Full

IWB Activity     

Essential ICT

Extension ICT

YEAR 3 TERM 3 Range

Fiction and poetry: adventure and mystery stories; stories by the same author; humorous poetry, poetry that plays with language, word puzzles, puns, riddles.

Non-Fiction: (i) letters written for a range of purposes: to recount, explain, enquire, congratulate, complain, etc, (ii) alphabetic texts, directories, encyclopaedias, indexes, etc.

Word level work:

Phonics, spelling and vocabulary

Pupils should be taught:

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 identify short words within longer words as an aid to spelling;

9 to recognise and spell the prefixes mis-, non-, ex-, co-, anti-;

10 to use their knowledge of these prefixes to generate new words from root words, e.g. lead/mislead, sense/nonsense, and to understand how they give clues to meaning, e.g. extend, export, explode; mislead, mistake, misplace;

11 to use the apostrophe to spell further contracted forms, e.g. couldn’t;

Literacy Bank and similar drill and practice exercises with prefixes, apostrophe, and other language features.

Vocabulary extension

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

13 to collect synonyms which will be useful in writing dialogue, e.g. shouted, cried, yelled, squealed, exploring the effects on meaning, e.g. through substituting these synonyms in sentences;

14 to explore homonyms which have the same spelling but multiple meanings and explain how the meanings can be distinguished in context, e.g. form (shape or document), wave (gesture, shape or motion);

15 to understand that some dictionaries provide further information about words, e.g. their origins, multiple meanings and that this can provide a guide to spelling;

16 to collect, investigate, classify common expressions from reading and own experience, e.g. ways of expressing surprise, apology, greeting, warning, thanking, refusing;

14

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

12, 13, 16

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

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

17 to practise correct formation of basic joins from the use of the four basic handwriting joins from Y2, and use these for 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;

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

19 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

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 to identify pronouns and understand their functions in sentences through:

-noticing in speech and reading how they stand in place of nouns;

-substituting pronouns for common and proper nouns in own writing;

-distinguishing personal pronouns, e.g. I, you, him, it and possessive pronouns, e.g. my, yours, hers;

-distinguishing the 1st, 2nd, 3rd person forms of pronouns e.g. I, me, we; you; she, her, them investigating the contexts and purposes for using pronouns in different persons, linked to previous term’s work on 1st and 3rd person;

-investigating how pronouns are used to mark gender: he, she, they, etc,

3 to ensure grammatical agreement in speech and writing of pronouns and verbs, e.g. I am, we are, in standard English;

1

Model using hide/reveal facility of IWB

2

With text – model replacement of nouns with pronouns.

1

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

2

Add new words and pronouns to word lists and collections.

2

Text transformation exercises in short word-processing passages, e.g. nouns to pronouns and so on.

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

Sentence construction and punctuation

4 to use speech marks and other dialogue punctuation appropriately in writing and to use the conventions which mark boundaries between spoken words and the rest of the sentence;

5 how sentences can be joined in more complex ways through using a widening range of conjunctions in addition to .and. and .then, e.g.: if, so, while, though, since, when;

6 to investigate through reading and writing how words and phrases can signal time sequences, e.g. first, then, after, meanwhile, from, where;

7 to become aware of the use of commas in marking grammatical boundaries within sentences.

4, 5, 6, 7

Model and discuss using relevant current texts

4, 5, 6, 7

word processor exercises – relevant text extracts to insert speech marks, commas, conjunctions.

Literacy Bank and similar drill and practice exercises with speech marks, commas, conjunctions and other language features.

Text level work: Comprehension and composition

Reading comprehension strategies

1 to re-tell main points of story in sequence; to compare different stories; to evaluate stories and justify their preferences;

2 to refer to significant aspects of the text, e.g. opening, buildup, atmosphere, and to know language is used to create these, e.g. use of adjectives for description;

3 to distinguish between 1st and 3rd person accounts;

4 to consider credibility of events, e.g. by selecting some real life adventures either written or retold as stories and comparing them with fiction;

5 to discuss (i) characters. feelings; (ii) behaviour, e.g. fair or unreasonable, brave or foolish; (iii) relationships, referring to the text and making judgements;

6 to compare forms or types of humour, e.g. by exploring, collecting and categorising form or type of humour, e.g. word play, joke poems, word games, absurdities, cautionary tales, nonsense verse, calligrams;

7 to select, prepare, read aloud and recite by heart poetry that plays with language or entertains; to recognise rhyme, alliteration and other patterns of sound that create effects;

8 to compare and contrast works by the same author, e.g. different stories, sequels using same characters in new settings, stories sharing similar themes;

9 to be aware of authors and to discuss preferences and reasons for these;

2, 3, 4, 5, 6

Display texts for reading and discussion

7

Display poems to highlight language features.

1, 8, 9

Evaluate stories. Use and add to 2Review story database.

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

1

Use storyboard software, e.g. 2Create, PowerPoint to re-tell main points of story.

7

Use sound or video recording

Writing composition strategies

10 to plot a sequence of episodes modelled on a known story, as a plan for writing;

11 to write openings to stories or chapters linked to or arising from reading; to focus on language to create effects, e.g. building tension, suspense, creating moods, setting scenes;

12 to write a first person account, e.g. write a character’s own account of incident in story read;

13 to write more extended stories based on a plan of incidents and set out in simple chapters with titles and author details; to use paragraphs to organise the narrative;

14 to write book reviews for a specified audience, based on evaluations of plot, characters and language;

15 to write poetry that uses sound to create effects, e.g. onomatopoeia, alliteration, distinctive rhythms;

10, 11, 12, 13

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

10, 11, 12, 13

Develop these class starter plans as writing frames for individual or group use. Use ICT for planning stage, even if actual writing is done by hand.

12

Transform short extract from story to 1^st person on word-processor.

14

As book reviews are completed, add to 2Review or ViewPoint database/class collection.

Non-Fiction

Reading comprehension

16 to read examples of letters written for a range of purposes, e.g. to recount, explain, enquire, complain, congratulate, comment; understand form and layout including use of paragraphs, ways of starting, ending, etc. and ways of addressing different audiences . formal/informal;

17 to .scan. indexes, directories and IT sources, etc. to locate information quickly and accurately;

18 to locate books by classification in class or school libraries;

19 to summarise orally in one sentence the content of a passage or text, and the main point it is making;

16

Display/share examples. Highlight features.

19

Short texts displayed to model this with group.

17

Further work on searching – within documents and on web.

Use cyberhunts.

17

Copying/pasting techniques from ICT sources.

Writing composition

20 to write letters, notes and messages linked to work in other subjects, to communicate within school; letters to authors about books, selecting style and vocabulary appropriate to the intended reader;

21 use IT to bring to a published form, discuss relevance of layout, font, etc. to audience;

22 experiment with recounting the same event in a variety of ways, e.g. in the form of a story, a letter, a news report;

23 to organise letters into simple paragraphs;

24 to make alphabetically ordered texts, use information from other subjects, own experience, or derived from other information books, e.g. a book about building materials, sports;

25 to revise and extend work on note-making from previous term;

26 to summarise in writing the content of a passage or text and the main point it is making.

20

Extend letters work to email.

21

Further use of DTP program – Textease, MS Publisher.

24

Use automatic sorting alphabetically in word-processor.

26

Word-processing exercises in précis and summary.

21

Introduce possibility of publishing on the web – save DTP document as a web page.