Curriculum Activities

The lesson plans which follow are derived from the context of the Australian Curriculum where the general capability - ICT Capability - is located. It is important to note, however, that within the curriculum there are in fact a number of ways to integrate ICT and teach ICT capability. The first is to do as such and use the opportunities presented. Secondly, if opportunities do not arise then teachers can create them themselves so long as the appropriate time arises and that suitable software is selected for student use. Please remember, that students will only develop their ICT capability if they are provided with the opportunities to use more intellectually challenging content-free software such as word processors, coding programs, databases and graphic and graphing programs where the students’ level of decision-making and control is high.

These curriculum activities include references to the following in the ‘Above Satisfactory’ work samples: • Text connections; • Character preferences; • Written response: comparing literary texts; • Digital presentations and; • Character study.

Literacy Development

The lesson plans included in this teaching resource only cover the ICT capability context of literacy development. Therefore, it is important that before implementing these in the classroom that you do further literacy activities and development based on the context provided in the Australian Curriculum. Lesson plans here can be implemented to further develop student literacy with the use of ICT at the completion of previous exercises and only when the teacher deems that the student has progressed to the level required and set by the work program devised.

Literacy Development with ICT

To conduct effective literacy lessons which are supported by ICT you will need to make effective use of the provisionality inherent in ICT. Provisionality is the the non-permanent nature of ICT, the potential to change work easily. Writing text with a word processor is a classic example of provisionality.

Word processors are a useful tool for presenting work neatly and they are great for drafting, re-drafting and editing. Editing offers powerful possibilities, and may be structured in ways that develop both literacyand ICT capability. It is through these processes that students will be able to develop further literacy skills alongside their capabilities in ICT. The curriculum activities set in this resource are aligned with these processes and teachers should learn to use word processors to their full potential by becoming familiar with its features and functions in terms of how they can be implemented in the context of literacy learning.

The paper versions which you had prepared earlier for the students can be used for planning. For example, each of the paper work samples provided in the Work Sample Portfolio on the national curriculum website, can be used as part of their planning stage and then transferred onto the use of a word processor.

Included in these activities are opportunities for teachers to implement the following word processors: • MS Word; • Google Docs; • Pages for iPads; • Email (school intranet); • Blogs;

Other software which may be used in these curriculum activities are as followed: • MS PowerPoint and • Desktop publishers (MS Publisher).

How to use the Activity Planning Sheets

Planning and assessment are so closely related that is best that they are addressed together. As assessment is closely linked to forward planning, we have put together activity planning sheets that will not only save you time in your planning but also ensure that each aspect supports the other.

An activity planning sheet sets out what to look for in a student’s work as well as specifying the nature and purpose of the activity. Records like this can be used:

• By principals, deputy principals and ICT coordinators to monitor the implementation of ICT across the school; • To assist the teacher in future planning; • To inform the teacher of the next year group of what has been covered; • To inform supply teachers; • To show any discrepancies between what was taught and what was actually planned.

Delivering the Lesson

A range of teaching strategies should be employed to meet the different needs of individuals. This means that you must use a range of teaching and learning approaches both effectively and with confidence. These strategies have already been planned for you in your lesson plans, however, they will stand as an example for you to implement in any future planning which you may do. Eventually, they should all become second nature to you in your teaching practices.

To be an effective literacy-technology integrator, you must first plan and seek to develop every component of ICT capability. You must also always remember that as much as ICT may be used in the lesson, it is still a literacy focused lesson and should remain as such.

Structuring the Literacy-Technology Learning

It is important that to build on a student’s learning at home that you set clear objectives, have structured activities and have high expectations of all students. The teaching strategies you will use to successfully integrate ICT in the literacy lesson are very similar. Use the following sequence:

Whole class briefing on the literacy context and ICT activity; Detailed explanation to each group when they are ready to work on the ICT activity; Careful choice of pairs to work on a computer in turn; Review the key points with the groups afterwards.

Work with the whole class or group beforehand to clarify your expectations and focus their attention on what they are going to do. Then generate ideas about how they might go about it and demonstrate any new ICT techniques involved.

