Year+2+Literacy

LITERACY Year 2 || =Book review=

Information ||

Objective
• To write simple evaluations of books read and discussed (Term 3 Text 12: Writing composition)

Prior learning
To benefit from this lesson, children should: • have read books independently and discussed them regularly; • know how to use a writing frame to support their own writing; • have some experience of using simple word processing software to compose and edit on screen.

Vocabulary
review, recommend, opinion, writing frame

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • suitable word processing software (in this Example, //2Review+//) • an enlarged copy of the book to be reviewed in shared writing • copies of books that pupils have read previously for them to review

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • create a grid or electronic writing frame in the word processing program.

Preparation for this lesson
The class should have finished the book that will be reviewed in shared writing. Children should have read recently the book that they are going to review. They will need access to a copy. Before the lesson, create a grid or electronic writing frame in the chosen word processing program. Transfer the writing frame to the shared area of the network or on the computers that the children are to use, and set up the relevant software. Alternatively, use a suitable software package, as in the video.

Lesson extract ||

Shared writing
Ask children, in pairs, to discuss the shared text that will be reviewed in shared writing. Prompt them with questions such as: Q What parts did you like the best? Q Which characters did you like? What did they do that made you like them? Q What are the important things that happened in the book? Which are the most interesting? Q Does the book remind you of any others? Do the characters remind you of other characters? Take feedback. Discuss an overall statement about the book, followed by reasons for liking the book – for example, opinions about character’s behaviour linked to evidence in the text. Key moments in the plot or illustrations and layout could be considered. Sum up the discussion at the end. Say that such reviews would be useful for children using the class library. Display a simple writing frame for a review based on the previous discussion. This could have sections for: • Author • Title • Opening statement of opinion: – I think the book is … • Reasons: – My favourite character is … because… – [Favourite character’s name] does … because … – I liked the part when … because … – I did not like it when … because … • Conclusion to say whether you would recommend the book: – I think this book … – I would recommend this story. Partners review their books orally using this structure as a talking frame. Complete this review as shared writing, demonstrating how to complete the electronic writing frame.

Independent activity
Children use paper- or screen-based writing frames to write their own book reviews.

Plenary
Children check that they have given reasons for their opinions. Q Who has given the most interesting reasons in their review? Which review makes you want to read the book?

Notes ||

Literacy links
This lesson could be part of the NLS unit ‘Narrative 2’ on authors and themes. The main outcomes are retelling stories orally and reading journal entries. It would also help to prepare the children: • to compare books by different authors on similar themes; to evaluate, giving reasons (Text 7).

Context of this lesson
This lesson could be part of any of the narrative units in Year 2. There are many similar literacy learning situations where it is highly advantageous for the children to be able to access and manipulate or create and edit text in electronic format on screen.

Useful resources
A number of software products can be used by teachers to display and manipulate or create and edit text on screen. These are valuable in a wide variety of literacy teaching contexts. Many of the same products can also be used by children to create and edit text on screen. Some are particularly suitable for younger children.

Why use ICT?
The advantages of using ICT are as follows. • ICT offers differentiated scaffolding opportunities: prepared writing frames; speech sound options for words as children write; word grids that can be designed for individual pupils and reused; picture icons. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion. • ICT allows children to draft and present written and pictorial information in an attractive format. Their work can be saved, and refined or added to later. • ICT allows children to create and edit reviews, using a range of presentation styles. • The interactivity of the software is motivating and stimulating.

LITERACY Year 2 || = Explanations =

Information ||

Objectives
• To read flow charts and cyclical diagrams that explain a process (Term 2 Text 19) • To produce simple flow charts and diagrams that explain a process (Term 2 Text 21)

Prior learning
To benefit from this lesson, children should: • have discussed diagrams and flow charts in books; • have read explanations and discussed their purpose in books and in life; • be able to drag sentences into different order.

Vocabulary
label, cycle, cyclical, flow chart, diagram, whatever vocabulary appears on the diagrams in use

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • a software package that allows you to create annotated diagrams or simple flow charts (in this Example, //Rain Cycle Easiteach file//)

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • load and use text from a CD-ROM; • split a screen; • manipulate text on and between text screens.

Preparation for this lesson
Before the lesson, load the //Easiteach// electronic material on the shared area of the network or on the computers that the children are to use. Prepare the software on your own computer ready for display. Prepare a set of help cards, or prompts and diagrams, to help children to remember what to do when they are using the software.

