Full

IWB Activity     

Essential ICT

Extension ICT

YEAR 4 TERM 1

Fiction and poetry: historical stories and short novels; playscripts; poems based on common themes, e.g. space, school, animals, families, feelings, viewpoints.

Non-Fiction: a range of text-types from reports and articles in newspapers and magazines, etc.; instructions

Word level work: Phonics, spelling and vocabulary

Revision and consolidation from Year 3

1 to read and spell words through:

- identifying phonemes in speech and writing;

- blending phonemes for reading;

- segmenting words into phonemes for spelling;

- correct reading and spelling of high frequency words from KS1 and Y3;

- identifying syllabic patterns in multi-syllabic words;

- using phonic/spelling knowledge as a cue, together with graphic, grammatical and contextual knowledge, when reading unfamiliar texts;

- recalling the high frequency words learnt in KS1 and Y3;

Modelling spelling lists– hide/reveal games.

Spelling strategies

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

3 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;

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

2, 3, 4

Modelling spelling lists – hide/reveal games.

2, 3, 4

Spelling practice software – e.g. Starspell

3, 4

Use Clicker grids and Textease Wordbanks for additional support.

Spelling conventions and rules

5 to spell two-syllable words containing double consonants, e.g. bubble, kettle, common;

6 to distinguish between the spelling and meanings of common homophones, e.g. to/two/too; they’re/their/there; piece/peace;

7 to spell regular verb endings s, ed, ing (link to grammar work on tenses);

8 to spell irregular tense changes, e.g. go/went, can/could;

9 to recognise and spell the suffixes: -al, -ary, -ic, -ship, -hood, -ness, -ment;

10 to read and spell correctly the words in Appendix List 2;

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

Vocabulary extension

11 to define familiar vocabulary in their own words, using alternative phrases or expressions;

12 to use 3rd and 4th place letters to locate and sequence words in alphabetical order;

13 to use a rhyming dictionary, e.g. in composing jingles;

14 the ways in which nouns and adjectives, e.g. fix, simple, solid, drama, dead can be made into verbs by use of the suffixes -ate, -ify, etc.; investigate spelling patterns and generate rules to govern the patterns;

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

Handwriting

15 to use joined handwriting for all writing except where other special forms are required;

16 to know when to use:

- a clear neat hand for finished, presented work;

- informal writing for everyday informal work, rough drafting, etc;

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

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

Sentence level work: Grammar and punctuation

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

2 to revise work on verbs from Year 1 term 3 and to investigate verb tenses: (past, present and future):

- compare sentences from narrative and information texts, e.g. narrative in past tense, explanations in present tense (e.g. when the circuit is...); forecasts/directions etc. in future.

Develop awareness of how tense relates to purpose and structure of text;

- to understand the term .tense. (i.e. that it refers to time) in relation to verbs and use it appropriately;

- understand that one test of whether a word is a verb is whether or not its tense can be changed;

3 identify the use of powerful verbs, e.g. hobbled instead of went, e.g. through cloze procedure;

4 to identify adverbs and understand their functions in sentences through:

- identifying common adverbs with ly suffix and discussing their impact on the meaning of sentences;

- noticing where they occur in sentences and how they are used to qualify the meanings of verbs;

- collecting and classifying examples of adverbs, e.g. for speed: swiftly, rapidly, sluggishly; light: brilliantly, dimly;

- investigating the effects of substituting adverbs in clauses or sentences, e.g. They left the house ly

- using adverbs with greater discrimination in own writing;

1

Model using hide/reveal facility of IWB

1

Word-processor exercises using drop-down menus to choose alternative constructions..

2

Add new words and adverbs to word lists and collections.

2

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

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

Sentence construction and punctuation

5 to practise using commas to mark grammatical boundaries within sentences; link to work on editing and revising own writing

5

Model and discuss using relevant current texts

5

word processor exercises – relevant text extracts to insert commas.

