Full

IWB Activity     

Essential ICT

Extension ICT

YEAR 5 TERM 2

Fiction and poetry: (i) traditional stories, myths, legends, fables from a range of cultures; (ii) longer classic poetry, including narrative poetry.

Non-Fiction: (i) non-chronological reports (i.e. to describe and classify); (ii) explanations (processes, systems, operations, etc.). Use content from other subjects, e.g. how the digestive system works, how to find a percentage, the rain cycle.

Word level work: Phonics, spelling and vocabulary

Spelling Strategies

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

2 to use known spellings as a basis for spelling other words with similar patterns or related meanings;

3 to use independent spelling strategies, including:

- building up spellings by syllabic parts, using known prefixes, suffixes and common letter strings;

- applying knowledge of spelling rules and exceptions;

- building words from other known words, and from awareness of the meaning or derivations of words;

- using dictionaries and IT spell-checks;

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

2, 3

Modelling spelling lists – hide/reveal games.

Continue correct use of computer spell checker. Displaying and choosing alternative words. Be aware of words not picked up by spell checker. Adding new words, proper names etc. – to spell checker dictionary.

2, 3

Spelling practice software – e.g. Starspell

Spelling conventions and rules

4 to explore spelling patterns of consonants and formulate rules:

- -ll in full becomes l when used as a suffix;

- words ending with a single consonant preceded by a short vowel double the consonant before adding -ing, etc. e.g. hummed, sitting, wetter;

- c is usually soft when followed by i e.g. circus, accident;

5 to investigate words which have common letter strings but different pronunciations, e.g. rough, cough, bough; boot, foot;

6 to distinguish between homophones, i.e. words with common pronunciations but different spellings, e.g. eight, ate; grate, great; rain, rein, reign;

7 the correct use and spelling of possessive pronouns, linked to work on grammar, e.g. their, theirs; your, yours; my, mine;

8 to recognise and spell the suffix: -cian, etc.;

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

Vocabulary extension

9 to search for, collect, define and spell technical words derived from work in other subjects;

10 to investigate further antonyms. Why do some words have opposites, e.g. near, over, while others have more than one opposite, e.g. big, right, and others have none, e.g. green, wall?

Investigate common spelling patterns and other ways of creating opposites through additional words and phrases. Link to children’s knowledge of adjectives and adverbs;

11 to explore onomatopoeia. Collect, invent and use words whose meaning is represented in their sounds, e.g. splash, plop, bang, clash, smack, trickle, swoop;

12 to investigate metaphorical expressions and figures of speech from everyday life.

9

Use on-line definitions and dictionaries, e.g. define: in Google.

Sentence level work: Grammar and punctuation

1 to re-order simple sentences, noting the changes which are required in word order and verb forms and discuss the effects of changes;

2 to consolidate the basic conventions of standard English:

- agreement between nouns and verbs;

- consistency of tense and subject;

- avoidance of double negatives;

- avoidance of non-standard dialect words;

3 to understand how writing can be adapted for different audiences and purposes, e.g. by changing vocabulary and sentence structures;

4 to revise from Y4:

- the different kinds of noun;

- the function of pronouns;

- agreement between nouns, pronouns and verbs;

1

Text transformation. Re-order jumbled text using drag and drop.

3

adapt text for audience, e.g. simplify word-processor extract of a story for younger children

Sentence construction and punctuation

5 to use punctuation effectively to signpost meaning in longer and more complex sentences;

6 to be aware of the differences between spoken and written language, including:

- conventions to guide reader;

- the need for writing to make sense away from immediate context;

- the use of punctuation to replace intonation, pauses, gestures;

- the use of complete sentences;

7 to explore ambiguities that arise from sentence contractions, e.g. through signs and headlines: police shot man with knife, Nothing acts faster than Anadin, Baby Changing Room;

8 to construct sentences in different ways, while retaining meaning, through:

- combining two or more sentences;

- re-ordering them;

- deleting or substituting words;

- writing them in more telegraphic ways;

9 to secure the use of the comma in embedding clauses within sentences;

10 to ensure that, in using pronouns, it is clear to what or to whom they refer.

