IWB Activity

Essential ICT

Extension ICT

YEAR 1 TERM 2

Range: Fiction and poetry: traditional stories and rhymes; fairy stories; stories and poems with familiar, predictable and patterned language from a range of cultures, including playground chants, action verses and rhymes; plays.

Non-Fiction: information books, including non-chronological reports, simple dictionaries.

Display texts on IWB for class shared reading. These may be typed or scanned to computer, and are then available for repeated use.

Build up resource of short texts on computer, clearly labelled and organised.

Word level work: Phonics, spelling and vocabulary

Phonological awareness, phonics and spelling

1 to secure identification, spelling and reading of initial, final and medial letter sounds in simple words;

2 to investigate, read and spell words ending in ff, ll, ss, ck, ng;

3 to discriminate, read and spell words with initial consonant clusters, e.g. bl, cr, tr, str . Appendix List 3:

- to discriminate, read and spell words with final consonant clusters, e.g. nd, lp, st;

- to identify separate phonemes within words containing

clusters in speech and writing;

- to blend phonemes in words with clusters for reading;

- to segment clusters into phonemes for spelling;

1, 2, 3

2WB

Display texts, word lists on IWB – children ring or highlight particular sounds, letters, clusters, words

Word recognition, graphic knowledge and spelling

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

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

6 to read on sight approximately 30 more high frequency words from Appendix List 1;

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

common spelling patterns and words within words;

8 to investigate and learn spellings of words with s for plurals;

9 to spell common irregular words from Appendix List 1;

4, 5, 6, 7, 8, 9

Maintain list of current class/group words and display on IWB for short reinforcement activities. These can include:

Reading from screen, cover/reveal, sorting mixed words into phonic groups.

Vocabulary extension

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

10

Create and save Clicker grids from personal collections to support writing.

Handwriting

11 to practise handwriting in conjunction with spelling and

independent writing, ensuring correct letter orientation, formation and proportion, in a style that makes the letters easy to join later.

11

2Handwrite

11

Startwrite to create dotted worksheets.

Sentence level work: Grammar and punctuation

Grammatical awareness

1 to expect reading to make sense and check if it does not, and to read aloud using expression appropriate to the grammar of the text;

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 predict words from preceding words in sentences and investigate the sorts of words that fit, suggesting appropriate alternatives, i.e. that make sense;

1, 2, 3

text disclosure programs using current text modelling prediction with groups/class

1, 2, 3

text disclosure programs using current text as a group prediction activity

Sentence construction and punctuation

4 to recognise full stops and capital letters when reading and understand how they affect the way a passage is read;

5 to continue demarcating sentences in writing, ending a sentence with a full stop;

6 to use the term sentence appropriately to identify sentences in text, i.e. those demarcated by capital letters and full stops;

7 to use capital letters for the personal pronoun I, for names and for the start of a sentence.

4, 5, 6, 7

2WB

Display texts, word lists on IWB – children ring or highlight sentences, capitals, full stops.

4, 5, 6, 7

Clicker ‘sentence’ grids where use of full stop calls up another sentence.

Text level work: Comprehension and composition

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 choose and read familiar books with concentration and attention, discuss preferences and give reasons;

4 to re-tell stories, giving the main points in sequence and to notice differences between written and spoken forms in retelling, e.g. by comparing oral versions with the written text; to refer to relevant phrases and sentences;

5 to identify and record some key features of story language from a range of stories, and to practise reading and using them, e.g. in oral re-tellings;

6 to identify and discuss a range of story themes, and to collect and compare;

7 to discuss reasons for, or causes of, incidents in stories;

8 to identify and discuss characters, e.g. appearance, behaviour, qualities; to speculate about how they might behave; to discuss how they are described in the text; and to compare characters from different stories or plays;

9 to become aware of character and dialogue, e.g. by roleplaying parts when reading aloud stories or plays with others;

10 to identify and compare basic story elements, e.g. beginnings and endings in different stories;

11 to learn and recite simple poems and rhymes, with actions, and to re-read them from the text;

1

2WB

Display texts for shared/guided reading

2

text disclosure programs using current text as a group prediction activity

3, 5, 6

Review software e.g. 2Review. When several stories have been reviewed, this is a good basis for discussion of themes etc. using IWB (6, 7, 8, 9, 10)

4, 5

Use tape-recorder to capture oral versions.

Digital camera to create tableaux of a story.

Digital Blue animator to record story with puppets or toys.

11

Use appropriate Talking Books

Writing composition

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

13 to substitute and extend patterns from reading through language play, e.g. by using same lines and introducing new words, extending rhyming or alliterative patterns, adding further rhyming words, lines;

14 to represent outlines of story plots using, e.g. captions, pictures, arrows to record main incidents in order, e.g. to make a class book, wall story, own version;

15 to build simple profiles of characters from stories read, describing characteristics, appearances, behaviour with pictures, single words, captions, words and sentences from text;

16 to use some of the elements of known stories to structure own writing;

12

Model writing.

13

Set up simple writing frames within Clicker or Textease based on predictable rhyming texts.

14

Re-tell a story using 2Create – sequence story ‘cards’ and link together in order.

Non-Fiction Reading comprehension

17 to use terms fiction and non-fiction, noting some of their differing features, e.g. layout, titles, contents page, use of pictures, labelled diagrams;

18 to read non-fiction books and understand that the reader doesn’t need to go from start to finish but selects according to what is needed;

19 to predict what a given book might be about from a brief look at both front and back covers, including blurb, title, illustration; to discuss what it might tell in advance of reading and check to see if it does;

20 to use simple dictionaries, and to understand their alphabetical organisation;

21 to understand the purpose of contents pages and indexes and to begin to locate information by page numbers and words by initial letter;

20

Use on-screen dictionaries. Discuss what is different about them from using a book.

17, 18

Non-fiction CD-ROMs and web sites.

Writing composition

22 to write labels for drawings and diagrams, e.g. growing beans, parts of the body;

23 to produce extended captions, e.g. to explain paintings in wall displays or to describe artefacts;

24 to write simple questions, e.g. as part of interactive display (How many?, Where is your house?);

25 to assemble information from own experience, e.g. food, pets; to use simple sentences to describe, based on examples from reading; to write simple non-chronological reports; and to organise in lists, separate pages, charts.

22

Use Textease to create labels around a picture.

23, 24, 25

Use DTP software for children to make captions

25

Use simple database software. PicturePoint, 2Graph,