Lesson extract ||

Shared reading
Display the diagram of the rain cycle without any text. Ask children to discuss it in pairs. Q What is this diagram about? Q What words do you think it would be helpful to have as labels? Identify the elements shown; add labels to the diagram, explaining where necessary. Ask children to discuss in pairs what they think the diagram is about. Q Can you describe what is happening in this diagram? Q Can we add anything to make it clearer? On a new ‘page’, discuss and add simple sentences to the diagram linked to stages of the cycle. Add arrows to show the cyclical nature of the process and discuss this with children. Split the screen and drag the sentences to another page, mixing them up in the process. Ask the children, in pairs, to discuss and sort the sentences on their own screens, using the diagram as a reference. Model how to turn one or two of the short sentences into a more detailed explanation. Model the use of the present tense and technical vocabulary. Encourage the children to discuss and compose sentences in pairs on their screens or on individual whiteboards.

Independent activity
Ask the children to expand other sentences in a similar way.

Notes ||

Literacy links
The lesson links to the Year 2 Term 2 unit Explanations in the NLS medium-term plans. The outcome of this unit is a simple flow chart to explain a process.

Context of this lesson
This lesson would be part of the unit on explanation; it is useful to help children understand the function of diagrams in explanation. The process described in this lesson could be used to help children understand diagrams and flow charts in other curriculum areas.

Why use ICT?
The advantages of using ICT are as follows. • ICT allows teachers to project enlarged diagrams for whole-class demonstration and discussion. These can be built up to show how the different elements of the diagram interact. • ICT allows children to draft and present written and pictorial information in an attractive format. Their work can be saved, and refined or added to later. • ICT allows children to create labels and to present short explanations, using a range of presentation styles. • Electronic text allows easy manipulation of words and pictures.

LITERACY Year 2 || =A poet in the classroom=

Information ||

Objective
• To identify and discuss patterns of rhythm, rhyme and other features of sound in different poems (Term 2 Text 9)

Prior learning
To benefit from this lesson, children should: • be able to identify examples of rhyme and patterns of rhythm.

Vocabulary
rhyme, rhythm, effect, emphasise

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • word processing software • video extract of a poet reading their own rhythmic poem (in this Example, Knowledge Box - //Boogy Woogy Buggy//)

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • load and use files containing video; • access and download files from the Internet; • highlight electronic text; • cut and paste notes into different screens.

Preparation for this lesson
Access the electronic resources referred to above. Enable the display of these for whole-class viewing.

Lesson extract ||

Main activity
Play the video of the poet reading the two poems. Pause after each poem to allow paired discussion of each. Q What did you like about the poem? Q What do you notice about rhyme or rhythm patterns? Display a text version of the first poem (//Boogy Woogy Buggy//). Minimise the screen or play the sound only of the video so children can focus on the text and identify which words the poet ‘hits’ when reading aloud. Highlight these on the screen. Q Which sorts of words have been highlighted? Q Why are some rhyming words highlighted and others not? Highlight the rhyming words, possibly using different colours, to bring out rhyming pattern. Discuss them. Read the poem in pairs, concentrating on getting the rhythm right by ‘hitting’ the correct words. Q How does the rhythm of the poem relate to its subject matter and enhance or extend a reader’s response and enjoyment of the poem? Repeat this process with the second poem (//Down Behind the Dustbins//). After this has been highlighted, read it aloud and discuss, making a copy of the verse onto a new ‘page’. Delete all the words that change verse by verse to make a writing frame.

Shared writing
Ask the children to compose a new verse. They should discuss new endings to the lines in pairs and make suggestions on individual whiteboards.

Follow-up
Use either an electronic writing frame on screen if in an ICT suite or using laptops or a writing frame on paper. The children work in pairs to complete further verses according to the pattern.

Notes ||

Literacy links
This lesson links to the NLS medium-term plans for the Year 2 Term 2 unit Poetry: • to identify and discuss patterns of rhythm, rhyme and other features of sound in different poems (Text 9). It also prepares the children: • to read own poems aloud (Text 8); • to comment on and recognise when the reading aloud of a poem makes sense and is effective (Text 10); • to identify and discuss favourite poems and poets, using appropriate terms (poet, poem, verse, rhyme, etc.) and referring to the language of the poems (Text 11).

Context of this lesson
This lesson is part of a unit of work on poetry, which includes children writing and performing poems.

