TYPING HANDS

This diagram was one I was introduced to when I was learning to type.  I have used it to support students and find that it encourages them to not only use both hands when typing but also to use all their fingers.  The image can be laminated and place in front of the student at eye level so that they can refer to it.  Some students have found it useful to have a smaller version that they can place near the keyboard.  Students can always make their own version too.

READING IS THINKING

The ability to read with confidence and understanding involves more than just decoding letters. To be a good reader, we need to practice predicting, making inferences, questioning, making connections, visualising and summarising. You can develop these skills with your child by encouraging them to discuss their reading texts with you.  

PREDICT.  When we predict, we use the clues in the text to state what we think is going to happen.            As we continue reading, we can find out if our predictions were correct. Ask questions such as "What do you think will happen?"  Develop this skill by making predictions with your child, using phrases such as "I think ... will happen because...”

INFER.  To be able to infer we use both written and unwritten clues to make sense of the text.  Unlike predictions, the answers to what we infer are not given.  Discuss the text with your child using the follow phrases, “I wonder why...? I wonder how ...?  I wonder why...? I think this means…." 

VISUALISE.  The skill of creating mental images from text can be developed by asking your child to draw the main character or re-create a key scene as a comic strip.  Discuss films of books with your child, making comparisons.

CONNECT.  To be able to make connections helps us to understand texts better.  Encourage your child to apply their existing knowledge to the text.   When making connections with your child, use phrases such as, “This reminds me of .... This part is like ... I can relate to the character because..."

QUESTION. Encourage your child to ask questions about the text using open questions as well as closed/one answer only questions.  Encourage your child to explain their answers and to refer back to the text.  For example, which character did you like best? Why?

SUMMARISE.  The ability to summarise enables us to determine which ideas are most important. When discussing non-fiction, we can use the questions who, what, when, where, why and how?  In recalling stories, encourage your child to discuss the main character, the setting, as well as the beginning, middle and ending.  The SWBS strategy is very useful. 

AVERAGES AND DATA HANDLING ACTIVITY

This is an activity that my students enjoy, mainly because it is very practical.  The rhyme really helps them remember the vocabulary. 

AVERAGE and DATA HANDLING

Learn this rhyme. 

It will help you with the vocabulary and definitions.

Hey Diddle Diddle,

The median’s the middle,

You add and divide for the mean,

The mode’s the one you see the most

And the range is the difference between.

Activity 1

Throw a dice 36 times and use a tally chart to record the number the dice lands on each time. 

Number dice lands on	tally
1
2
3
4
5
6

Activity 2

Use this information, to find the mode, median and mean average.

Activity 3

Use the information to draw a bar graph.  Remember to label the x and y axis and give your graph a title.

Challenge

Use the information to draw a pie chart.  Remember to use a title and a key.

Activity 5

Think carefully about the information.  Write 3 to 5 questions about your data.  Could you write a question that includes using fractions or percentage.  Remember you must have the answer to your question.  Ask your partner to read your information and answer your questions. Be prepared as you may have to explain your thinking and how to find the answer.