non chronological resource guidance by SiptGe3


									                Literacy and ICT Resource Guidance

Literacy unit                           Year group
Non-Chronological Reports               Two

The focus of this unit is to use ICT within Literacy. There are lots of
opportunities in the unit to use and create sound using Audacity and to use ICT
skills in a variety of different ways.

These materials can be adapted and used to suit the needs of specific learners.
Ideally this unit is best suited for use during the Summer Term of Year Two,
when pupils have had the opportunity to build on their ICT skills and have some
time to experiment with Audacity and Photo-story.

    The class teacher’s planning – This will need to be adapted for
      differentiation and to suit the needs of your own class
    Unit Plan

Guidance Notes:
The IWB slides should be used as examples or guides and need to be adapted
to suit the needs of the class. These are progressive but some slides can be
used again at different stages of the unit.
The unit overview is the teaching sequence for the unit and can be adapted to
incorporate spelling, word and sentence level work.

Learning Opportunities:
Prior to or during the unit the pupils will need plenty of practice finding/
making sound files, saving them and importing them into Audacity or
Smartnotebook10. This can be modelled effectively using the IWB but pupils
will need time to experiment.
Prior to unit – We made our own storm sounds which we recorded, edited and
layered in Audacity to make ‘storm pieces’. This introduced them to Audacity
and the technical skills they needed before starting the unit.

                                                  Literacy and ICT Project 2009
Useful websites and links:

   Primary Framework


   Sebastian Swan interactive books

   BBC – The really Wild Show

   Primary teaching resources – PowerPoints for teachers’ use

Possible variations and extensions
   Any of the activities can be suggested to fit topics covered.
   Less able pupils can be supported by working within a group.
   More able pupils should be encouraged to ensure they use all features
      and should write in more detail, thinking carefully about the vocabulary
      they use.
   Mindmapping skeletons could be used in any subject for reviewing prior
      knowledge and planning learning.

                                                        Literacy and ICT Project 2009

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