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20 October 2014

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Code Calling - Working out new words


Curriculum relevance

Key Skills
National Curriculum: Key Stage 1
En2 Reading
1j) decipher new words and confirm or check meaning
1k) work out the sense of a sentence by rereading or reading ahead
En3 Writing
7a) how word choice and order are crucial to meaning

Coverage National Curriculum: Key Stage 1
Reading: Grammatical awareness level 1, Writing Language structure level 1

Scotland: English Language 5-14:
Reading for enjoyment level A; Functional writing level A

Northern Ireland:
Reading Expected Outcomes c;
Writing Expected outcomes c

Wales:
Reading Range 3 ICT; Skills 2 Grammatical knowledge
Writing Skills 6

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How to use the online activity

Whole class with computers
  • Introduce the activity by writing a sentence on the board, e.g.'The cat ran up a tree.' Rub out one word, e.g. 'ran' and ask 'What could go in that space?' Write the possibilities in new sentences, e.g. 'climbed', scampered' ,'went', 'disappeared' etc.
  • Select the Code Calling Activity from the menu. Explain that each sentence has a word that can be replaced with another word that means almost the same thing.
  • Read the first sentence together and the three alternative words from the picture.
  • Show the children how to select a word to replace the red word in the sentence.
  • Ask the children to read all three words each time and decide which word will fit.
  • As the children work, notice whether they are working out which word is best or simply trying all the words to see which one stays there.
  • Ask the children to read the sentence to you and to explain how they knew which word to choose.

Whole class using an interactive whiteboard
  • Introduce the activity as above. Read the first sentence together. Ask a child to tell you which of the three words means almost the same as the red word. Show them how to select the word.
  • Work through the screens, asking different children to select the word for each sentence. Ask them to explain how they knew which word to choose. Praise children for being able to explain their choice.
  • Sometimes ask if children can think of an alternative word that would fill the gap equally well.

Group using computers
  • Introduce the activity as above. Work through the sentences together.
  • Ask a different child each time to read the sentence to the group. Decide together which word will fill the gap. Help the children put the reason into words.
  • Always read the new sentences aloud to check that they sound right.
  • Consider other words from the picture and decide why they are not right.
  • Praise children for explaining their choice to the group.
  • Assess children's ability to decide when words mean nearly the same thing and when they make sense in sentences.

Extension
Ask children to choose a book and copy a sentence. Ask them to rewrite the sentence changing just one word. Try to keep the meaning almost the same, e.g. 'He walked down the road', 'He went down the road.'

Use to plan offline lessons
You can print each screen with the list of words (File - Print or printer icon or press control P). There are twelve different sentences to make, so you could print a variety of screens. Instead of moving a word, the children choose a word from the picture and rewrite the whole sentence on the bottom of the sheet. You can keep this as evidence of children's ability to use the context of a sentence to supply appropriate words.
Alternatively, you could print single copies of each screen and enlarge each one to A3 to work with a group. Instead of rewriting each sentence you could ask children to copy the right word onto a post-it note and cover the highlighted word in each sentence.

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Online lesson plan

Objectives NLS Year 1 Term
S2 to use awareness of the grammar of a sentence to decipher new and unfamiliar words, e.g. predict text from grammar, read on, leave a gap and reread. T2 to use phonological, contextual, grammatical and graphic knowledge to work out, predict and check the meanings of unfamiliar words and to make sense of what they read.

Resources required
Online activity for Code Calling. Paper and pencils for extension activity.

Teaching activities
Introduction:
Write a sentence on the board with a missing word, e.g. 'It is raining …… morning.' What would make sense? today? yesterday? there? this? Ask the children to decide what is missing. Write in their suggestions and reread for sense. How can we tell if a word fits or not? Repeat with another sentence, e.g. 'I play with my …….. at playtime.'
Class-work with an interactive white board:
  • Select 'Code Calling' Activity from the menu. Read the instructions together.
  • Read the sentence on the banner. If any words are new, use phonics and spelling patterns to work them out.
  • Read the words written in the picture. Which word has nearly the same meaning as the word in red?. Talk about the other words. Why do they not fit in this sentence?
  • Show the children how to select the right word: as you hover the pointer over a word it will get bigger. Click the mouse to select the word. If it is right it replaces the red word in the sentence.
  • Reread the new sentence.· Work through more screens in this way

Group work using a computer for each child or each pair of children.
  • Work through the first sentence together, talking about other meanings for the word in red. Read the words in the picture and choose the one that means nearly the same as the word in red. Try reading the sentence withy that word in place. Try putting the other words in the sentence. Remind them to use phonics and the sense of the sentence to work out new words.
  • Show the children how to select a word.
  • As the children work, notice whether they are working out the meanings of the words, or simply choosing a word by selecting each in turn. Ask children to read the sentence and the three alternative words. Can they tell you which word means nearly the same as the word in red?
  • Help children read new words by using phonics, spelling patterns and the context.
  • Allow children to work through as many of the twelve sentences as time allows.
Individual/paired work
When children know what to do, let them work at their own speed. Assess children's ability to select the correct words from the meaning of the word in red.
Extension: ask children to write their own sentences with a missing word in each. Ask a partner to work out what the missing word is each time.

