IWB Activity

Essential ICT

Extension ICT

YEAR 1 TERM 3

Fiction and poetry: stories about fantasy worlds, poems with patterned and predictable structures; a variety of poems on similar themes.

Non-Fiction: information texts including recounts of observations, visits, events.

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 the common spelling patterns for each of the long vowel phonemes: ee ai ie oa oo (long as in moon) Appendix List 3:

-to identify phonemes in speech and writing;

-to blend phonemes for reading;

-to segment words into phonemes for spelling;

1

2WB

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

Camelsdale PowerPoint activities

Word recognition, graphic knowledge and spelling

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

3 to read on sight other familiar words;

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

5 to recognise words by common spelling patterns;

6 to investigate and learn spellings of verbs with ed (past tense), ing (present tense) endings;

7 to spell common irregular words from Appendix List 1;

2, 3, 4, 5, 6, 7

2WB

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

2, 3, 4, 5, 6, 7

Spelling Practice software e.g. StarSpell – with lists created for this section

Vocabulary extension

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

9 the terms vowel and consonant;

8

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

Handwriting

10 to practise handwriting in conjunction with spelling (above) and independent writing, ensuring correct letter orientation, formation and proportion, in a style that makes the letters easy to join later.

11

2Handwrite

11

2Handwrite

Sentence level work: Grammar and punctuation

Pupils should be taught: Grammatical awareness

1 to expect reading to make sense and check 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 read familiar texts aloud with pace and expression appropriate to the grammar, e.g. pausing at full stops, raising voice for questions;

4 about word order, e.g. by re-ordering sentences, predicting words from previous text, grouping a range of words that might fit and discussing the reasons why;

1, 2, 4

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

1, 2, 4

text disclosure programs using current text as a group prediction activity

Sentence construction and punctuation

5 other common uses of capitalisation, e.g. for personal titles (Mr, Miss), headings, book titles, emphasis;

6 through reading and writing, to reinforce knowledge of term sentence from previous terms;

7 to add question marks to questions.

5, 6, 7

2WB

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

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

4 to read with sufficient concentration to complete a text, and to identify preferences and give reasons;

5 to re-tell stories, to give the main points in sequence and to pick out significant incidents;

6 to prepare and re-tell stories orally, identifying and using some of the more formal features of story language;

7 to use titles, cover pages, pictures and ‘blurbs’ to predict the content of unfamiliar stories;

8 to compare and contrast stories with a variety of settings, e.g. space, imaginary lands, animal homes;

9 to read a variety of poems on similar themes, e.g. families, school, food;

10 to compare and contrast preferences and common themes in stories and poems;

11 to collect class and individual favourite poems for class anthologies, participate in reading aloud;

1

2WB

Display texts for shared/guided reading

2

text disclosure programs using current text as a group prediction activity

11

Use word-processor to collect a class anthology. Print and/or display on screen/IWB

4, 5, 7, 8, 9, 10

Review software e.g. 2Review. When several stories have been reviewed, this is a good basis for discussion of themes etc. using IWB

Writing composition

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

13 to write about significant incidents from known stories;

14 to write stories using simple settings, e.g. based on previous reading;

15 to use poems or parts of poems as models for own writing, e.g. by substituting words or elaborating on the text;

16 to compose own poetic sentences, using repetitive patterns, carefully selected sentences and imagery;

12, 15

Use IWB to display texts for shared writing in literacy introductions.

15

Use IWB to model writing – elaborating/transforming text

12, 13, 14, 15, 16

Use word-processor for individual and group activities, using writing frames or sections of text

14

Use Kidspiration to design story plan, setting etc.

Non-Fiction Reading comprehension

17 to recognise that non-fiction books on similar themes can give different information and present similar information in different ways;

18 to read recounts and begin to recognise generic structure, e.g. ordered sequence of events, use of words like first, next, after, when;

19 to identify simple questions and use text to find answers. To locate parts of text that give particular information including labelled diagrams and charts, e.g. parts of a car, what pets eat, clothes that keep us warm;

18, 19

Use IWB to display texts for shared reading in literacy introductions.

17

Use of non-fiction ICT reference – CD-ROMs, internet.

Writing composition

20 to write simple recounts linked to topics of interest/study or to personal experience, using the language of texts read as models for own writing. Make group/class books, e.g. our day at school, our trip to;

21 to use the language and features of non-fiction texts, e.g. labelled diagrams, captions for pictures, to make class books, e.g. What We Know About, Our Pets;

22 to write own questions prior to reading for information and to record answers, e.g. as lists, a completed chart, extended captions for display, a fact file on IT.

20, 21, 22

Use word-processor and simple DTP for individual and group activities, using writing frames or sections of text