2,+Lions

Type in the content of your page here. || || || KS1 Bitesize

Complete all games - from easy to hard. Colour in the Logo in your DC Folders, when you have finished a topic. || || Log Vowels poems Read all the poems on the site. Complete a worksheet after each one and glue it into your Theme book. Colour in the poem logo in your DC folder when you have finished a worksheet. || **STUDYZONE - Term 3 & 4**
 * ===Focus 1: Understanding words=== ||
 * ===Focus 1: Understanding words=== ||

Word analysis and vocabulary development - lessons and activities:
[|Demonstrate familiarity with the titles and authors of grade level books] [|Read independently and silently] [|Read a minimum of 25 books or the equivalent per year] ||
 * [|Use a dictionary to learn the meanings of words]
 * [|Recognize and produce all letter-sound correspondences, including consonant blends and digraphs, and vowel digraphs and diphthongs]
 * [|Blend sounds using knowledge of letter-sound correspondences in order to decode unfamiliar, but decodable, multisyllabic grade-level words]
 * [|Decode by analogy using knowledge of known words in word families to read unfamiliar grade-level words (e.g. given the known word boat, read coat, moat, goat)]
 * [|Decode grade-level words using knowledge of word structure (e.g. roots, prefixes, suffixes, verb endings, plurals, contractions, and compounds)]
 * [|Know antonyms, synonyms, and homonyms to learn new grade-level vocabulary]
 * [|Know categories of words (e.g. transportation, sports) to learn new grade-level vocabulary]
 * [|Know root words, prefixes, suffixes, verb endings, plural nouns, contractions, and compound words to learn new grade-level vocabulary]
 * [|Learn new words indirectly from reading books and other print sources to learn new words]
 * [|Read instructional-level texts with decodable and irregularly spelled words at appropriate speed, accuracy, and expression]
 * [|Read grade-level common, high frequency sight words automatically]
 * [|Use context to monitor and self-correct when checking accuracy of decoding] ||
 * ====== ||
 * ===Focus 2: Finding Information=== || * [|Recognize book parts and their purposes including identification of author, illustrator, title page, table of contents, index, and chapter headings]
 * [|Interpret and comprehend information from a variety of graphic displays including diagrams, charts, and graphs]
 * [|Use graphic or semantic organizers to categorize and organize information]
 * [|Use text information to support point of view]
 * [|Read a wide range of instructional-level texts (fiction, non-fiction, tall tales, fairy tales, poetry, chapter books, electronic books)] ||
 * ===Focus 3: Main Idea:=== || * [|Compare and contrast similarities and differences in information from more than one informational text]
 * [|Summarize main ideas of text orally and in writing]
 * ===Focus 2: Finding Information=== || * [|Recognize book parts and their purposes including identification of author, illustrator, title page, table of contents, index, and chapter headings]
 * [|Interpret and comprehend information from a variety of graphic displays including diagrams, charts, and graphs]
 * [|Use graphic or semantic organizers to categorize and organize information]
 * [|Use text information to support point of view]
 * [|Read a wide range of instructional-level texts (fiction, non-fiction, tall tales, fairy tales, poetry, chapter books, electronic books)] ||
 * ===Focus 3: Main Idea:=== || * [|Compare and contrast similarities and differences in information from more than one informational text]
 * [|Summarize main ideas of text orally and in writing]
 * * [|Compare and contrast similarities and differences among characters and events across stories] ||
 * * [|Understand that asking questions about text can assist in comprehension] ||
 * * [|Engage in or lead discussion about grade-level texts, integrating multiple strategies (e.g. ask questions, clarify misunderstandings, support point of view, summarize information)] ||
 * * [|Make connections with words and ideas in books to spoken language vocabulary and background knowledge] ||
 * * [|Use comprehension strategies to monitor own reading (e.g. predict/confirm, reread, self-correct) to clarify meaning of text] ||
 * || * [|Read instructional-level texts with comprehension and for different purposes] ||
 * * [|Distinguish between tall tales, fairy tales, chapter books] ||
 * * [|Understand characters, setting, and plot in stories] ||
 * * [|Respond to literal, inferential, and critical/application questions after listening to or reading imaginative and informational texts] ||
 * * [|Demonstrate comprehension of grade-level text through creative response such as writing, drama, and oral presentation] ||
 * * [|Make predictions about characters and story events] ||
 * * [|Use own perspectives and opinions to comprehend text] ||
 * * [|Understand that text must be evaluated for truthfulness]  ||
 * * [|Make connections with words and ideas in books to spoken language vocabulary and background knowledge] ||
 * * [|Use comprehension strategies to monitor own reading (e.g. predict/confirm, reread, self-correct) to clarify meaning of text] ||
 * || * [|Read instructional-level texts with comprehension and for different purposes] ||
 * * [|Distinguish between tall tales, fairy tales, chapter books] ||
 * * [|Understand characters, setting, and plot in stories] ||
 * * [|Respond to literal, inferential, and critical/application questions after listening to or reading imaginative and informational texts] ||
 * * [|Demonstrate comprehension of grade-level text through creative response such as writing, drama, and oral presentation] ||
 * * [|Make predictions about characters and story events] ||
 * * [|Use own perspectives and opinions to comprehend text] ||
 * * [|Understand that text must be evaluated for truthfulness]  ||
 * * [|Understand that text must be evaluated for truthfulness]  ||

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