5, 6, 7, 8, 9, 10

Model with displayed texts.

8

Word-processing exercises combining and transforming sentences.

Literacy Bank and similar drill and practice exercises with various language features.

Text level work: Comprehension and composition

1 to identify and classify the features of myths, legends and fables, e.g. the moral in a fable, fantastical beasts in legends;

2 to investigate different versions of the same story in print or on film, identifying similarities and differences; recognise how stories change over time and differences of culture and place that are expressed in stories;

3 to explore similarities and differences between oral and written story telling;

4 to read a range of narrative poems;

5 to perform poems in a variety of ways;

6 to understand terms which describe different kinds of poems, e.g. ballad, sonnet, rap, elegy, narrative poem, and to identify typical features;

7 to compile a class anthology of favourite poems with commentaries which illuminate the choice;

8 to distinguish between the author and the narrator, investigating narrative viewpoint and the treatment of different characters, e.g. minor characters, heroes, villains, and perspectives on the action from different characters;

9 to investigate the features of different fiction genres, e.g. science fiction, adventure, discussing the appeal of popular fiction;

10 to understand the differences between literal and figurative language, e.g. through discussing the effects of imagery in poetry and prose;

2

Video clips of films. Some are available on-line.

From the Internet, collect different versions of the same story to compare.

4

Add narrative poems to class/school poem bank on network.

7

Use DTP to compile anthology. Copy/paste text from class collection, Internet sources.

1

Use Internet to gather information and examples of myths, legends. e.g. Bigmyth

10

Explore imagery in a poem by making a presentation (e.g. PowerPoint slides) using pictures, colours, illustrations for each phrase.

Writing composition

11 to write own versions of legends, myths and fables, using structures and themes identified in reading;

12 to use the structures of poems read to write extensions based on these, e.g. additional verses, or substituting own words and ideas;

13 to review and edit writing to produce a final form, matched to the needs of an identified reader;

14 make notes of story outline as preparation for oral storytelling;

11, 12

Selecting and transforming extracts of text into what is, essentially, a writing frame for further work

14

Brave Tales CDROM – excellent resource for all storytelling activities.

13

Interschool email projects provide real motivating audience for ‘published’ texts – as well as school web site.

Non-Fiction: Reading comprehension

15 to read a range of explanatory texts, investigating and noting features of impersonal style, e.g. complex sentences: use of passive voice; technical vocabulary; hypothetical language (if then, might when the); use of words/phrases to make sequential, causal, logical connections, e.g. while, during, after, because, due to, only when, so;

16 to prepare for reading by identifying what they already know and what they need to find out;

17 to locate information confidently and efficiently through (i) using contents, indexes, sections, headings (ii) skimming to gain overall sense of text (iii) scanning to locate specific information (iv) close reading to aid understanding (v) textmarking (vi) using CDROM and other IT sources, where available;

18 how authors record and acknowledge their sources;

19 to evaluate texts critically by comparing how different sources treat the same information;

20 notemaking: to discuss what is meant by in your own words and when it is appropriate to copy, quote and adapt;

15, 17, 19

Display texts for discussion, highlighting significant features.

17

Develop search skills for e-texts: keywords, accuracy, AND, NOT, OR.

20

Word-processing, re-expressing text of all kinds ‘in own words.’

19

Internet is a vast source of different texts with different bias.

Writing composition

21 to convert personal notes into notes for others to read, paying attention to appropriateness of style, vocabulary and presentation;

22 to plan, compose, edit and refine short non-chronological reports and explanatory texts, using reading as a source, focusing on clarity, conciseness, and impersonal style;

23 to record and acknowledge sources in their own writing;

24 to evaluate their work.

22, 23, 24

Use word-processor for these group tasks. Display results to class for discussion.