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The interactive games and print off activities on this site address the following requirements of the National Curriculum for Key Stage 1/Scotland 5-14A.
Reading
Skills:
- phonological awareness and phonics in order to: hear, identify and blend phonemes in words, recognise and explore rhyme, alliteration and sound patterns and relate these to patterns in letters.
- word recognition and graphic knowledge, in order to: recognise words with common spelling patterns.
- to read on sight high-frequency words and other familiar words.
Range of texts:
- stories and poems with familiar settings and those based on imaginary or fantasy worlds,
- stories plays and poems by significant children's authors
- retellings of traditional folk and fairy stories
- stories plays and poems with patterned and predictable language
- stories and poems that are challenging in terms of length or vocabulary
- texts where the use of language benefits from being read aloud and reread. poems with familiar settings and those based on imaginary or fantasy worlds, literature with patterned and predictable language, texts where the use of language benefits from being read aloud and reread.
Writing
Skills:
- When composing
pupils should be taught to put their ideas into sentences,
vary their writing depending on purpose and reader,
use texts they read as models for their own writing.
Pupils should draw on their prior experience of literacy,
including: how sounds are represented in print.
- In spelling
pupils should be taught to use their knowledge of
sound-symbol relationships and phonological patterns,
recognise and use simple spelling patterns.
Range:
- The range
of readers for writing should include teachers, other
adults, children,the writers themselves.
- Pupils should
be given opportunities to use ICT equipment and software
confidently... and should be given opportunities to
use a variety of ICT equipment ...to carry out a variety
of functions in a range of contexts:
- 'Controlling
and Modelling' - a) to recognise that control is integral
to many everyday devices b)give direct signals or
commands that produce a variety of outcomes and describe
the effects of their actions.
The resources on this site fall into specific areas that
are introduced at different stages of the NLS Framework
of teaching objectives for Year 1 and 2:
- CVC Words
- Year 1 Term 1
- to discriminate and segment all three phonemes
in CVC words;
- to blend phonemes to read CVC words in rhyming and
non-rhyming sets;
- to represent in writing the three phonemes in CVC
words, spelling them first in rhyming sets, then in
non-rhyming sets;
- Consonant
Clusters - Year 1 Term 2
- to investigate, read and spell words ending in
ff, ll, ss, ck
- to discriminate, read and spell words with final
consonant clusters, e.g. nd, lp, st;
- to identify separate phonemes within words containing
clusters in speech and writing;
- to blend phonemes in words with clusters for reading;
- Long Vowel
Sounds - Year 1 Term 3
- the common spelling patterns for each of the
long vowel phonemes: ee ai ie oa oo (long as in moon)
- Long Vowel Phonemes - Year 2
- to learn the common spelling patterns for the vowel phonemes: ow, oy, ar, deep u, air, or, aw, ir and ear;
- to identify them in speech and writing;
- to blend them for reading and segment them for spelling;
- High Frequency
Words - throughout Key Stage One
- to read on sight high frequency words (approximately
200 listed). By the end of Y2, pupils should be able
to read all of the listed words easily, in and out
of context.
- Magic Pencil
- throughout Key Stage One
- to practise handwriting in conjunction with spelling
and independent writing, ensuring correct letter orientation,
formation and proportion, in a style that makes the
letters easy to join later.
This site
provides complete lesson plans for the Literacy
Hour, including 'shared texts' for whole class work
and a variety of interactive games and printable
activity sheets for independent/group work. Teachers
with access to an 'interactive white board' may
also find many of the games suitable for whole class
work.
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