Plenary
Read a sentence from a story, but leave out a word. Ask the children to guess what the missing word is. Praise children for sensible suggestions. If there are several possibilities, give a further clue, e.g. it's a long word, it starts with …, it ends with …, it has … in the middle. Repeat several times to involve lots of participation.

Suggested Homework: Ask children to write a sentence with a missing word, or to cut one out of a newspaper or advertisement and cut out or delete a word. Display the sentences and ask children to suggest the missing words.

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How to use the printable worksheet

When to use this worksheet:
The worksheet is aimed at Year 1 children. They need to recognise some high frequency words and the names of the characters. The activity is intended to help children think about the sentence as a whole and a word that might make sense in the gap.


With a class or group:
  • Ask children to tell you some words they know that end with ' -ing'. Make a list of their suggestions on the board. Ask the children to think of a sentence that includes one of the words. Write the sentences on the board.
  • Use a copy of the worksheet enlarged to A3. Ask the children to read the list of words on Wilf's list.
  • Read the first sentence together, reading past the gap. Can the children suggest a word from the list that makes sense in the gap? Does it make sense? Read the whole sentence aloud to check for sense.
  • Use the same sentence but suggest a word that does not make sense, e.g. 'Wilma and Floppy came wearing out of the wood.' Ask 'What is wrong? Why does this not make sense?' Praise children who can explain why this sentence does not make sense.
  • Repeat with the next sentence. If you feel that the children can continue independently, give out the worksheets and ask them to use words in the list to fill the gaps. Remind them that they may use each word only once.
  • If you feel that the group/class needs more support, work through all the sentences together. You could ask them to write in the missing word as you consider each sentence together. Give each child a worksheet to complete.

For individual use
  • Explain that the words in Wilf's list may be used to fill the gaps in the sentences. Each word can be used only once. Ask the children to read each sentence carefully and choose the correct word from the list.
  • Ask them to write the word in the space in the sentence.
  • As the children work praise them for checking that each sentence makes sense.
  • Assess whether children are choosing the word by reading the whole sentence or by just reading the first two or three words and choosing a word that could follow. Are they working independently or relying on help from others?
  • When children have finished, ask them to check all their sentences and the spelling of the words they have written in the gaps.

Extension:
Ask children to think of another word (not in the list) to go in the gap in three of the sentences. Write the sentences on the back of the sheet.

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Off-line lesson plan

Objectives NLS Year 1 Term 1
S2 to use awareness of the grammar of a sentence to decipher new and unfamiliar words, e.g. predict text from grammar, read on, leave a gap and reread.
T2 to use phonological, contextual, grammatical and graphic knowledge to work out, predict and check the meanings of unfamiliar words and to make sense of what they read.

Resources required
Online activity for Code Calling. A big book with some words covered with post-it notes. Printouts of 3 or 4 screens from the activity, enlarged to A3. A copy of the Code Calling worksheet for each child. Paper and pencils for extension activity.

Teaching activities
Introduction:
Read the big book together. When you get to a word covered with a post-it note, read past the word then go back and reread the sentence. What might the missing word be? Discuss words that make sense. Peel back the post-it note to tell the children the first letter of the word. Repeat to find the last letter. Which of the words fits the clues?

Teaching activities
Whole class:
  • Use an A3 copy of the activity screen. Cover the picture or fold the page beneath the sentence and read the sentence from the banner together. Notice the word printed in red (grey). Ask the children to think of words that mean nearly the same thing. Which one sounds best?
  • Unfold the page and reveal the picture and the words. Ask a child to read out all three words. Use phonics and spelling patterns to decode any new words.
  • Ask the children which word is correct. Try it in the sentence. To check, try the other words. Were they right?
  • Write the whole new sentence beneath the picture.
  • Repeat with other sentences.
Group work with a teacher
  • Use copies of the worksheet. Read the instructions together. Ask a child to read the first sentence and suggest a word to fill the gap. Read all the words in the word bank and try each one in the sentence. Decide which is the correct word and ask children to write it in the gap.
  • If children need a lot of support work through the sheet one sentence at a time, reading each sentence together and considering the options to fill the gap.
  • If children are confident, allow them to work at their own speed. As they work ask individuals to read the sentence to you. Ask a child to explain why a particular word does not fit in the gap.
  • Assess children's ability to use the context to decide upon a missing word.
Individual work:
Read the instructions and the words in the word bank together. Ask the children to find the word to fill the gap. Remind them that they may only use each word once.
Extension: write a picture message, e.g 'Go to the sweet shop' or make up your own.

Plenary
Show children how to check their own work together. Ask different children to read a completed sentence. Ask if anyone disagrees. Check all the sentences in this way. Praise children for correct work and for reading clearly.

Suggested Homework:
Notice four things you pass on the way home. Draw them in order to show your journey, e.g. crossing, post box, church, road name.

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