Full

IWB Activity     

Essential ICT

Extension ICT

YEAR 3 TERM 2 Range

Fiction and poetry: myths, legends, fables, parables; traditional stories, stories with related themes; oral and performance poetry from different cultures.

Non-Fiction: (i) instructions, (ii) dictionaries without illustrations, thesauruses.

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;

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 words change when er, est and y are added;

9 to investigate and identify basic rules for changing the spelling of nouns when s is added;

10 to investigate, spell and read words with silent letters, e.g. knee, gnat, wrinkle;

11 to use the terms .singular. and .plural. appropriately;

12 to recognise and generate compound words, e.g. playground, airport, shoelace, underneath; and to use this knowledge to support their spelling;

13 to recognise and spell common suffixes and how these influence word meanings, e.g. -ly, -ful, -less;

14 to use their knowledge of suffixes to generate new words from root words, e.g. proud/proudly, hope/hopeful/hopeless;

15 to use the apostrophe to spell shortened forms of words, e.g. don’t, can’t;

16 to use the term suffix;

Literacy Bank and similar drill and practice exercises with plurals, suffixes and other language features.

Vocabulary extension

17 to continue the collection of new words from reading and work in other subjects, and make use of them in reading and writing;

18 to infer the meaning of unknown words from context and generate a range of possible meanings, e.g. for the word .ochre. in a particular sentence, discuss which is the most likely meaning and why;

19 to use dictionaries to learn or check the spellings and definitions of words;

20 to write their own definitions of words, developing precision and accuracy in expression;

21 to use the term .definition;

22 to know the quartiles of the dictionary, e.g. m lies around the halfway mark, t towards the end;

23 to organise words or information alphabetically, using the first two letters;

24 to explore opposites, e.g. upper/lower, rude/polite;

18

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

19, 20

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.

19

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

Literacy Bank and similar drill and practice exercises with word recognition, alphabetical order and opposites as well as other language features.

Handwriting

25 to practise correct formation of basic joins from the use of the four basic handwriting joins from Y2:

-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;

26 to ensure consistency in size and proportions of letters and the spacing between letters and words;

27 to build up handwriting speed, fluency and legibility through practice.

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

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;

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

2 the function of adjectives within sentences, through:

-identifying adjectives in shared reading;

-discussing and defining what they have in common i.e. words which qualify nouns;

-experimenting with deleting and substituting adjectives and noting effects on meaning;

-collecting and classifying adjectives, e.g. for colours, sizes, moods;

-experimenting with the impact of different adjectives through shared writing;

3 to use the term adjective appropriately;

4 to extend knowledge and understanding of pluralisation through:

-recognising the use of singular and plural forms in speech and through shared reading;

-transforming sentences from singular to plural and vice versa, noting which words have to change and which do not;

-understanding the term collective noun and collecting examples, experiment with inventing other collective nouns;

-noticing which nouns can be pluralised and which cannot, e.g. trousers, rain;

-recognising pluralisation as one test of a noun;

5 to use the terms singular and plural appropriately;

1

Model using hide/reveal facility of IWB

2

With an adjective-rich text – model deletion, substitution etc.

1

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

2

Add adjectives to word lists and collections.

2, 4

Text transformation exercises in short word-processing passages, e.g. adjectives, singular to plural and so on.

Literacy Bank and similar drill and practice exercises with adjectives, singular/plural  and other language features.

Sentence construction and punctuation

6 to note where commas occur in reading and to discuss their functions in helping the reader;

7 to use the term .comma. appropriately in relation to reading;

8 other uses of capitalisation from reading, e.g. names, headings, special emphasis, new lines in poetry;

9 to experiment with deleting words in sentences to see which are essential to retain meaning and which are not;

10 to understand the differences between verbs in the 1st, 2^nd and 3rd person, e.g. I/we do, you/you do, he/she/they do/does, through:

-collecting and categorising examples and noting the differences between the singular and plural persons;

-discussing the purposes for which each can be used;

-relating to different types of text, e.g. 1st person for diaries, personal letters, 2nd person for instructions, directions; 3^rd person for narrative, recounts;

-experimenting with transforming sentences and noting which words need to be changed;

11 to understand the need for grammatical agreement in speech and writing, e.g. I am; we are.

