
Gr ammar
• Thi s t est l ast s f or 45 mi nut es and r equi r es shor t answer
quest i ons, i ncl udi ng some mul t i pl e choi ce.
• Mar ks f or t hese t wo t est s ar e added t oget her t o gi ve a t ot al
f or Spel l i ng, Punct uat i on and Gr ammar .
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11. Grammar, Punct uat i on and Spel l i ng Paper 1
Sampl e Quest i ons
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12. Grammar, Punct uat i on and Spel l i ng Paper 1
Sampl e Quest i ons
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13. • The Mat hemat i cs t est s have under gone t he bi ggest change t hi s
year .
• Chi l dr en wi l l si t t hr ee t est s: Paper 1, Paper 2 and Paper 3.
• Paper 1 i s f or ‘ Ar i t hmet i c’ l ast i ng f or 30 mi nut es, cover i ng
cal cul at i on met hods f or al l oper at i ons, i ncl udi ng use of
f r act i ons, per cent ages and deci mal s.
• Quest i ons gr adual l y i ncr ease i n di f f i cul t y. Not al l chi l dr en
wi l l be expect ed t o access some of t he mor e di f f i cul t
quest i ons l at er i n t he paper .
• Paper s 2 and 3 cover ‘ Pr obl em Sol vi ng and Reasoni ng’ , each
l ast i ng f or 40 mi nut es.
• Pupi l s wi l l st i l l r equi r e cal cul at i on ski l l s but wi l l need t o
answer quest i ons i n cont ext and deci de what i s r equi r ed t o
f i nd a sol ut i on.
Mat hemat i cs
cl i ck
t o see
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t ext
• The Mat hemat i cs t est s have under gone t he bi ggest change t hi s
year .
• Chi l dr en wi l l si t t hr ee t est s: Paper 1, Paper 2 and Paper 3.
• Paper 1 i s f or ‘ Ar i t hmet i c’ l ast i ng f or 30 mi nut es, cover i ng
cal cul at i on met hods f or al l oper at i ons, i ncl udi ng use of
f r act i ons, per cent ages and deci mal s.
• Quest i ons gr adual l y i ncr ease i n di f f i cul t y. Not al l chi l dr en
wi l l be expect ed t o access some of t he mor e di f f i cul t
quest i ons l at er i n t he paper .
• Paper s 2 and 3 cover ‘ Pr obl em Sol vi ng and Reasoni ng’ , each
l ast i ng f or 40 mi nut es.
• Pupi l s wi l l st i l l r equi r e cal cul at i on ski l l s but wi l l need t o
answer quest i ons i n cont ext and deci de what i s r equi r ed t o
f i nd a sol ut i on.
• The Mat hemat i cs t est s have under gone t he bi ggest change t hi s
year .
• Chi l dr en wi l l si t t hr ee t est s: Paper 1, Paper 2 and Paper 3.
• Paper 1 i s f or ‘ Ar i t hmet i c’ l ast i ng f or 30 mi nut es, cover i ng
cal cul at i on met hods f or al l oper at i ons, i ncl udi ng use of
f r act i ons, per cent ages and deci mal s.
• Quest i ons gr adual l y i ncr ease i n di f f i cul t y. Not al l chi l dr en
wi l l be expect ed t o access some of t he mor e di f f i cul t
quest i ons l at er i n t he paper .
• Paper s 2 and 3 cover ‘ Pr obl em Sol vi ng and Reasoni ng’ , each
l ast i ng f or 40 mi nut es.
• Pupi l s wi l l st i l l r equi r e cal cul at i on ski l l s but wi l l need t o
answer quest i ons i n cont ext and deci de what i s r equi r ed t o
f i nd a sol ut i on.
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14. Sampl e Quest i ons
Mat hs Paper 1: Ari t hmet i c
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15. Sampl e Quest i ons
Mat hs Paper 2 / Paper 3 : Reasoni ng
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16. Sampl e Quest i ons
Mat hs Paper 2 / Paper 3 : Reasoni ng
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17. • Fi r st and f or emost , suppor t and r eassur e your chi l d t hat t her e
i s not hi ng t o wor r y about and t hey shoul d al ways j ust t r y
t hei r best . Pr ai se and encour age!
