IWB Activity

Essential ICT

Extension ICT

YEAR 1 TERM 1

Range: Fiction and poetry: stories with familiar settings; stories and rhymes with predictable and repetitive patterns.

Non-Fiction: signs, labels, captions, lists, instructions.

Word level work:

Phonics, spelling and vocabulary

Phonological awareness, phonics and spelling

1 from YR, to practise and secure the ability to rhyme, and to relate this to spelling patterns through:

- exploring and playing with rhyming patterns;

- generating rhyming strings, e.g. fat, hat, pat;

2 from YR, to practise and secure alphabetic letter knowledge and alphabetic order;

3 from YR to practise and secure the ability to hear initial and final phonemes in CVC words, e.g. fit, mat, pan;

4 to discriminate and segment all three phonemes in CVC

words;

5 to blend phonemes to read CVC words in rhyming and nonrhyming sets;

6 to represent in writing the three phonemes in CVC words, spelling them first in rhyming sets, then in non-rhyming sets;

1

2WB

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

2, 3, 4, 5, 6

PowerPoint high frequency words activities (Camelsdale)

Word recognition, graphic knowledge and spelling

7 for guided reading, to read on sight high frequency words specific to graded books matched to the abilities of reading groups;

8 to read on sight other familiar words, e.g. children’s names, equipment labels, classroom captions;

9 to read on sight approximately 30 high frequency words

identified for Y1 and Y2 from Appendix List 1;

10 to recognise the critical features of words, e.g. length,

common spelling patterns and words within words;

11 to spell common irregular words from Appendix List 1;

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.

11

Spelling Practice software e.g. StarSpell

Vocabulary extension

12 new words from reading and shared experiences, and to make collections of personal interest or significant words and words linked to particular topics;

12

Clicker grids of new words and personal collections.

Handwriting

13 to develop a comfortable and efficient pencil grip;

14 to form lower case letters correctly in a script that will be easy to join later.

13, 14

2Handwrite

Model letter shapes, replay, practise.

Sentence level work:

Grammar and punctuation

Pupils should be taught: Grammatical awareness

1 to expect written text to make sense and to check for sense if it does not;

2 to use awareness of the grammar of a sentence to decipher new or unfamiliar words, e.g. predict text from the grammar, read on, leave a gap and re-read;

3 to draw on grammatical awareness, to read with appropriate expression and intonation, e.g. in reading to others, or to dolls, puppets;

4 to write captions and simple sentences, and to re-read, recognising whether or not they make sense, e.g. missing words, wrong word order;

1

Clicker word banks to compose sentences without use of keyboard.

2

Simple text-disclosure/missing word activities.

3

Use tape recorder

4

Simple use of word-processing or DTP (e.g. Textease) for short writing tasks. Use speech to give feedback.

Sentence construction and punctuation

5 to recognise full stops and capital letters when reading, and name them correctly;

6 to begin using the term sentence to identify sentences in text;

7 that a line of writing is not necessarily the same as a

sentence;

8 to begin using full stops to demarcate sentences;

9 to use a capital letter for the personal pronoun .I. and for the start of a sentence.

2WB

Interactive modelling of language features - display written text on IWB – children draw rings around or highlight capital letters, insert full stops.

Text level work:

Comprehension and composition

Pupils should be taught:

Fiction and poetry

Reading comprehension

1 to reinforce and apply their word-level skills through shared and guided reading;

2 to use phonological, contextual, grammatical and graphic knowledge to work out, predict and check the meanings of unfamiliar words and to make sense of what they read;

3 to notice the difference between spoken and written forms through re-telling known stories; compare oral versions with the written text;

4 to read familiar, simple stories and poems independently, to point while reading and make correspondence between words said and read;

5 to describe story settings and incidents and relate them to own experience and that of others;

6 to recite stories and rhymes with predictable and repeating patterns, extemporising on patterns orally by substituting words and phrases, extending patterns, inventing patterns and playing with rhyme;

7 to re-enact stories in a variety of ways, e.g. through roleplay, using dolls or puppets;

1

Display text for shared reading.

2

Simple text-disclosure/missing word activities.

4

Talking stories CD-ROMs.

6

Tape recording rhymes.

7

Re-enact stories for video – e.g. Digital Blue. Simple step animation and recording.

Writing composition

8 through shared and guided writing to apply phonological, graphic knowledge and sight vocabulary to spell words accurately;

9 to write about events in personal experience linked to a variety of familiar incidents from stories;

10 to use rhymes and patterned stories as models for their own writing;

11 to make simple picture storybooks with sentences,

modelling them on basic text conventions, e.g. cover, author’s name, title, layout;

8, 9, 10

Appropriate use of word-processor, particularly with Clicker.

Rhyme and pattern writing frame or Clicker grid.

11

Simple DTP – 2Publish, 2Create, Textease to make picture storybooks on-screen.

Non-fiction Reading comprehension

12 to read and use captions, e.g. labels around the school, on equipment;

13 to read and follow simple instructions, e.g. for classroom routines, lists for groups in workbooks;

12, 13

Use computer to create high-quality labels, modelling this as a process.

Writing composition

14 to write captions for their own work, e.g. for display, in class books;

15 to make simple lists for planning, reminding, etc.;

16 to write and draw simple instructions and labels for

everyday classroom use, e.g. in role play area, for equipment.

14, 15, 16

Use of word-processor and printer. Use digital camera and add pictures to text to make picture cards to label familiar objects.