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ESSENTIAL SPELLING LISTS.
|By the end of Yr 2
||a and I in it my the to was we
|By the end of Yr 3
||at but for got had he is me of on she so that then
there they up went when you
|By the end of Yr 4
||about after all are as back be because came day
down get go going have her his home into just
like mum not one our out said some were with
|By the end of Yr 5
||again an around big by can come could dad did
do first food from good has him house if little
next night no now off old only or other over
people put ran saw school see started their them this time took
two us very well what will would your
|By the end of Yr 6
||am another away bed been before best
brother called car door everyone family five found friend fun heard
here know last left long looked made man more morning name never
once play really room something still thing think thought three
through told too walked want way where which who year
|By the end of Yr 7
||also always asked black boy bus cat coming
cool dark decided dog eat end even every eyes fell felt find four
gave getting great head hit how inside its it's I'll I'm jump knew
later life live lot lunch make
minutes most much nice opened outside place ready ride right run
say sister sleep suddenly take tell ten top town tree turned until
wanted water while why woke years yes
|By the end of Yr 7
||any baby bad ball being bit boat bought
died doing each ever everything face fast father few finally finished
game girl gone ground guard hand happened happy help hole hot hour
let look money many mother myself new parents picked playing presents
road side small sometimes soon stay
stop swimming tea than tried under wait won work world
(Commonly Misspelt Words)
|By the end of Yr 8
||allowed awhile believe breakfast brought cannon can't
caught centre chocolate clothes couldn't didn't different disappeared
doesn't dollars don't everybody everyday everywhere excited favourite
field friends front grabbed having holidays hopped hospital instead
lightning luckily nearly police present probably quiet scared second
someone stopped straight they're threw tomorrow video wasn't watch
weren't we're whole won't you're
Learning to Spell a word - one method
1. Write the word
2. Look at it - the shape, say it, match up the sounds to the letter
3. Look at the parts of the word - syllables
4. Test yourself out by covering the word up, and writing and/or saying
the spelling of it
5. If it's a tricky word, are there any things you can do to help remember
the spelling (e.g. saying the word exactly as it's spelled). Ask a parent
or teacher for any tricks they know for that word.
6. Go back to that word and test yourself the next day. Has it stuck
in your brain??
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Multiplication and division tables should be learned,
so they are mastered by the end of Year 6. Mastery is to get the correct
answer within 3 seconds.
Order of tables. The x 2 tables are learned 1 x 2, 2 x 2, 3 x 2, 4 x
2 etc, so children can add on groups of that number.
Good ways of learning:
saying the multiples while pointing at your fingers (2, 4, 6, 8, ...
while pointing to finger 1, 2, 3, 4 ...)
playing games with flashcards
testing regularly (e.g. while travelling in the car)
make it fun, don't get cross!
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Simple ideas: Get your child to work things out for you, be patient!
E.g. telling the time, measuring, weighing, prices in supermarket.
Play game involving maths, e.g. card games, Monopoly.
MATHS AT HOME
Incidental Number Knowledge
Point out numbers on …. clocks, letterboxes, speed signs
Odd/ Even numbers for the right/left side of the road.
Vocabulary … less than/ more than/ opposite/ between/ before/ after/first/second/last
Counting items … how many pairs of socks? how many T-shirts? How many more red ones than blue ones?
Reading labels on food packaging
Distance … measure a kilometre on the odometer
Using a calendar/ timetable/TV programme/weather map for temperature
Remembering telephone numbers
Browse advertising brochures … how are prices recorded? Notice the dollar sign.
Place prices in order, cheapest to most expensive.
Cooking / Baking for measuring in litres/millilitres
Identifying coins and notes. Adding sums of money. Calculating change.
Using a measuring tape/ talk about area/ perimeter/length and width
Sharing or dividing food into equal parts
Sharing money equally
Talk about graphs eg weather patterns, power bills
Open up cereal boxes and look at the shape of the cardboard (called a 'net')
Identify shapes in the environment
Discuss every day situations that involve Maths
e.g. If each family member eats 3 slices of bread, how many slices is that?
e.g. If bread costs $3.00 and cheese costs $8.00, how much change will get from $20
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Read to your child. Kids love being read to, right up through
primary school years. To older kids (e.g. 12 year olds) try reading
Tolkein, Maurice Gee, Harry Potter...
Hearing Reading: Allow a child time to realise they have made
a mistake. They should pick it up by reading on and realising it doesn't
If they are stuck on a word - "Have a go... read on to the end
of the sentence, go back, what would make sense?" Stretch out sounds.
Give clues ( e.g. similar words) if necessary. Tell the child if they
are really stuck.
Get the child to tell you what the story was about. Don't assume understanding,
even if your child can 'read' it.
Child reading alone. Ask the child what it was about, to retell
some of the story.
Reading to others. The child can read to younger siblings etc.
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Kiwi Kids News - a great resource for Current Events
Online Maths dictionary - made by Aussie Jenny Eather, it's really helpful
Ministry of Education
ERO (Education Review Office)
STA School Trustees Association
Info about New Zealand
facts disasters people
Statistics New Zealand facts
and figures from the census
Making a Poi - How to, get ready for kapa haka,
by Amy Falwasser and Ngahuia Leighton
Making a Mask - Kate Eggleton explains, with
photos one clever way of making a mask.
Mathletics - Many of our students practise their skills using this great program.
Reading Eggs -
Many of our students practise their skills using this great program too.
Be a Reading Superhero - Cool ideas from the National Library
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Help your child locate resources, information, assist
him/her in reading them if necessary.
The ideas that your child understands should be put in his/her own words,
don't do it for them!
Ask about due dates, deadlines etc, but don't be afraid to let your
child suffer the consequences of any lack of planning / effort. It's
their responsibility we're trying to develop!
Show encouragement by being interested.
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Be positive! "I'm sure you can do it / work it out"
goes a long way.
Don't tell your child he/she is slow / stupid / just like his father
etc. Don't compare your child to other kids / older brothers & sisters.
Children should be trying to be themselves. Children will live out negative
Play games with your kids, join in.
Have helpful rules about food, bedtimes, homework.
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