Full

IWB Activity     

Essential ICT

Extension ICT

YEAR 2 TERM 1

Range: Fiction and poetry: stories and a variety of poems with familiar settings.

Non-Fiction: instructions.

Word level work:

Phonics, spelling and vocabulary

Pupils should be taught: Phonological awareness, phonics and spelling

1 to secure identification, spelling and reading of long vowel digraphs in simple words from Y1 term 3 (the common spelling patterns for each long vowel phoneme) . Appendix List 3;

2 to revise and extend the reading and spelling of words containing different spellings of the long vowel phonemes from Year 1;

3 the common spelling patterns for the vowel phonemes: .oo. (short as in good), .ar, .oy. .ow. (Appendix List 3):

-to identify the phonemes in speech and writing;

-to blend the phonemes for reading;

-to segment the words into phonemes for spelling;

4 to investigate and classify words with the same sounds but different spellings;

3WB - Texts to show spelling features, children highlight words, clusters etc.

Spelling practice program e.g. Starspell

Word recognition, graphic knowledge and spelling

5 to read on sight and spell approximately 30 more words from Appendix List 1;

6 to read on sight high frequency words likely to occur in graded texts matched to the abilities of reading groups;

7 to use word endings, e.g. .s. (plural), .ed. (past tense), .ing. (present tense) to support their reading and spelling;

8 to secure understanding and use of the terms .vowel. and .consonant;

9 to spell common irregular words from Appendix List 1;

5, 6, 7, 8, 9

3WB - Texts to show spelling features, children highlight words, clusters etc.

5, 6, 7, 8, 9

Spelling practice program e.g. Starspell

Vocabulary extension

10 new words from reading linked to particular topics, to build individual collections of personal interest or significant words;

10

Clicker grids to build up shared collections of words – offers differentiated support for SEN.

10

CD ROM picture and talking dictionary.

Handwriting

11 to practise handwriting patterns from Year 1;

12 to begin using and practising the four basic handwriting joins:

-diagonal joins to letters without ascenders, e.g. ai, ar, un;

-horizontal joins to letters without ascenders, e.g. ou, vi, wi;

-diagonal joins to letters with ascenders, e.g. ab, ul, it;

-horizontal joins to letters with ascenders, e.g. ol, wh, ot.

11, 12

2Handwrite – model, practise and analyse handwriting.

Sentence level work:

Grammar and punctuation

Pupils should be taught: Grammatical awareness

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

2 to find examples, in fiction and non-fiction, of words and phrases that link sentences, e.g. after, meanwhile, during, before, then, next, after a while;

1, 2

1WB - Display text for discussion.

3WB - Highlight link words in current text

1

11 – text disclosure with current text

Sentence construction and punctuation

3 to recognise and take account of commas and exclamation marks in reading aloud with appropriate expression;

4 to re-read own writing for sense and punctuation;

5 to revise knowledge about other uses of capitalisation, e.g. for names, headings, titles, emphasis, and begin to use in own writing;

6 to use a variety of simple organisational devices, e.g. arrows, lines, boxes, keys, to indicate sequences and relationships.

6

Flow-chart software – Kidspiration, 2Create. Model organisation, links with collected words or ideas.

4

Use of tape recorder

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 be aware of the difference between spoken and written language through comparing oral recounts with text; make use of formal story elements in re-telling;

4 to understand time and sequential relationships in stories, i.e. what happened when;

5 to identify and discuss reasons for events in stories, linked to plot;

6 to discuss familiar story themes and link to own experiences, e.g. illness, getting lost, going away;

7 to learn, re-read and recite favourite poems, taking account of punctuation; to comment on aspects such as word combinations, sound patterns (such as rhymes, rhythms, alliterative patterns) and forms of presentation;

8 to collect and categorise poems to build class anthologies;

1

1WB - Shared and guided reading

3WB - Use ‘reveal’ facility to predict next word as a group

7

Present poems, hide/reveal lines to aid memorisation.

2

text disclosure with current text

6

Use class database of book information built up on 2Review

8

Create class anthologies using word-processor or DTP

8

As a poem is discussed or presented, keep a copy on network or class folder. Then making anthologies from this pool is easy.

Collect poems from the Internet to add to this collection.

Use 2Review to build up a database of poems.

Writing composition

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

10 to use story structure to write about own experience in same/similar form;

11 to use language of time (see sentence level work) to structure a sequence of events, e.g. .when I had finished., .suddenly., .after that..;

12 to use simple poetry structures and to substitute own ideas, write new lines;

9, 12

4WB - model writing interactively.

10, 11, 12

Writing frames set up on word processor; Clicker grids with time frames (e.g. Sentence beginnings for different points in the day); Clicker grids with simple poetry structures (e.g. lines to rhyme, starting and finishing lines, sets of rhyming words)

10, 11

Kidspiration or 2Create to plan story.

Non-Fiction

Reading comprehension

13 to read simple written instructions in the classroom, simple recipes, plans, instructions for constructing something;

14 to note key structural features, e.g. clear statement of purpose at start, sequential steps set out in a list, direct language;

1WB

Sequencing instruction activities with Clicker or word processor (‘put these instructions in order’)

Read instructions for simple use of ICT equipment, e.g. digital camera, tape recorder.

Writing composition

15 to write simple instructions, e.g. getting to school, playing a game;

16 to use models from reading to organise instructions sequentially, e.g. listing points in order, each point depending on the previous one, numbering;

17 to use diagrams in instructions, e.g. drawing and labelling diagrams as part of a set of instructions;

18 to use appropriate register in writing instructions, i.e. direct, impersonal, building on texts read.

Write instructions for simple use of ICT equipment, e.g. digital camera, tape recorder.