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

Text level work: Comprehension and composition

1 to investigate how settings and characters are built up from small details, and how the reader responds to them;

2 to identify the main characteristics of the key characters, drawing on the text to justify views, and using the information to predict actions;

3 to explore chronology in narrative using written or other media texts, by mapping how much time passes in the course of the story,

e.g. noticing where there are jumps in time, or where some events are skimmed over quickly, and others told in detail;

4 to explore narrative order: identify and map out the main stages of the story: introductions  build-ups climaxes or conflicts resolutions;

5 to prepare, read and perform playscripts; compare organisation of scripts with stories  how are settings indicated, story lines made clear?

6 to chart the build-up of a play scene, e.g. how scenes start, how dialogue is expressed, and how scenes are concluded;

7 compare and contrast poems on similar themes, particularly their form and language, discussing personal responses and preferences;

8 to find out more about popular authors, poets, etc. and use this information to move onto more books by favourite writers;

1, 2, 3, 4

Display texts for reading and discussion

7

Display poems to highlight language features.

4, 5

Use word-processor or story board software for mapping out stories and preparing playscripts. These may be continued in handwritten forms.

7

Add poems to class text database.

8

Use Internet to find author and book information.

Writing composition

9 to use different ways of planning stories, e.g. using brainstorming, notes, diagrams;

10 to plan a story identifying the stages of its telling;

11 write character sketches, focusing on small details to evoke sympathy or dislike;

12 to write independently, linking own experience to situations in historical stories, e.g. How would I have responded? What would I do next?;

13 to write playscripts, e.g. using known stories as basis;

14 to write poems based on personal or imagined experience, linked to poems read. List brief phrases and words, experiment by trimming or extending sentences; experiment with powerful and expressive verbs;

15 to use paragraphs in story writing to organise and sequence the narrative;

9, 10, 12

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

9, 10, 11, 12, 13, 14, 15

Use word-processing for all of these, especially for initial stages.

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.

Non-Fiction

Reading comprehension

16 to identify different types of text, e.g. their content, structure, vocabulary, style, lay-out and purpose;

17 to identify features of non-fiction texts in print and IT, e.g. headings, lists, bullet points, captions which support the reader in gaining information efficiently;

18 to select and examine opening sentences that set scenes, capture interest, etc.; pick out key sentences/phrases that convey information;

19 to understand and use the terms fact and opinion; and to begin to distinguish the two in reading and other media;

20 to identify the main features of newspapers, including lay-out, range of information, voice, level of formality; organisation of articles,

advertisements and headlines;

21 predict newspaper stories from the evidence of headlines, making notes and then checking against the original;

22 to identify features of instructional texts including:

- noting the intended outcome at the beginning;

- listing materials or ingredients;

- clearly set out sequential stages;

- language of commands, e.g. imperative verbs;

23 to investigate how reading strategies are adapted to suit the different properties of IT texts, i.e. those which are scrolled and nonlinear in structure; incorporate sound or still and moving images; can be changed; and have a spatial dimension;

16, 17, 18, 20, 21, 22, 23

Display/share examples. Highlight features.

17

Further work on searching – within documents and on web.

Knowing about search engines, keywords.

23

‘Reading’ web sites, CDROM adventures and non-linear texts.

17

Copying/pasting techniques from ICT sources.

Writing composition

24 to write newspaper style reports, e.g. about school events or an incident from a story, including:

- composing headlines;

- using IT to draft and lay out reports;

- editing stories to fit a particular space;

- organising writing into paragraphs;

25 to write clear instructions using conventions learned from reading;

26 to improve the cohesion of written instructions and directions through the use of link phrases and organisational devices such as

sub-headings and numbering;

27 to write a non-chronological report, including the use of organisational devices, e.g. numbered lists, headings for conciseness by:

- generalising some of the details;

- deleting the least important details.

24

Model use of DTP – newspaper layout

24

Further use of DTP program – Textease, MS Publisher.

Class or school newspaper. Divide children into publishing roles – reporter, editor, proof-reader, illustrator. Collaborate on publication. Real-time newspaper days.

27

Word-processing exercises in précis and summary. Editing text to fit space.