Full

IWB Activity     

Essential ICT

Extension ICT

YEAR 5 TERM 3

Fiction and poetry: novels, stories and poems from a variety of cultures and traditions; choral and performance poetry.

Non-Fiction: (i) persuasive writing to put or argue a point of view: letters, commentaries, leaflets to persuade, criticise, protest, support, object, complain.

(ii) dictionaries, thesauruses, including I.T. sources.

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 spell unstressed vowels in polysyllabic words, e.g. company, portable, poisonous interest description, carpet, sector, freedom, extra, etc.;

5 to investigate and learn spelling rules:

- words ending in modifying e drop e when adding ing, e.g. taking;

- words ending in modifying e keep e when adding a suffix beginning with a consonant, e.g. hopeful, lovely;

- words ending in y preceded by a consonant change y to ie when adding a suffix, e.g. flies, tried . except for the suffixes ly or ing, e.g. shyly, flying; i before e except after c when the sound is ee, e.g. receive. Note and learn exceptions;

6 to transform words, e.g. changing tenses: -ed, -ing; negation: un-, im-, il-; making comparatives: -er, -est, -ish; changing verbs to nouns, e.g. -ion, -ism, -ology; nouns to verbs: -ise, -ify, -en;

7 to recognise the spelling and meaning of the prefixes: in-, im-, ir-, il-, pro-, sus-;

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

Vocabulary extension

8 to identify everyday words such as spaghetti, bungalow, boutique which have been borrowed from other languages, and to understand how this might give clues to spelling;

9 to understand how words vary across dialects, e.g. plimsolls, daps, sand-shoes, pumps;

10 to understand how words can be formed from longer words, e.g. through the omission of letters . o’clock, Hallowe’en; through omission of prefixes  (omni)bus, (tele)phone, (aero)plane; through the use of acronyms radar, CD;

11 to use a range of dictionaries and understand their purposes, e.g. dictionaries of slang, phrases, idioms, contemporary usage, synonyms, antonyms, quotations and thesauruses;

12 to use dictionaries efficiently to explore spellings, meanings, derivations, e.g. by using alphabetical order, abbreviations, definitions with understanding;

13 to compile own class/group dictionary using personally written definitions, e.g. of slang, technical terms.

13

Add to class electronic dictionary/word collection on school network.

9

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

10

Explore ICT acronyms: CD, CDROM, LCD. modem, GPS, DVD, blog etc.

Sentence level work: Grammar and punctuation

1 to secure 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;

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

3 to search for, identify and classify a range of prepositions: back, up, down, across, through, on, etc.; experiment with substituting different prepositions and their effect on meaning. Understand and use the term preposition;

2

Word-processing exercises adapting text.

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

Sentence construction and punctuation

4 to use punctuation marks accurately in complex sentences;

5 to revise use of apostrophes for possession (from Y4 term 1);

6 to investigate clauses through:

- identifying the main clause in a long sentence;

- investigating sentences which contain more than one clause;

- understanding how clauses are connected (e.g. by combining three short sentences into one);

7 to use connectives to link clauses within sentences and to link sentences in longer texts.

4, 5, 6, 7

Display examples to highlight and discuss.

Text level work: Comprehension and composition

Reading comprehension

1 to investigate a range of texts from different cultures, considering patterns of relationships, social customs, attitudes and beliefs:

- identify these features by reference to the text;

- consider and evaluate these features in relation to their own experience;

2 to identify the point of view from which a story is told and how this affects the reader’s response;

3 to change point of view, e.g. tell incident or describe a situation from the point of view of another character or perspective;

4 to read, rehearse and modify performance of poetry;

5 to select poetry, justify their choices, e.g. in compiling class anthology;

6 to explore the challenge and appeal of older literature through:

- listening to older literature being read aloud;

- reading accessible poems, stories and extracts;

- reading extracts from classic serials shown on television;

- discussing differences in language used;

5

Add poetry reviews to class collection.

1

Find appropriate texts from different cultures on the Internet.

6

Texts for older literature are often freely available on the Internet for a variety of activities.

Bring older text into Microsoft Word – explore words identified as suspect by spell-checker.

Writing composition

7 to write from another character’s point of view e.g. retelling an incident in letter form;

8 to record predictions, questions, reflections while reading, e.g. through the use of a reading journal;

9 to write in the style of the author, e.g. writing on to complete a section, resolve a conflict; writing additional dialogue, new chapter;

10 to write discursively about a novel or story, e.g. to describe, explain, or comment on it;

11 to use performance poems as models to write and to produce poetry in polished forms through revising, redrafting and presentation;

7

Re-telling extracts from current stories from different point of view by transforming word-processed text.

10 Use class review collection as a source, and add to it.

8

Extend with ‘book rap’ or email project around a book.

Non-Fiction: Reading comprehension

12 to read and evaluate letters, e.g. from newspapers, magazines, intended to inform, protest, complain, persuade, considering (i) how they are set out (ii) how language is used, e.g. to gain attention, respect, manipulate;

13 to read other examples, e.g. newspaper comment, headlines, adverts, fliers. Compare writing which informs and persuades, considering, e.g.

- the deliberate use of ambiguity, half-truth, bias;

- how opinion can be disguised to seem like fact;

14 to select and evaluate a range of texts, in print or other media, for persuasiveness, clarity, quality of information;

15 from reading, to collect and investigate use of persuasive devices: e.g. words and phrases: e.g. surely, it wouldn’t be very difficult..; persuasive definitions, e.g. no-one but a complete idiot., every right-thinking person would ... the real truth is.; rhetorical questions are we expected to? where

will future audiences come from?; pandering, condescension, concession etc.; Naturally, it takes time for local residents; deliberate ambiguities, e.g. .probably the best in the world. known to cure all..., the professionals’ choice;

16 notemaking: to fillet passages for relevant information and present ideas which are effectively grouped and linked;

16

Explore strategies for taking notes from web sources. Keeping word processing document open, switching applications, copy/paste – including web address line.

12, 13, 14, 15

These texts are commonly available on-line – web sites of newspapers, etc.

Writing composition

17 to draft and write individual, group or class letters for real purposes, e.g. put a point of view, comment on an emotive issue, protest; to edit and present to finished state;

18 to write a commentary on an issue on paper or screen, (e.g. as a news editorial, leaflet), setting out and justifying a personal view; to use structures from reading to set out and link points, e.g. numbered lists, bullet points;

19 to construct an argument in note form or full text to persuade others of a point of view and:

- present the case to the class or a group;

- evaluate its effectiveness.

17

Use word-processor layout tools effectively for letter writing.

19

Use presentation software – e.g. PowerPoint to present material, use IWB to show to class.

17, 18, 19

Class email projects.

19

Use Promethean voting technology to assess persuasiveness.