Full

IWB Activity     

Essential ICT

Extension ICT

YEAR 2 TERM 3

Range: Fiction and poetry: extended stories; stories by significant children’s authors; different stories by the same author; texts with language play, e.g. riddles, tonguetwisters, humorous verse and stories.

Non-Fiction: information books including non-chronological reports.

Word level work: Phonics, spelling and vocabulary

1 to secure phonemic spellings from previous 5 terms;

2 to reinforce work on discriminating syllables in reading and spelling from previous term;

3 discriminate, spell and read the phonemes ear (hear) and ea (head);

Modelling spelling lists – hide/reveal games.

Word recognition and graphic knowledge

4 to secure reading and spelling of all the high frequency words in Appendix List 1;

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

6 to investigate words which have the same spelling patterns but different sounds;

7 to spell words with common suffixes, e.g. -ful, -ly;

8 to spell common irregular words from Appendix List 1;

5

Modelling spelling lists – hide/reveal games.

6

CDROM versions of graded texts e.g. Oxford Reading Tree – extracts for class reading and discussion.

CDROM versions of graded texts e.g. Oxford Reading Tree – group and individual

6

Work with talking word-processors: Clicker, Textease.

Vocabulary extension

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

10 to use synonyms and other alternative words/phrases that express same or similar meanings; to collect, discuss similarities and shades of meaning and use to extend and enhance writing;

Clicker grids to build up shared collections of words – offers differentiated support for SEN. On network this can be whole school initiative.

Literacy Bank and similar drill and practice exercises with synonyms and other language features.

Handwriting

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

12 to use the four basic handwriting joins from previous two terms with confidence, and use these in independent writing:

-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

Sentence level work: Grammar and punctuation

1 to read text aloud with intonation and expression appropriate to the grammar and punctuation;

2 the need for grammatical agreement, matching verbs to nouns/pronouns, e.g. I am; the children are; using simple gender forms, e.g. his/her correctly;

3 to use standard forms of verbs in speaking and writing, e.g. catch/caught, see/saw, go/went and to use the past tense consistently for narration;

1

Use of tape recorder, video in purposeful storytelling, e.g. making a programme for younger children – allows insight and reflection on reading.

Literacy Bank and similar drill and practice exercises with grammatical and language features.

Sentence construction and punctuation

4 to use commas in lists;

5 to write in clear sentences using capital letters and full stops accurately;

6 to turn statements into questions, learning a range of .wh. words typically used to open questions: what, where, when, who and to add question marks;

7 to compare a variety of forms of questions from texts, e.g. asking for help, asking the time, asking someone to be quiet.

4, 5, 6, 7

Positively model and teach finding punctuation marks on keyboard.

6

Model this on IWB

Literacy Bank and similar drill and practice exercises with punctuation and language features.

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 compare books by same author: settings, characters, themes; to evaluate and form preferences, giving reasons;

5 to read about authors from information on book covers, e.g. other books written, whether author is alive or dead, publisher; to become aware of authorship and publication;

6 to read, respond imaginatively, recommend and collect examples of humorous stories, extracts, poems;

7 to compare books by different authors on similar themes; to evaluate, giving reasons;

8 to discuss meanings of words and phrases that create humour, and sound effects in poetry, e.g. nonsense poems, tongue-twisters, riddles, and to classify poems into simple types; to make class anthologies;

Scan or type text extracts and save in resource bank. Routine use of IWB for shared/guided reading.

8

Display poem texts to discuss and highlight language features.

2

Text disclosure programs at appropriate level with texts from class reading.

4, 5, 7

Use selected web sites to find out author/book information from the Internet.

4

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

8

Use DTP software – Textease, MS Publisher – to organise and create anthologies.

3

Re-tell stories for audio or video recording; narrate stories for step animation using Digital Blue.

6 Collect all texts used in a folder on network, building up a resource of stories and poems. Add to this from the Internet. It will become an invaluable resource. Use Google desktop search for instant retrieval of texts on any subject.

Writing composition

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

10 to write sustained stories, using their knowledge of story elements: narrative, settings, characterisation, dialogue and the language of story;

11 to use humorous verse as a structure for children to write their own by adaptation, mimicry or substitution; to invent own riddles, language puzzles, jokes, nonsense sentences etc, derived from reading; write tongue-twisters or alliterative

sentences; select words with care, re-reading and listening to their effect;

12 to write simple evaluations of books read and discussed giving reasons;

9

Model on IWB

10

Use word-processing for planning and early stages of sustained stories. Use Kidspiration or 2Create to organise first ideas, print out and use as a basis for handwritten work.

11

Create writing frames or cloze activities from humorous verses. Starters of a few lines can use drop-down menu choices in Word.

Use talking word-processor (Clicker, Textease)

12

Add all to the class database of books on 2Review or Viewpoint.

Non-Fiction

Reading comprehension

13 to understand the distinction between fact and fiction; to use terms fact, fiction and non-fiction appropriately;

14 to pose questions and record these in writing, prior to reading non-fiction to find answers;

15 to use a contents page and index to find way about text;

16 to scan a text to find specific sections, e.g. key words or phrases, subheadings;

17 to skim-read title, contents page, illustrations, chapter headings and sub-headings, to speculate what a book might be about;

18 to evaluate the usefulness of a text for its purpose;

14, 15, 16, 17

Model finding information from non-fiction texts.

Introduce Internet searching and how it relates to this.

13

Sort class collection of electronic texts into fiction, non-fiction. Make a class database of books from the library using 2Investigate, sort in different ways including fiction/non-fiction.

14, 15, 16, 17

Use reference CDROMs. Compare with written text.

18

Add non-fiction texts to class review collection.

15, 16, 17

Simple cyberhunts – questions to be answered by visiting web sites – encourage scanning and skimming.

Begin framing questions for simple web searches.

Writing composition

19 to make simple notes from non-fiction texts, e.g. key words and phrases, page references, headings, to use in subsequent writing;

20 to write non-fiction texts, using texts read as models for own writing, e.g. use of headings, sub-headings, captions;

21 to write non-chronological reports based on structure of known texts, e.g. There are two sorts of x; They live in x ; the A.s have x ; but the B.s etc, using appropriate language to present, sequence and categorise ideas.

19

Model note-taking on IWB

21

On-screen writing frame for reports. Model, then use in group/individual activities.

19

introduce electronic note techniques – e.g. deleting unwanted text; highlighting keywords in another colour.

20

Use word processor where possible. Provide SEN support with Clicker grids.