• Ensur e your chi l d has t he best possi bl e at t endance at school
• Suppor t your chi l d wi t h any homewor k t asks.
• Readi ng, spel l i ng and ar i t hmet i c ( e. g. t i mes t abl es) ar e
al ways good t o pr act i se.
• Tal k t o your chi l d about what t hey have l ear nt at school and
what book( s) t hey ar e r eadi ng ( t he char act er , t he pl ot , t hei r
opi ni on) .
• Make sur e your chi l d has a good sl eep and heal t hy br eakf ast
ever y mor ni ng!
How t o Hel p Your Chi l d
cl i ck
t o see
al l
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• Fi r st and f or emost , suppor t and r eassur e your chi l d t hat t her e
i s not hi ng t o wor r y about and t hey shoul d al ways j ust t r y
t hei r best . Pr ai se and encour age!
• Ensur e your chi l d has t he best possi bl e at t endance at school .
• Suppor t your chi l d wi t h any homewor k t asks.
• Readi ng, spel l i ng and ar i t hmet i c ( e. g. t i mes t abl es) ar e
al ways good t o pr act i se.
• Tal k t o your chi l d about what t hey have l ear nt at school and
what book( s) t hey ar e r eadi ng ( t he char act er , t he pl ot , t hei r
opi ni on) .
• Make sur e your chi l d has a good sl eep and heal t hy br eakf ast
ever y mor ni ng!
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18. • Li st eni ng t o your chi l d r ead can t ake many f or ms.
• Fi r st and f or emost , f ocus devel opi ng an enj oyment and l ove of
r eadi ng.
• Enj oy st or i es t oget her – r eadi ng st or i es t o your chi l d at KS1
and KS2 i s equal l y as i mpor t ant as l i st eni ng t o your chi l d r ead.
• Read a l i t t l e at a t i me but of t en, r at her t han r ar el y but f or
l ong per i ods of t i me!
• Tal k about t he st or y bef or e, dur i ng and af t er war ds – di scuss t he
pl ot , t he char act er s, t hei r f eel i ngs and act i ons, how i t makes
you f eel , pr edi ct what wi l l happen and encour age your chi l d t o
have t hei r own opi ni ons.
• Look up def i ni t i ons of wor ds t oget her – you coul d use a
di ct i onar y, t he i nt er net or an app on a phone or t abl et .
• Al l r eadi ng i s val uabl e – i t doesn’ t have t o be j ust st or i es.
Readi ng can i nvol ve anyt hi ng f r om f i ct i on and non- f i ct i on,
poet r y, newspaper s, magazi nes, f oot bal l pr ogr ammes, TV gui des.
ow t o Hel p Your Chi l d wi t h Readi ng
cl i ck
t o see
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• Li st eni ng t o your chi l d r ead can t ake many f or ms.
• Fi r st and f or emost , f ocus devel opi ng an enj oyment and l ove of
r eadi ng.
• Enj oy st or i es t oget her – r eadi ng st or i es t o your chi l d at KS1
and KS2 i s equal l y as i mpor t ant as l i st eni ng t o your chi l d r ead.
• Read a l i t t l e at a t i me but of t en, r at her t han r ar el y but f or
l ong per i ods of t i me!
• Tal k about t he st or y bef or e, dur i ng and af t er war ds – di scuss t he
pl ot , t he char act er s, t hei r f eel i ngs and act i ons, how i t makes
you f eel , pr edi ct what wi l l happen and encour age your chi l d t o
have t hei r own opi ni ons.
• Look up def i ni t i ons of wor ds t oget her – you coul d use a
di ct i onar y, t he i nt er net or an app on a phone or t abl et .
• Al l r eadi ng i s val uabl e – i t doesn’ t have t o be j ust st or i es.
