IWB Activity     

Essential ICT

Extension ICT

YEAR 2 TERM 2

Range: Fiction and poetry: traditional stories: stories and poems from other cultures; stories and poems with predictable and patterned language; poems by significant children’s poets.

Non-Fiction: (i) dictionaries, glossaries, indexes and other alphabetically ordered texts (ii) explanations.

Word level work:

Phonics, spelling and vocabulary

Pupils should be taught:

Phonological awareness, phonics and spelling

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

2 the common spelling patterns for the vowel phonemes: .air, .or, .er. (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;

3 to read and spell words containing the digraph .wh, .ph, .ch. (as in Christopher);

4 to split familiar oral and written compound words into their component parts, e.g. himself, handbag, milkman, pancake, teaspoon;

5 to discriminate, orally, syllables in multi-syllabic words using children’s names and words from their reading, e.g. dinosaur, family, dinner, children. Extend to written forms and note syllable boundary in speech and writing;

2WB, 3WB – all activities modelled interactively.

Camelsdale PowerPoint screens – use with whole class, then by group/individual.

Word recognition, graphic knowledge and spelling

6 to read on sight and spell all the words from Appendix List 1;

7 for guided reading, to read on sight high frequency words likely to occur in graded texts matched to the abilities of reading groups;

8 to spell words with common prefixes, e.g. .un, .dis, to indicate the negative;

9 to spell common irregular words from Appendix List 1;

2WB, 3WB – all activities modelled interactively.

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;

11 the use of antonyms: collect, discuss differences of meaning and their spelling;

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

Handwriting

12 to practise handwriting patterns from Year 1;

13 to practise handwriting in conjunction with the phonic and spelling patterns above;

14 to use and practise 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.

2Handwrite – model, practise and analyse handwriting.

Sentence level work: Grammar and punctuation

Grammatical awareness

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

2 to read aloud with intonation and expression appropriate to the grammar and punctuation (sentences, speech marks, exclamation

marks);

3 to re-read own writing to check for grammatical sense (coherence) and accuracy (agreement) . identify errors and suggest alternative constructions.

4 to be aware of the need for grammatical agreement in speech and writing, matching verbs to nouns/pronouns correctly, e.g. I am; the children are;

5 to use verb tenses with increasing accuracy in speaking and writing, e.g. catch/caught, see/saw, go/went and to use past tense consistently for narration;

1

11 – text disclosure with current text

3

Model text checking and re-reading

1

11 – text disclosure with current text – prediction and re-reading.

2

Use tape recorder to present stories.

3, 4, 5

Use word processor in text checking, particularly using speech (Clicker, Textease)

Sentence construction and punctuation

6 to identify speech marks in reading, understand their purpose, use the terms correctly;

7 to investigate and recognise a range of other ways of presenting texts, e.g. speech bubbles, enlarged, bold or italicised print, captions, headings and sub-headings;

8 to use commas to separate items in a list;

9 to secure the use of simple sentences in own writing.

6

Demonstrate finding correct speech marks on keyboard as well as in writing.

9

Use sentence grids in Clicker to reinforce.  New sentence is only offered when child types a full stop.

7

introduce auto shapes in word-processor (speech bubbles etc.) as well as formatting features listed.

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 discuss and compare story themes;

4 to predict story endings/incidents, e.g. from unfinished extracts, while reading with the teacher;

5 to discuss story settings: to compare differences; to locate key words and phrases in text; to consider how different settings influence events and behaviour;

6 to identify and describe characters, expressing own views and using words and phrases from texts;

7 to prepare and re-tell stories individually and through roleplay in groups, using dialogue and narrative from text;

8 to read own poems aloud;

9 to identify and discuss patterns of rhythm, rhyme and other features of sound in different poems;

10 to comment on and recognise when the reading aloud of a poem makes sense and is effective;

11 to identify and discuss favourite poems and poets, using appropriate terms (poet, poem, verse, rhyme, etc.) and referring to the language of the poems;

1 -1WB

2, 4

Prediction activities: 11 – text disclosure with current text; interactive use of ‘reveal/hide/ IWB tools.

3, 5, 6, 11

Use class database of book  and poem information built up on 2Review

7

Text on screen for a group of children to re-structure and prepare for telling.

6

Use 2Create or Kar2ouche to present characters expressing their views in thought or speech bubbles.

Writing composition

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

13 to use story settings from reading, e.g. re-describe, use in own writing, write a different story in the same setting;

14 to write character profiles, e.g. simple descriptions, posters, passports, using key words and phrases that describe or are spoken by characters in the text;

15 to use structures from poems as a basis for writing, by extending or substituting elements, inventing own lines, verses; to make class collections, illustrate with captions; to write own poems from initial jottings and words;

12

Model shared/guided writing.

Display children’s texts for group proof-reading and sensitive discussion of language features.

13

Writing frames, story starters to provide story settings in word-processor.

14

On-screen writing frame templates for character profile – list of questions etc.

15

Any poem can be made into a writing frame or Clicker grid for re-structuring, extending activities. ‘Sandwich poems’

15

Use Kidspiration or Textease to compile ideas then organise into poem.

Non-Fiction

Reading comprehension

16 to use dictionaries and glossaries to locate words by using initial

letter;

17 that dictionaries and glossaries give definitions and explanations; discuss what definitions are, explore some simple definitions in dictionaries;

18 to use other alphabetically ordered texts, e.g. indexes, directories, listings, registers; to discuss how they are used;

19 to read flow charts and cyclical diagrams that explain a process;

16, 17, 18

On-line and CDROM dictionaries – DK My First Dictionary; Simple encyclopaedias – whole class use;

16, 17, 18

On-line and CDROM dictionaries – DK My First Dictionary; Simple encyclopaedias – group and individual use;

19

Kidspiration to make flow charts.

18

Explore alphabetical sorting facility in word processor, simple database. (Network activity) Using 2Investigate, each member of the class puts a word on each card, then watch the computer sort them into alphabetical order.

Writing composition

20 to make class dictionaries and glossaries of special interest words, giving explanations and definitions, e.g. linked to topics, derived from stories, poems;

21 to produce simple flow charts or diagrams that explain a process.

19

Kidspiration to make flow charts (modelled with class).

20

Collect words in Clicker grids.

Make wall display captions with text and pictures using simple DTP.

19

Kidspiration to make flow charts (goup activity).