INTRODUCTION

Literacy activities even with ICT represent important learning objectives and therefore, you need to introduce it by way of questioning of students. If your students are new to the software or the ICT techniques they are going to use, start by discussing what it can do and how this might be achieved. Do not demonstrate a fixed sequence of ICT techniques. This will help develop student autonomy in the selection of ICT tools and resources.

It is in this section that you will typically demonstrate ICT techniques by using whole class teaching. Whole class teaching can also be used when presenting text, explaining ICT concepts, simple presentations and linking literacy and ICT ideas together. When demonstrating ICT techniques, ensure that the students associate the actions involved with the effect it achieves. This is very helpful and should be seen as a means of communicating and thinking about the action and its effect. Use this strategy especially if the name is used in menu options as well as for mouse movements, buttons or shortcuts.

When you are explaining ICT concepts it is a good idea to discuss examples and non-examples of a concept, both with and without ICT, in order to emphasise the important features of the concept. This example provided by Kennewell et al. (2000) should be kept in mind:

A poster is not a ‘message’, as it is not communicated to a particular person. Other examples include:

ICT concept

Electronic document

Message

Hypertext

Model

Database

Database query Powerpoint presentation, word processed report, poster produced by DTP.

An email.

Webpages, multimedia authoring.

Spreadsheet.

Student record system.

Finding all Year 2 students who are studying ICT. Handwritten transparencies, printed book, drawing on paper.

Phone call, letter, poster.

Electronic document, printed book, videotape.

Table in document, printed accounts.

Examples Non-examples & analogies

Spreadsheet, card file.

Table 5. Representing ICT concepts (Kennewell et al., 2000, p.143) Visually identifying students in ICT classes.

Remember to challenge naïve ideas about handling particular ICT techniques. This should also be done when monitoring the progress of the individual student. Examples of this include the following:

• When students use spaces to spread out text on a line or page, the teacher could show the effect of adding extra text so that the spaces move to a different position in the line; • If they use the Backspace key to delete back to an earlier mistake and re-type, the teacher could set a task requiring the editing of previously composed text to achieve a different goal.

PRACTICAL SECTION (BODY)

This part of the literacy lesson represents a significant proportion of the learning that will take place. It is here where you will effectively teach ICT capability alongside literacy learning. In the introduction, you used whole class teaching to demonstrate ICT techniques. Later when assessing student progress, you will need to determine if students were able to carry out these ICT techniques throughout the lesson after being shown the demonstration.

Throughout the practical section of the lesson, it will be important that you provide a range of support for the students in your class. Kennewell et al. (2000, p. 143) advises that when focusing on ICT techniques, the following may be used successfully in appropriate situations:

• Demonstration with descriptive or explanatory commentary – mainly used in introducing the ideas to a group or the whole class; • Monitored instruction – the teacher gives instructions step-by-step and checks that the students are following; • Monitored repetition – the students try to repeat the ICT technique, with the teacher filling in what the students can’t do; • Guided discovery – the student tries to work out the steps, with the teacher providing questions/prompts to help them recognise relevant cues, concepts and familiar ICT techniques; • Guided repetition – the student tries to repeat the ICT technique, with the teacher providing questions/ prompts to help the student recognise relevant cues and concepts; • Quick fix – the teacher solves a problem without explanation to enable the student to focus on the intended objectives.

There are five principles that you must adhere to throughout the literacy lesson if you are to achieve this. These include:

• Establishing a community of learners by being attentive to grouping strategies and classroom management techniques that will build, maintain and enhance the learning circle; • Make sure that you expect, model and teach productive ways of communicating. Encourage students to talk as a means of exploring new ideas and working collaboratively; • Connect literacy and content area instruction by using a thematic approach to foster in-depth learning; • Monitor and observe to ensure that you meeting individual student needs and; • Become an active decision maker. (Watts-Taffe & Gwinn, 2007)

It is important to remember that just providing exposure to ICT is not in itself sufficient to ensure that learning occurs in Literacy lessons. If you fail to challenge to students intellectually by using just focusing on ICT techniques then you will not be developing their ICT capability effectively. Instead, this may constitute little more than the development of further computer-situated techniques.

