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4SJ
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Mrs Sequeira-Jennings - 4SJ
Mrs Taylor - 4T
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Welcome To Year Four's Class Page!
Welcome to Year Four's class page! We hope that you have had a wonderful summer break and are ready for the challenges of Year Four! The children have settled in wonderfully to life in Year Four and are setting a fantastic example to their younger peers.
Please see the Year Four Medium Term Plan found in the important documents part of the webpage to gain an insight on aspects of the Broadoak Backpack that will be studied this half term.
You will also be able to find information on the exciting lessons that we have planned and useful websites and activities to further support your child's learning at home.
Staffing & General Information:
Class Teacher: Mrs. Sequeira-Jennings / Mrs. Taylor
Teaching Assistants: Miss Hussey
Additional Adults:
Spanish: Mrs. McClaren
Lower Key Stage Two Leader: Miss Samson
Key Dates & Reminders:
P.E: Every Wednesday afternoon. Children must come to school in their PE kit.
Home Tasks
Homework: Sent out every Wednesday, to be returned the following Monday. This will include a maths and English focus each week.
Spellings: Sent out every Friday, to be returned the following Friday. The children have a 'Look, Cover, Write, Check' sheet and an additional spelling shed task to be completed.
Spelling Shed Website:
https://play.edshed.com/login
Times tables: Year Four have the statutory multiplication check in June. Children must answer 25 questions in which each question has a 6 second time limit. Children should practise their times tables weekly.
Please support your child by using the following resources:
Times Table Rock Stars:
https://play.ttrockstars.com/
Hit the Button:
https://www.topmarks.co.uk/maths-games/hit-the-button
Twinkl Go Practice Test: (Password OZ7481)
https://www.twinkl.co.uk/go/sign-in
Reading: We ask that children read 5 times per week for 10 minutes.
It is important that the children are read to as often as possible, as this will not only improve their phonics and fluency, but will also improve their access to vocabulary and sight word recognition but this will help their writing and ability to proof read and check their own work - a vital skill in Year Four.
Important Documents
Year 4 Parent Curriculum Meeting. Handout for parents/carers.
Important Documents
Year 4 Parent Curriculum Meeting. An introduction to Year 4.
Rewards
Class Dojo: Children can earn 'dojo points' for any number of positive reasons; such as following the Golden Rules, participating, being on task or working hard.
Class Dojo Champion: Each week, the child with the most Dojo points will win a brand new book to take home.
Star of the day: Each day a child will be chosen for 'star of the day', for working hard that day. Star of the day is worth 5 extra Dojo points!
Fun Friday: On the last Friday of every half term, children will take part in a curriculum enhancement day. Activities such as craft, sport etc will be planned for the children to participate in.
Children may also complete the optional 'Pick and Mix' homework tasks and share these achievements in class.
Spellings: Children have access to 'Spelling Shed', where weekly assignments will be added for the children to complete through a series of games. These words will reflect the spellings we are practising in class. Children's log in details can be found in the front of their Reading Records.
Click below to play:
Pick and Mix Homework
Please click on the links below
to access the Pick and Mix homework options.
Autumn 2
Spring 1
Spring 2
Key Texts
Autumn 1 Author Focus:
Carol Ann Duffy
We are currently reading:
-The Lost Happy Endings by Carol Ann Duffy.
-The Tear Thief by Carol Ann Duffy
Autumn Term Key Texts Include:
Egyptian Cinderella
Pyramids & Peasants
The Story of Tutankhamun
Howard Carter's Diary
Ancient Egypt: Tales of Gods and Pharaohs
Reading Questions
WIPERS style questions to ask your child when reading together:
Retrieval questions:
- Where and when did the story take place?
- What did s/he/it look like?
- Who was s/he/it? Can you name the….?
- Where did s/he/it live?
- Who are the characters in the book?
- What happened after?
- How many….?
- Describe what happened at….?
- Who spoke to ….? Identify who….?
- Can you tell me why? Which is true or false…..?
- Find the meaning of….?
- What is. ... ?
Inference Questions:
- How did___ feel?
- Why did ___feel / think____?
- Why is ____important?
- Comment on a quotation
- Describe your reaction / feeling
- In what ways does____?
- Explain…
- Match feelings / thoughts to parts of the story
- If_____, which / why?
- Agree or disagree with an opinion. Justify.
- How do we know____?
- What does this tell us about how ___ is feeling / thinking?
- Have you ever had a similar experience? How did you feel?
- Who do you know who is like ____?
- If you were in ______’s shoes what would you do now? (interpret)
- Look at the text and find…. What do you think…?(infer)
Summary Questions:
- Where could you find out about... in this book? Where in the book would you find...?
- Is there another way? What the quickest way?
- How many levels of headings and subheadings does this book have? Are they statements or do they ask questions?
- Which engage the reader more effectively?
- How do headings help you when you scan the text?
- What do the headings describe?
- What’s the difference between the index and the contents?
- If you want to find out about... how could you do it?
- What’s the best place to look for information about...?
- Highlight the words that tell you which order to follow – e.g. first, then, after, finally
- Why have these words been put in bold? (not-to stand out)
- Who would this information be most useful for?
- Give 2 ways in which this text is written like a diary/report/discussion etc.?
- What are the features of this text type? How are they appropriate for the purpose of the text?
Effective Language:
- Why did the author choose this setting?
- What do you think the writer’s purpose is? How do you know?
- What did the writer intend by (phrase /sentence /incident... etc)?
- What is the purpose of this particular paragraph/character/change?
- Why has the author used humour at this point?
- Look at the caption and diagram. What does it explain to you? Why does the writer choose to include them?
- What impression do you think the writer wants to give of this character? Why? What effect does this have on other characters?
- In this paragraph, what effect does the author want to have on the reader?
- What is the author’s purpose in this piece of text in relation to the plot?
- From the opening section of the text, what is the writer’s opinion of school/the war/animals etc? How does this affect the story/plot/characters/setting etc.
- Which other author handles time in this was e.g. flashbacks; dreams? Which stories have openings like this?
- Which article/letter would most persuade you to change your mind? Why?
- By using these words/phrases (....................) what effect has the author had on the reader?
- How are the two texts different in purpose? What effect does this have on the reader?
- From these texts, how have the authors presented the information in different ways? Which is the most effective? Why?
- Whose viewpoint is being presented here?
- What does the writer want to persuade you to do/think/believe?
- Who is the advert trying to persuade?
- Can you tell what the author thinks?