Full

IWB Activity     

Essential ICT

Extension ICT

Year 3 Term 1

Range: Fiction and poetry: stories with familiar settings; plays; poems based on observation and the senses; shape poems.

Non-Fiction: (i) information books on topics of interest, (ii) non-chronological reports; (iii) thesauruses, dictionaries.

Word level work: Phonics, spelling and vocabulary

Revision and consolidation from KS1

1 the spelling of words containing each of the long vowel phonemes from KS1 (Appendix List 3);

2 to:

-identify phonemes in speech and writing;

-blend phonemes for reading;

-segment words into phonemes for spelling;

3 to read and spell correctly the high frequency words from KS1 (Appendix List 1);

4 to discriminate syllables in reading and spelling (from Year 2);

Modelling spelling lists– hide/reveal games.

Spelling strategies

5 to identify mis-spelt words in own writing; to keep individual lists (e.g. spelling logs) and learn to spell them;

6 to use independent spelling strategies, including

-sounding out and spelling using phonemes;

-using visual skills, e.g. recognising common letter strings and checking critical features (i.e. does it look right, shape, length etc?);

-building from other words with similar patterns and meanings, e.g. medical, medicine;

-spelling by analogy with other known words, e.g. light, fright;

-using word banks, dictionaries, etc;

7 to practise new spellings regularly by .look, say, cover, write, check. strategy;

5

Modelling spelling lists – hide/reveal games.

5, 6, 7

Spelling practice software – e.g. Starspell

6

Use Clicker grids and Textease Wordbanks for additional support.

Spelling conventions and rules

8 how the spellings of verbs alter when -ing is added;

9 to investigate and learn to use the spelling pattern le as in little, muddle, bottle, scramble, cradle;

10 to recognise and spell common prefixes and how these influence word meanings, e.g. un-, de-, dis-, re-, pre-;

11 to use their knowledge of prefixes to generate new words from root words, especially antonyms, happy/unhappy,

appear/disappear;

12 to use the term prefix;

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

Vocabulary extension

13 to collect new words from reading and work in other subjects and create ways of categorising and logging them, e.g. personal dictionaries, glossaries;

14 to infer the meaning of unknown words from context;

15 to have a secure understanding of the purpose and

organisation of the dictionary;

16 to understand the purpose and organisation of the thesaurus, and to make use of it to find synonyms;

17 to generate synonyms for high frequency words, e.g. big, little, like, good, nice, nasty;

18 to use the term .synonym;

19 common vocabulary for introducing and concluding dialogue,

e.g. said, replied, asked. Collect examples from reading;

14

model this context strategy. Reinforce with computer cloze procedures (discloze – MAPE)

13

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

Children can also build up personal dictionaries in their own files – as Clicker grid or word-processor document.

15, 16

On-line/computer thesaurus and dictionary skills as extension.

Handwriting

20 to practise correct formation of basic joins from Year 2:

-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;

21 to ensure consistency in size and proportions of letters and the spacing between letters and words.

2Handwrite to model and practise. Provides recording of movements for analysis.

Startwrite (Sherston) to print out customised template sheets for handwriting.

Sentence level work: Grammar and punctuation

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 return; to use these strategies in conjunction with knowledge of phonemes, word recognition, graphic knowledge and context when reading;

2 to take account of the grammar and punctuation, e.g. sentences, speech marks, exclamation marks and commas to mark pauses, when reading aloud;

3 the function of verbs in sentences through:

-noticing that sentences cannot make sense without them;

-collecting and classifying examples of verbs from reading

and own knowledge, e.g. run, chase, sprint; eat, consume, gobble; said, whispered, shrieked;

-experimenting with changing simple verbs in sentences and discussing their impact on meaning;

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

5 to use the term .verb. appropriately;

1

Model using hide/reveal facility of IWB

1

Text disclosure software using extracts of current texts of any kind, as group activity.

3

Add verbs to word lists and collections.

3, 4

Text transformation exercises in short word-processing passages, e.g. change tense of verbs, substitute verbs.

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

Sentence construction and punctuation

6 to secure knowledge of question marks and exclamation marks in reading, understand their purpose and use appropriately in own writing;

7 the basic conventions of speech punctuation through:

-identifying speech marks in reading;

-beginning to use in own writing;

-using capital letters to mark the start of direct speech;

8 to use the term .speech marks;

9 to notice and investigate a range of other devices for presenting texts, e.g. speech bubbles, enlarged or italicised print, captions and headings, inset text. Explore purposes and collect examples;

6, 7, 8, 9

Model and discuss using relevant current texts

7

word processor exercises – relevant text extracts to insert speech punctuation and format correctly.