Subject links
The theme or content of poems used in this unit could be linked, if desired, to curriculum content in other areas. The focus on rhythm could be further explored in dance and music.

Useful sources of resources
Other similar video examples could be used, possibly downloaded from the Internet. An audio recording could be used instead.

Why use ICT?
The advantages of using ICT are as follows. • The experience of hearing poets talking about their work makes the concept much more real and understandable. The use of ICT allows teachers to make notes on, replay and discuss the recording effectively. • Children can study how individual poets perform their poems; these will provide good models for their own performances at a later date. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion.

LITERACY Year 2 || = Guided reading: ICT text =

Information ||

Objectives
• To use the contents page and index to find way about text (Term 3 Text 15) • To scan a text to find specific sections, e.g. key words and phrases and subheadings (Term 3 Text 16)

Prior learning
To benefit from this lesson, children should: • be able to identify key features of non-fiction text such as an index or glossary; • have used non-fiction books to find the answer to questions they have posed; • have completed part of QCA Geography Unit 5: Where in the world is Barnaby Bear? (Barnaby Bear is going to Paris; the children’s research will help him prepare for this); • be able to point and click with a mouse to interact with an on-screen text; • be able to make a brief jotting of information.

Vocabulary
hyperlink, cursor, menu, index, search, note, navigate, definition

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • interactive reference resource (in this Example, //My First Amazing World Explorer//)

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • load and use an interactive text from a CD-ROM or the Internet; • navigate an interactive text using point and click; • be familiar with the layout of the title in use; • turn on the sound.

Preparation for this lesson
Before the lesson, load the selected interactive non-fiction text on the shared area of the network or on the computers that the children are to use (one computer between two). Prepare the software on your own computer ready for display. Prepare a set of help cards, or prompts and diagrams, to help children to remember what to do when they are using the software.

Lesson extract ||

Text introduction
(On the video clip this is taught with children clustered around the teacher and one computer.) Recap briefly on techniques used when reading non-fiction books. Explain that today you will be using an electronic resource to answer questions rather than a book. You will discuss some of the differences at the end. Demonstrate how to navigate the electronic resource with a focus on the world map (screen 1), the country finder (screen 2) and the index (screen 3). Remind children of Barnaby Bear’s visit to Paris and the information that would be useful: how to get there, what the weather is like, famous places to visit, etc. Demonstrate how to use the map of the world to show where Paris is in relation to London and how Barnaby Bear might get there. Model how to make a brief note of information. Remind children of the key screens that will help them – the map of the world, the country finder, the index. Make sure they can navigate back to the ‘bedroom’ and move between the three ‘bedroom’ scenes.

Strategy check
Model how to scan the screen rather than reading in a linear fashion. Explain that the words in red have a definition that will help them understand new words. They can also activate the spoken voice to assist understanding.

Independent reading
Ask children to work in pairs at separate computers. They explore different ways of gaining information about Paris, jotting down findings. Support the children as necessary, especially in returning to the ‘bedroom’ site to re-orientate their search for information to answer the original questions.

Return to text
Gather the children together again. Q Did we find out all we needed to know? Q How did you find out? Q How does using an electronic source compare to using a book?

Notes ||

Links to QCA schemes of work
The lesson links to: QCA Geography Unit 5: Where in the world is Barnaby Bear?

Literacy links
The lesson links to the Year 2 Term 3 unit Non-fiction 1 in the NLS medium-term plans: • to use a contents page and index to find way about text (Text 15); • to scan a text to find specific sections, e.g. key words or phrases, subheadings (Text 16). It also prepares the class: • to evaluate the usefulness of a text for its purpose (Text 18).

Context of this lesson
On this occasion, an ICT text is being used for guided reading as an alternative to a paper-based text. A wide variety of interactive ICT texts, both fiction and non-fiction, can and should regularly be used for shared, guided or independent reading, alongside books.

Useful resources
Interactive ICT texts, both fiction and non-fiction, can be sourced from the Internet and are increasingly available from commercial publishers and software developers.

Why use ICT?
The advantages of using ICT are as follows. • The use of a CD-ROM gives access to a much wider range of up-to-date information and resource material than is offered by the traditional print resources in a school. • It teaches children how to use non-linear text; to read radially; to think of several different routes to find the information they require. • It supports less confident readers because of the hyperlinked glossary and spoken word facilities and because one screen may be less daunting than a whole book. • It speeds up the search process if a glossary search is available.