IWB Activity

Essential ICT

Extension ICT

RECEPTION YEAR - Word level work: Phonological awareness, phonics and spelling

1 rhyme

2 grapheme/phoneme correspondences

3 alphabetic and phonic knowledge

4 link sound and spelling patterns

1, 2, 3, 4

2WB

Display rhymes on IWB – children draw rings around or highlight particular sounds, letters, words

3

2Handwrite

Model letter shapes, replay, practise.

2, 3, 4

Camelsdale whole class PowerPoint activities

3

My First Dictionary (DK)

Looking up words on CD Rom from Alphabet menu. Computer reads out definitions.

3

Alphabet reinforcement games

Word recognition, graphic knowledge and spelling

5 read range of familiar words

6 45 high frequency words

7 words from texts

8 read and write own name and explore other words

9 recognise critical features of words

6

PowerPoint high frequency words activities (Camelsdale)

5, 6, 7, 9

Many early Literacy CD ROMs.

5, 9

My World matching activities

7, 8

Clicker word banks to start composing sentences without use of keyboard.

Vocabulary extension

10 new words from reading and shared experiences;

11 make collections

10, 11

Clicker grids of new words and personal collections.

10

Simple text-disclosure/missing word activities.

Handwriting

12 pencil grip;

13 produce a controlled line

14 write letters using correct movements.

13, 14

2Handwrite

Model letter shapes, replay, practise.

Sentence level work:

Grammar and punctuation

1 expect written text to make sense

2 use awareness of the grammar of a sentence to predict words

3 words ordered left to right

4 capital letter for start of own name.

1, 2, 3

2WB

Display written text on IWB – children draw rings around or highlight particular sounds, letters, words. Leave spaces for children to predict.

1, 2

Simple text-disclosure/missing word activities.

Text level work: Comprehension and composition

Reading

Understanding of print

1 through shared reading:

- recognise words in variety of settings

- words can be written down to be read again

- understand / use terms about books and print

- track text in the right order

1

2WB

Display written text on IWB – children draw rings around or highlight particular sounds, letters, words. Leave spaces for children to predict.

1

‘Talking Book’ texts, e.g. Oxford Reading Tree, Wellington Square

1

Using digital camera, children collect pictures of text in the environment and display on screen or IWB

Reading Comprehension

2 use variety of reading cues

3 re-read to provide context cues to read unfamiliar words;

4 difference between spoken and written forms

5 how story book language works

6 re-read familiar texts

7 re-enact or re-tell familiar texts

8 locate and read significant parts of the text

9 be aware of story structures

10 re-read and recite stories and rhymes

2, 3, 5, 6, 7, 8, 9, 10

2WB

Display written text on IWB – children draw rings around or highlight particular sounds, letters, words. Leave spaces for children to predict.

4, 5, 6

Tapes of stories.

Children taping their own versions of stories

6

Making captions or big books with simple DTP program, e.g. Textease, MS Publisher, 2Create.

2, 3, 4, 5, 6

Simple text-disclosure/missing word activities.

Writing

Understanding of print

11 shared writing:

- range of purposes

- remains constant

- writing and drawing

- directionally

- how letters are formed

- letter/sound correspondences

11

2WB throughout.

Composition

12 guided and independent writing:

- experiment with writing

- write own names;

- write labels or captions

- write sentences to match pictures

- experiment with writing

13 think about/discuss what to write

14 use experience of stories, poems and simple recounts for independent writing,

15 use writing to communicate

12

Combine pictures and text using 2Publish, 2Create, Clicker.

12, 13, 14, 15

Word-processing with Textease, 2Publish or Clicker.

14

Shared composition with adults around computer screen.