9

Use DTP program (Textease, Publisher) to add speech bubbles and text formatting to present more dramatically.

Revision and consolidation from KS1

10 to identify the boundaries between separate sentences in reading and in their own writing;

11 to write in complete sentences;

12 to demarcate the end of a sentence with a full-stop and the start of a new one with a capital letter;

13 to use commas to separate items in a list.

Model proofreading, editing text.

10, 11, 12, 13

Proofreading activities with word-processor, using children’s own writing.

Text level work: Comprehension and composition

Pupils should be taught:

Fiction and Poetry

Reading comprehension

1 to compare a range of story settings, and to select words and phrases that describe scenes;

2 how dialogue is presented in stories, e.g. through statements, questions, exclamations; how paragraphing is used to organise dialogue;

3 to be aware of the different voices in stories using dramatised readings, showing differences between the narrator and different characters used, e.g. puppets to present stories;

4 to read, prepare and present playscripts;

5 to recognise the key differences between prose and playscript, e.g. by looking at dialogue, stage directions, lay-out of text in prose and playscripts;

6 to read aloud and recite poems, comparing different views of the same subject; to discuss choice of words and phrases that describe and create impact, e.g. adjectives, powerful and expressive verbs, e.g. .stare. instead of .look;

7 to distinguish between rhyming and non-rhyming poetry and comment on the impact of layout;

8 to express their views about a story or poem, identifying specific words and phrases to support their viewpoint;

Display/discuss examples of playscript.

Add these to class bank of texts.

1, 2, 3, 4, 5

Group writing activity on screen: Transform story text into playscript on WP, preferably for a ‘real’ purpose, e.g. producing a play to perform from a current story.

6 Add to/use poems from class/school text resource bank.

7 Word processing activity. Given a poem presented as prose (i.e. no line breaks) try to find a suitable layout. Discuss and give reasons. Compare with other layouts.

8 2Review collection of story reviews.

4

Use tape recording – sound/video to capture and reflect on performed plays.

Use Young Writers’ Toolkit (Granada) to write and record script for radio play and other multimedia projects using only computer and microphone.

Create step-animated puppet play from script and Digital Blue video.

Writing composition

9 to generate ideas relevant to a topic by brainstorming, word association, etc;

10 using reading as a model, to write own passages of dialogue;

11 to develop the use of settings in own stories by:

-writing short descriptions of known places;

-by writing a description in the style of a familiar story;

-to investigate and collect sentences/phrases for story openings and endings . use some of these formal elements in re-telling and story writing;

12 to collect suitable words and phrases, in order to write poems and short descriptions; design simple patterns with words, use repetitive phrases; write imaginative comparisons;

13 to invent calligrams and a range of shape poems, selecting appropriate words and careful presentation. Build up class collections;

14 to write simple playscripts based on own reading and oral work;

15 to begin to organise stories into paragraphs; to begin to use paragraphing in presentation of dialogue in stories;

9 Use Kidspiration or Inspiration with group/class to collect ideas. These may be automatically presented as a word-processor writing frame/outline which can form basis of individual writing.

11, 13, 14, 15

All these activities are best initiated on a word-processor, with writing frames where appropriate. Use story starts from the Sutton school website.

12

Use text-collapsing technique to make an inspiring word list from a rich text – to use as a basis for own poetry (Trevor Millum)

Non-Fiction

Reading comprehension

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

17 to notice differences in the style and structure of fiction and non-fiction writing;

18 to locate information, using contents, index, headings, subheadings, page nos, bibliographies;

19 to compare the way information is presented, e.g. by comparing a variety of information texts including IT-based sources;

20 to read information passages, and identify main points or gist of text, e.g. by noting or underlining key words or phrases, listing the 4 or 5 key points covered;

18, 20

Present texts and model information finding activities.

18, 19

Include simple electronic searching – finding words in a text, finding items on a web page, finding information on the Internet.

20

Word-processing activity – reducing information text to key points by highlighting and deletion

19

CDROM children’s encyclopaedia

19

Ask Jeeves children’s site – different strategies for electronic media, understand and compare. Cyberhunts.

Writing composition

21 to make a simple record of information from texts read, e.g. by completing a chart of information discovered, by listing key words, drawing together notes from more than one source;

22 to write simple non-chronological reports from known information, e.g. from own experience or from texts read, using notes made to organise and present ideas. Write for a known audience, e.g. other pupils in class, teacher, parent.

21

Provide differentiated on screen writing frames for this.

22

Young Writers’ Toolkit (Granada)

Create presentations of material in other subjects using PowerPoint or Textease Presenter.