What should a child be able to do by the end of year 1?

[PeruPerhaps]

DD is 5, and in a non-UK school system. We have plans to travel for a bit, which will mean taking her out of school. When we leave she will have completed the equivalent of reception, and we plan to return to a UK system school at the start of her year 2.

So, what should she be able to do by the end of year 1? She is reasonably bright, can read relatively well, can count and count backwards from 20. Her writing isn't great yet but she draws lovely pictures. :)

Also, what would be the best, portable resources to ensure she doesn't struggle too much?

Thank you

[IsItFridayYetPlease]

Rather a weighty document but if you home into Year 1 it should help.

[Ferguson]

There is a similar, but easier version, at the start of MN pages, before you go into Talk.

I'll add my standard Numeracy information below. And if you look in MN Book Reviews, "Children's educational books and courses" section you should find the Oxford Phonics Spelling Dictionary, which will help a lot with understanding Phonics, and improve reading and spelling:

?QUOTE:

Practical things are best for grasping number concepts - bricks, Lego, beads, counters, money, shapes, weights, measuring, cooking.

Do adding, taking away, multiplication (repeated addition), division (sharing), using REAL OBJECTS as just 'numbers' can be too abstract for some children.

Number Bonds of Ten forms the basis of much maths work, so try to learn them. Using Lego or something similar, use a LOT of bricks (of just TWO colours, if you have enough) lay them out so the pattern can be seen of one colour INCREASING while the other colour DECREASES. Lay them down, or build up like steps.

So:

ten of one colour none of other
nine of one colour one of other
eight of one colour two of other
seven of one colour three of other

etc, etc

then of course, the sides are equal at 5 and 5; after which the colours 'swap over' as to increasing/decreasing.

To learn TABLES, do them in groups that have a relationship, thus:

x2, x4, x8

x3, x6, x12

5 and 10 are easy

7 and 9 are rather harder.

Starting with TWO times TABLE, I always say: "Imagine the class is lining up in pairs; each child will have a partner, if there is an EVEN number in the class. If one child is left without a partner, then the number is ODD, because an odd one is left out."

Use Lego bricks again, lay them out in a column of 2 wide to learn 2x table. Go half way down the column, and move half the bricks up, so that now the column is 4 bricks wide. That gives the start of 4x table.

Then do similar things with 3x and 6x.

With 5x, try and count in 'fives', and notice the relationship with 'ten' - they will alternate, ending in 5 then 10.

It is important to try and UNDERSTAND the relationships between numbers, and not just learn them 'by rote'.

I am sorry it seems complicated trying to explain these concepts, but using Lego or counters should make understanding easier.

An inexpensive solar powered calculator (no battery to run out!) can help learn tables by 'repeated addition'. So: enter 2+2 and press = to give 4. KEEP PRESSING = and it should add on 2 each time, giving 2 times table.

There are good web sites, which can be fun to use :

//www.ictgames.com/

//www.resources.woodlands-junior.kent.sch.uk/maths/index.html

UNQUOTE

[StripyBanana]

The uk system starts reading and writing quite early so at end of reception (age 5) many at my daughters school make a good attempt at story writing and can read simple books. Im not aure what the national expectation is.

They also finished reception knowing some 2 and 5 times tables, some "sharing/dividing". Counting to 100, counting in 2s/10s.Most of it was through play but with some structure.

I suspect if you are not in a uk based system they wont have pushed all this that early from the sound of it(not that I think the uk has this right - just making you aware the system starts young!)

Do you know which school/area you will move to? You could ask them direct? It may be she will easily slot in and catch up even if ahe is behind at first.

[StripyBanana]

I quite like reading eggs and maths eggs. Theyre not perfect but start phonetically and get to a reasonable level and are easy to take with you!

[zingally]

Infant teacher here!

For an average -> good child (perhaps more "good" than "average"):
Writing :
I would like to see them about to write between 5 and 10 grammatically correct sentences in a row, about the same topic, that make sense, even if not spelt entirely correctly. Letters mostly correctly formed and the right way round.

Reading :
Able to read a simple story fluently, expression in the voice and with accuracy. Look for books with around 10 sentences on a page to get a rough idea of the end-of-year expected level, which is around 10 sentences.

Maths :
Solid using number bonds to 10, adding and taking away. Able to use numbers to 20 in sums with more thought (don't expect the number bonds of these to be memorised). Able to use and understand doubling and halving numbers. Developing an understanding of place value of numbers to 1000 (NOT using numbers to 1000 in sums - just understanding how 990 is larger than 909). Able to name and describe a range of common 2D and 3D shapes. Developing an understanding of money up to £1.