6, 7, 8, 9, 10, 11

Model and discuss using relevant current texts

8, 9, 10, 11

word processor exercises – relevant text extracts to insert commas, verbs in different persons, plurals.

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

Text level work: Comprehension and composition

Reading comprehension

1 to investigate the styles and voices of traditional story language collect examples, e.g. story openings and endings; scene openers, e.g. Now when, A long time ago; list, compare and use in own writing;

2 to identify typical story themes, e.g. trials and forfeits, good over evil, weak over strong, wise over foolish;

3 to identify and discuss main and recurring characters, evaluate their behaviour and justify views;

4 to choose and prepare poems for performance, identifying appropriate expression, tone, volume and use of voices and other sounds;

5 rehearse and improve performance, taking note of punctuation and meaning;

1, 2, 3

Display texts for reading and discussion

1, 2, 3

Use and add to 2Review story database.

ViewPoint/PinPoint story database is particularly powerful for looking at themes in reading.

4, 5

Use sound or video recording

Writing composition

6 to plan main points as a structure for story writing, considering how to capture points in a few words that can be elaborated later; discuss different methods of planning;

7 to describe and sequence key incidents in a variety of ways, e.g. by listing, charting, mapping, making simple storyboards;

8 to write portraits of characters, using story text to describe behaviour and characteristics, and presenting portraits in a variety of ways, e.g. as posters, labelled diagrams, letters to friends about them;

9 to write a story plan for own myth, fable or traditional tale, using story theme from reading but substituting different characters or changing the setting;

10 to write alternative sequels to traditional stories using same characters and settings, identifying typical phrases and expressions from story and using these to help structure the writing;

11 to write new or extended verses for performance based on models of performance’ and oral poetry read, e.g. rhythms, repetition;

6, 7, 9

Model story planning using 2Create or flow chart software such as Kidspiration or Inspiration.

6, 7

Develop these class starter plans as writing frames for individual or group use.

8

As writing frame, offer story text on part of the screen, write portrait in the other part (e.g. using Clicker grid, text-boxes.)

Use DTP to make posters etc.

10, 11

Use on-screen extracts as starting points for sequels etc.

9

Use Bigmyth (bigmyth.com) as a resource for re-telling myths from around the world (animations with sounds)

Non-Fiction

Reading comprehension

12 to identify the different purposes of instructional texts, e.g. recipes, route-finders, timetables, instructions, plans, rules;

13 to discuss the merits and limitations of particular instructional texts, including IT and other media texts, and to compare these with others, where appropriate, to give an overall evaluation;

14 how written instructions are organised, e.g. lists, numbered points, diagrams with arrows, bullet points, keys;

15 to read and follow simple instructions;

12, 13

Explore together route-finding software or websites.

12, 13

Internet: use AA or RAC routefinder, Streetmap.co.uk or Multimap to obtain directions. Compare with printed resources.

14, 15

Look at instruction manuals for familiar ICT equipment, e.g. digital camera, tape recorder.

Writing composition

16 to write instructions, e.g. rules for playing games, recipes, using a range of organisational devices, e.g. lists, dashes, commas for lists in sentences, recognising the importance of correct sequence; use writing frames as appropriate for support;

17 to make clear notes, through, e.g.:

-discussing the purpose of note-making and looking at simple examples;

-identifying the purpose for which particular notes will be used;

-identifying key words, phrases or sentences in reading;

-exploring ways of writing ideas, messages, in shortened forms, e.g. notes, lists, headlines, telegrams, to understand that some words are more essential to meaning than others;

-making use of simple formats to capture key points, e.g. flow chart, .for. and .against. columns, matrices to complete in writing or on screen;

-identifying intended audience i.e. self or others.

17

Model note-taking with IWB – child making visible notes as another child reads a passage. Discuss strategies in practice.

16

Create instruction cards for familiar ICT equipment

17

Highlighting and annotating text in word processor to make note taking process visible.