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    Year 4 English Tutoring

    In year 4 English, students study the difference between the language of opinion and the language of factual reporting. Students learn about the punctuation of dialogue and other uses for quotation marks. They learn about noun, verb, and adverb groups and prepositional phrases. Students learn about homophones and using context to distinguish the correct word. In year 4, students experiment with word play and other devices for effect in poetry and other texts. When creating texts, students begin to develop storylines, characters, and settings.
    The core contents of year 4 English are:

    • Differences between the language of opinion and the language of factual reporting,
    • Linking sentences through connectives such as “however”, and “therefore”,
    • Using noun, verb, and adverb groups, and prepositional phrases to enrich writing,
    • Actively contributing to class discussions by listening to others’ opinions and responding appropriately,
    • Developing storylines, characters, and settings to create texts,
    • Planning and publishing imaginative, informative, and persuasive texts.

    At this year level, students may not be clear on how to use paragraphs. A common error is to simply make a new paragraph every four or five sentences. Students also struggle with proofreading effectively, often looking only for spelling and punctuation mistakes.
    By the end of year 4 English, students should be able to:

    • Understand that the structure of a text will change according to the purpose and audience,
    • Use language to link sentences cohesively and to include more detail in their writing,
    • Create texts for different audiences,
    • Use information from a text to form and express an opinion,
    • Actively contribute to class discussions, listen for key points, and use language according to the context.

    Using language to link sentences smoothly, adding detail to their writing, and writing for a specific audience are some of the main concepts this year. Being able to form and express opinions using information from a text and actively participating in class discussions are also important at this year level.
    A tutor can help your child brainstorm and then incorporate more detail into their writing. The purpose is not only to help your child achieve a particular outcome but to also show the processes that a writer may use to improve a piece of writing.

    While working with your child, the tutor can also pick up on any issues with spelling, grammar, and punctuation that your child may have so that these can be addressed.

    It can be difficult for a student to include detail in their writing if their vocabulary and knowledge is limited. Using a thesaurus can help as can having other samples of writing to help generate ideas.
    Establishing a regular reading rhythm in the home throughout the year will help your child avoid losing ground in reading skills and fluency during holiday periods. This is especially important over the summer when children can experience what is known as the ‘summer slide’ – that is, reading skills deteriorating over the summer holidays.



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    What they say about our tutoring

    I’m very pleased with Carly at this stage Nerys’ attitude towards Math has changed already and that’s extremely positive.  Carly is always there on time and stays the full hour, she also communicates effectively about any schedule changes. So far so good.
    Matthew seems to be of to a good start. Vivian seems to have the competence and patience that other tutors have not had. We are happy to continue working with Vivian and hopefully Matt will eventually show signs of improvement.
    We are so happy with Hana.. She is amazing and the boys are responding really well to her.
    Chirag is working really well with both girls, and they are looking forward to his sessions. At the moment we are focussing on building their confidence in tackling math problems and starting to challenge them.
    Kyle engaged with Josephine very quickly. He has a delightfully engaging and affirming nature. She opened up immediately and felt more confident to tackle maths problems in the session.   Very pleased to have him on board.

    Our philosophy to teaching is based upon a firm belief that every child can succeed at maths or any other subject, given the proper encouragement, motivation and tools. We believe that a tutor’s …