Readi ng can i nvol ve anyt hi ng f r om f i ct i on and non- f i ct i on,
poet r y, newspaper s, magazi nes, f oot bal l pr ogr ammes, TV gui des.
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19. • Pr act i se and l ear n weekl y spel l i ng l i st s – make i t f un!
• Encour age oppor t uni t i es f or wr i t i ng such as l et t er s t o f ami l y
or f r i ends, shoppi ng l i st s, not es or r emi nder s, st or i es or
poems.
• Wr i t e t oget her – be a good r ol e model f or wr i t i ng.
• Encour age use of a di ct i onar y t o check spel l i ng and a
t hesaur us t o f i nd synonyms and expand vocabul ar y
• Al l ow your chi l d t o use a comput er f or wor d pr ocessi ng, whi ch
wi l l al l ow f or edi t i ng and cor r ect i ng of er r or s wi t hout l ot s
of cr ossi ng out .
• Remember t hat good r eader s become good wr i t er s! I dent i f y good
wr i t i ng f eat ur es when r eadi ng ( e. g. vocabul ar y, sent ence
st r uct ur e, punct uat i on) .
• Show your appr eci at i on: pr ai se and encour age, even f or smal l
successes!
ow t o Hel p Your Chi l d wi t h Wri t i ng
cl i ck
t o see
al l
t ext
• Pr act i se and l ear n weekl y spel l i ng l i st s – make i t f un!
• Encour age oppor t uni t i es f or wr i t i ng such as l et t er s t o f ami l y
or f r i ends, shoppi ng l i st s, not es or r emi nder s, st or i es or
poems.
• Wr i t e t oget her – be a good r ol e model f or wr i t i ng.
• Encour age use of a di ct i onar y t o check spel l i ng and a
t hesaur us t o f i nd synonyms and expand vocabul ar y
• Al l ow your chi l d t o use a comput er f or wor d pr ocessi ng, whi ch
wi l l al l ow f or edi t i ng and cor r ect i ng of er r or s wi t hout l ot s
of cr ossi ng out .
• Remember t hat good r eader s become good wr i t er s! I dent i f y good
wr i t i ng f eat ur es when r eadi ng ( e. g. vocabul ar y, sent ence
st r uct ur e, punct uat i on) .
• Show your appr eci at i on: pr ai se and encour age, even f or smal l
successes!
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20. • Pl ay t i mes t abl es games
• Pl ay ment al mat hs games i ncl udi ng count i ng i n di f f er ent
amount s, f or war ds and backwar ds
• Encour age oppor t uni t i es f or t el l i ng t he t i me
• Encour age oppor t uni t i es f or count i ng coi ns and money; f i ndi ng
amount s or cal cul at i ng change when shoppi ng
• Look f or number s on st r eet si gns, car r egi st r at i ons and
anywher e el se!
• Look f or exampl es of 2D and 3D shapes ar ound t he home
• I dent i f y, wei gh or measur e quant i t i es and amount s i n t he
ki t chen or i n r eci pes
• Pl ay games i nvol vi ng number s or l ogi c, such as domi noes, car d
games, dar t s, dr aught s or chess
How t o Hel p Your Chi l d wi t h Mat hs
cl i ck
t o see
al l
t ext
• Pl ay t i mes t abl es games
• Pl ay ment al mat hs games i ncl udi ng count i ng i n di f f er ent
amount s, f or war ds and backwar ds
• Encour age oppor t uni t i es f or t el l i ng t he t i me
• Encour age oppor t uni t i es f or count i ng coi ns and money; f i ndi ng
amount s or cal cul at i ng change when shoppi ng
• Look f or number s on st r eet si gns, car r egi st r at i ons and
anywher e el se!
• Look f or exampl es of 2D and 3D shapes ar ound t he home
• I dent i f y, wei gh or measur e quant i t i es and amount s i n t he
ki t chen or i n r eci pes
• Pl ay games i nvol vi ng number s or l ogi c, such as domi noes, car d
games, dar t s, dr aught s or chess next
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