Your aim must be to maintain an appropriate balance between the factors according the objectives of the literacy-ICT activity. In other words, a student must find, and overcome, difficulties for learning to occur. But if the ICT interference factor is too large, the student will have little processing power left to use for the application of the software to the problem.

In this section, students are best to work either independently or in pairs on the literacy-ICT activity. At certain intervals in the lesson, you may discuss with students what it is they are doing at the process level. Avoid simply identifying the next ICT technique. It may be helpful to draw on relevant images and analogies in order that students gain an understanding for the whole process. Afterwards, they should be able to identify useful ICT techniques themselves.

For higher order skills, you will initially manage the planning, monitoring and evaluation of students’ work whilst involving students in the process through whole class teaching.

How to monitor and intervene?

Throughout the practical part of the lesson, it will be important for you to monitor student use of ICT for two reasons. First, it is common for students to appear to be usually occupied with the task when in fact they are working very inefficiently and failing to exploit the full potential of the ICT tool and resource. Secondly, because of the richness of the ICT tools which they may use they can divert very easily from the intended task without it being too obvious from their behaviour. You will need to monitor and intervene in the appropriate ways.

By monitoring, you will also be able to provide feedback and support to students and this will in turn stimulate learning at important moments.

Developing all the components of ICT capability also involves actively monitoring these components throughout the lesson.

• Routines needs to be monitored by using an up-to-date checklist of the ICT techniques that students the students should be able to use routinely. The checklist needs to have the latest hardware and software available. In addition, make note how a student was able to carry out the ICT technique. For example, were they hesitant, steady or fluent? There will need to be a checklist for every individual student.

• ICT techniques is monitored similarly to routines except you will need a class checklist which will help you keep track of student progress in terms of who is confident in using the ICT techniques. It is important to provide the minimum amount of support and then withdraw it as soon as possible.

• For processes, as they are made up of several ICT techniques it will be important that they have an understanding of the relevant concepts needed in order to analyse a situation and identify the particular ICT techniques required to reach the desired goal. As such, the task you set must NOT be set out step-by-step so that you can let them try out new ideas, observe their approach and intervene when they fail to make the expected progress. As with ICT techniques, the minimum amount of support must be provided and then withdrawn as soon as possible.

• Higher order skills is just as important as the other components and you can use one of the following teaching strategies to aid its development.

1. Model the ICT techniques of strategic planning by thinking out loud in front of the students to show the questions which might be asked during the process; 2. Give groups of students responsibility for planning a task and coach them by asking questions at intervals to guide students towards a viable plan; 3. Involve the students socially in planning, monitoring and evaluating and reflecting through whole class teaching.

CONCLUSION OF LESSON

At the end of the lesson it will be important that you provide enough time for students to be able to reflect on their ICT learning. This will help with their concept development and can be carried out either with a write-up activity to focus students’ thinking on principles they have met. Research or discussion activities in groups can also be used and be reported in a presentation.

Summary of Key Teaching Points - Delivering the Lesson

• Plan and seek to develop every component of ICT capability; • Prepare structured ICT tasks and activities; • Use whole-class teaching to demonstrate new ICT techniques; • When introducing new software and ICT techniques start by discussing what it can do and how it can be achieved; • Clarify your expectations beforehand and focus their attention on what they are going to do; • Provide a range of support for the students; • Monitor the components and intervene at the appropriate time to promote their higher order skills; • Use a checklist of the ICT techniques to track student progress; • At the end of the lesson, ensure that you provide ample time to allow students to reflect on their ICT learning.

Text Connection

Lesson description

Students are to construct an ICT solution to a problem which are appropriate to the literacy context and are based on their knowledge of the opportunities and limitations of the software available i.e. Word processors.

They are to redraft and edit their text connection paper-based work in a document form and save it under different names at the end of the lesson.

Problem Statement

Type into a document the questions and answer of your worksheet on text connection and save it at the end of ever lesson in the correct location using a different file name every time.

