Full

IWB Activity     

Essential ICT

Extension ICT

YEAR 4 TERM 3

Fiction and poetry: stories/short novels, etc. that raise issues, e.g. bullying, bereavement, injustice; stories by same author; stories from other cultures. Range of poetry in different forms, e.g. haiku, cinquain, couplets, lists, thin poems, alphabets, conversations, monologues, syllabics, prayers, epitaphs, songs, rhyming forms and free verse.

Non-Fiction: (i) persuasive writing: adverts, circulars, flyers; (ii) discussion texts: debates, editorials; (iii) information books linked to other curricular areas.

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 explore the occurrence of certain letters, e.g. v and k and letter strings, e.g. wa (e.g. swat, water), wo (e.g. worship, won) and ss (e.g. goodness, hiss, missile) within words; deduce

some of the conventions for using them at the beginnings, middles and endings of words;

6 to spell words with common letter strings but different pronunciations, e.g. tough, through, trough, plough; hour, journey, could, route, four;

7 collect/classify words with common roots, e.g. advent, invent, prevent, press, pressure, depress, phone, telephone, microphone; investigate origins and meanings;

8 to practise extending, and compounding words through adding parts, e.g. ful, ly, ive, tion, ic, ist; revise and reinforce earlier work (Y3) on prefixes and suffixes; investigate links

between meaning and spelling;

9 to recognise and spell the suffixes: -ible, -able,- ive, -tion, -sion;

10 to distinguish the two forms: its (possessive no apostrophe) and it’s (contracted .it is.) and to use these accurately in own writing;

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

Vocabulary extension

11 to investigate compound words and recognise that they can aid spelling even where pronunciation obscures it, e.g. handbag, cupboard;

12 to understand how diminutives are formed, e.g. suffixes: -ette; prefixes: mini; adjectives, e.g. little; nouns, e.g. sapling; and nicknames, e.g. Jonesy;

Handwriting

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

14 to build up speed and ensure consistency in size and proportions of letters and spacing between letters and words;

15 to use a range of presentational skills, e.g.:

- print script for captions, sub-headings and labels;

- capital letters for posters, title pages, headings;

- a range of computer-generated fonts and point sizes.

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

15

Teach ICT text formatting with word-processor.

Sentence level work: Grammar and punctuation

1 to understand that some words can be changed in particular ways and others cannot, e.g. changing verb endings, adding comparative endings, pluralisation and that these are important

clues for identifying word classes;

Sentence construction and punctuation

2 to identify the common punctuation marks including commas, semi-colons, colons, dashes, hyphens, speech marks, and to respond to them appropriately when reading;

3 to understand how the grammar of a sentence alters when the sentence type is altered, when, e.g. a statement is made into a question, a question becomes an order, a positive statement is

made negative, noting, e.g.:

- the order of words;

- verb tenses;

- additions and/or deletions of words;

- changes to punctuation;

4 the use of connectives, e.g. adverbs, adverbial phrases, conjunctions, to structure an argument, e.g. if, then; on the other hand.; finally; so.

2

Model and discuss using relevant current texts

3

word processor exercises –text transformation. Change sentence type and discuss.

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

Text level work: Comprehension and composition

1 to identify social, moral or cultural issues in stories, e.g. the dilemmas faced by characters or the moral of the story, and to discuss how the characters deal with them; to locate evidence in text;

2 to read stories from other cultures, by focusing on, e.g. differences in place, time, customs, relationships; to identify and discuss recurring themes where appropriate;

3 to understand how paragraphs or chapters are used to collect, order and build up ideas;

4 understand the following terms and identify them in poems: verse, chorus, couplet, stanza, rhyme, rhythm, alliteration;

5 to clap out and count the syllables in each line of regular poetry;

6 to describe how a poet does or does not use rhyme, e.g. every alternate line, rhyming couplets, no rhyme, other patterns of rhyme;

7 to recognise some simple forms of poetry and their uses, e.g. the regularity of skipping songs, the chorus in songs;

8 to write critically about an issue or dilemma raised in a story, explaining the problem, alternative courses of action and evaluating the writer’s solution;

9 to read further stories or poems by a favourite writer, making comparisons and identifying familiar features of the writer’s work;

10 to describe and review own reading habits and to widen reading experience;

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Display texts for reading and discussion

4, 5, 6, 7

Display poems to highlight language features.

7

Add poems to class text database.

9, 10

Add reviews to class/school collection in ViewPoint or 2Review.

2

Use Internet to collect stories from other cultures, e.g.

10

Book Rap, or other email exchange about books.

Writing composition

11 to explore the main issues of a story by writing a story about a dilemma and the issues it raises for the character;

12 to write an alternative ending for a known story and discuss how this would change the reader’s view of the characters and events of the original story;

13 to write own longer stories in chapters from story plans;

14 to write poems, experimenting with different styles and structures, discuss if and why different forms are more suitable than others;

15 to produce polished poetry through revision, e.g. deleting words, adding words, changing words, reorganising words and lines, experimenting with figurative language;

13

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

11, 12, 13, 14, 15

Use word-processing for all of these, especially for initial stages. Word processing allows experiment with poetic form and revision in a way that handwriting does not. Be sure to save drafts.

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.

11

Supporting evidence on issues and dilemmas from the web

Non-Fiction

Reading comprehension

16 to read, compare and evaluate examples of arguments and discussions, e.g. letters to press, articles, discussion of issues in books, e.g. environment, animal welfare;

17 how arguments are presented, e.g. ordering points to link them together so that one follows from another; how statistics, graphs, etc. can be used to support arguments;

18 from examples of persuasive writing, to investigate how style and vocabulary are used to convince the intended reader;

19 to evaluate advertisements for their impact, appeal and honesty, focusing in particular on how information about the product is presented: exaggerated claims, tactics for grabbing attention,

linguistic devices, e.g. puns, jingles, alliteration, invented words;

20 to summarise a sentence or paragraph by identifying the most important elements and rewording them in a limited number of words;

17, 18, 19, 20

Display/share examples. Highlight features.

19

Use video clips of TV adverts as well as printed text.

20

Précis prepared texts on word-processor.

Writing composition

21 to assemble and sequence points in order to plan the presentation of a point of view, e.g. on hunting, school rules;

22 to use writing frames if necessary to back up points of view with illustrations and examples;

23 to present a point of view in writing, e.g. in the form of a letter, a report or a script, linking points persuasively and selecting style and vocabulary appropriate to the reader;

24 to summarise in writing the key ideas from, e.g. a paragraph or chapter;

25 to design an advertisement, such as a poster or radio jingle on paper or screen, e.g. for a school fête or an imaginary product, making use of linguistic and other features learnt from reading examples.

22

Model use of writing frames.

21

Use presentation software, e.g. PowerPoint, to show key points to audience.

22

Individual or group use of differentiated on-screen writing frames.

25

Use video (preferably digital video) for advert.

Posters with DTP program.

25

Jingle – use tape recorder, Photo Story with constructed appropriate music, music software.

2Animate for simple animated sequence in advert.