Achievement Standards (English)

• Understanding how similar text share characteristics by identifying characters, settings and events; • Identify literal and implied meaning, main ideas and supporting details; • Explain their preferences for aspects of text using other texts as comparisons; • Accurately spell familiar words and attempt to spell less familiar words accurately; • Legibly write unjoined upper and lower case letters.

Assessment

Higher Order Skills ICT Techniques Curriculum Context

Analysis: Students edit the text.

Application: Students type their draft work.

Synthesis: Students rewrite their paper-based work.

Evaluation: Students compare and conclude their work. Insert text

Saving file as a .doc in the correct location

Opening a word processor.

Use of spell and grammar checker.

Use of Shift key or Caps lock.

Use of Font style – bold, italics, underline English (ACELA1466), (ACELY1674)

ICT Capability LC: Communicating with ICT; Managing and Operating; Creating with ICT.

MS Word Activity

1. Students to open a new blank document file using MS Word. 2. Students to click File-Save As, and name their file under their own name with a number after it starting with 1 e.g. Sam 1. After the end of every lesson up until the activity is completed, students are to save the file by changing the number e.g. Sam 2 for lesson 2. The teacher or teaching aide to come around and check Saving options to ensure that the software will save automatically after every 5 minutes. 3. Students to begin by typing the questions and emphasising it by changing the font style. © ICTE Solutions Australia 2018

4. Students to check spelling and grammar mistakes. Look for words with the squiggly lines beneath them, right click and choose and change the correct spelling. 5. Students are to check for correct grammar and use the Shift key or Caps Lock key to type a capital letter when needed. Check where the commas and full stops need to be placed. 6. Students are to complete the same process once they have typed up their answer beneath the questions.

Resources Needed

This activity can be conducted by using the following ICT tools and resources: • Micrsoft Word; • Edublog or Wordpress; • Wikis; • Web authoring tools.

DATE: SUBJECT: ENGLISH Curriculum Context: Text Connection – MS Word

AUSTRALIAN CURRICULUM LINK Language – Text structure and organisation

ACELA1466- Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines. Elaboration: Learning about features of screen texts including menu buttons, drop down menus, links and live connections

ICT Capability Element: Communicating ICT

Understand computer mediated communications Understand that Understand that messages are recorded, computer mediated viewed or sent in communications may computer mediated be received later by the communications for others to receive receiver

Literacy – Creating text

ACELY1674 - Construct texts featuring print, visual and audio elements using software, including word processing programs. Elaboration: Experimenting with and combining elements of software programs to create texts .

Managing and operating ICT

Select and use hardware and software Identify and safely Identify and safely operate ICT systems to operate a selected range complete relevant simple of appropriate devices, specified tasks and seek software, functions help when encountering a and commands when problem operating an ICT system and attempt to solve a problem before seeking help

Creating with ICT

Generate solutions to challenges and learning area tasks Understand that messages are recorded, viewed or sent in computer mediated communications for others to receive Understand that computer mediated communications may be received later by the receiver

PREVIOUS LESSON

In the previous lesson, students read a text and where asked to consider how it connected to another text. They were asked to identify the key areas of the text, identify another text that connects to the text they read and, identify the connections between the two texts. They completed a worksheet to demonstrate this.

LESSON OVERVIEW

Students who have completed their draft plan on their text connection worksheet will continue their literacy learning by typing it up using a word processor. MS Word will be the software of choice and students will be taught how to use the keyboard and locate a Shift key for capital letters, changing font style and sizes, saving the document and accessing the file for next time. In addition, to further develop their ICT capability they use the Spell checker and learn how to righ click to be able to choose the appropriate spelling of a word.They will understand that whenever a word they typed has a red squiggly line underneath it, they will need to check its spelling ensuring a continual focus on literacy.

For ICT: Most students will need to know their passwords and usernames in order to log into the computer. They will need experience in opening a word processor, saving files and accessing their files, practice using a keyboard (touch typing skills) and using Shift keys and spell checkers. For English: The aim of the lesson is to practice their literacy skills using a word processor. Students will need to be made aware of the achievement standards stated in the activity, which include: • Understanding how similar text share characteristics by identifying characters, settings and events; • Identify literal and implied meaning, main ideas and supporting details; • Explain their preferences for aspects of text using other texts as comparisons; • Accurately spell familiar words and attempt to spell less familiar words accurately; • Legibly write unjoined upper and lower case letters.

GROUPING OF STUDENTS

Decide if this lesson is for the whole class, a group, a pair or an individual. Will the group work on the activity all week? Or will different groups of children work on it throughout the week?

RESOURCES

Circle the appropriate choices. Hardware: Desktop computers, laptops or iPads. Software: Word processing – MS Word , Google Docs, Pages for iPads, Wordpress (student blogging), Edublogs

THEORTICAL CONTEXT

The benefits of using ICT to support the processes of improving writing extends across the curriculum. The major benefit of word-processing is the possibility of redrafting. While text is on the screen it is fluid and malleable and it can be changed in any way without leaving a trace. This presents a zone of possibility to the writer, and has already had enormous impact on the way a writer operates in creating texts. The most obvious implication for teaching and learning is that children can benefit most from this ‘creative space’ of the word-processor in the initial stages of writing – when they are collecting and shaping ideas.

YOUR OWN LEARNING NEEDS

Note down any ICT concepts you need to revise and review before teaching the students.

ORGANISATIONAL MEMORY JOGGER

Do you know all you need to know about passwords, location of keys to the computer suite, store cupboard, etc.? Have you checked on availability of all of the items you need to run the lesson?

• Listen to what students to say and encourage them to share their ideas; • Help the children to understand that it is acceptable to try out their ideas and make mistakes; • Give the students time to work out their answers; • Take every opportunity to praise students’ success when completing the activity or developing a computer skill.

LEARNING OBJECTIVES

By the end of the lesson, I will expect most of the students to achieve the following: • Access a file on MS Word; • Save a file using appropriate filenames; • Edit text using a mouse; • Delete or Backspace keys; • Alter font, font size and colour. What do you expect different members of the class to achieve in terms of their different ability levels?

DIFFERENTIATION

How will I help children who are experiencing difficulties with ICT?

How will I develop further the skills, knowledge and understanding of the most able in the class?

How will I ensure an appropriate level of challenge for all ability groups? How will you support specific needs?

LEARNING NEEDS – ENGLISH AS AN ADDITIONAL LANGUAGE

The strategies that I will use include: - Partnering the children appropriately according to the language needed to access the activity; - Allow some pairs to work at the same computer if they are experiencing difficulties; - Check and re-check understanding of task.

- Other:

How will you support any children in the class with SEN?

Possible strategies include peer tutoring; Use printouts to help with the sequence of events; Make step-by-step cards; Enlist the help from other students; Consider any minor adjustments to the existing activity; Use the never-ending activity e.g. beebots; Set challenges.

ASSESSMENT OPPORTUNITIES

Students will be assessed on their capabilities to: • Logging on and off their portal; • Editing text: Backspace and Delete key; • Using Shift key or Caps Lock to create capital letters; • Inserting text; • Saving file as a .doc in the correct location; • Opening a word processor; • Editing text: Use of Spell and Grammar checker. • Use of Font style – bold, italics, underline.

KEY QUESTIONS

Questions will be asked when it comes time to intervene and they will be in the form of focusing questions to assist students in the formation of generalisations. Possible structured questions that focus on the process used: • What key would you press? • How would you delete a word? What would be an easier way of doing that? • How would you create a new line? • Why is there a squiggly line under the word? • What key do you press to leave a space between the words?

• What have you discovered? Tell me about it.

• Why do you think you have got those results?

• What would happen if……?

• Will you scroll down the page until you reach the end?

• Will you click on one of the words or icons designed to take you to another location?

• Which link will you click on first and why?

Depending on your resource setting (whether you are in a classroom with one computer, in a computer suite or a hub in a corridor), how long will the different phases of your lesson last? You will need an Introduction, Body and Conclusion.

TEACHER REFLECTION

Use the questions provided earlier in this resource to help you reflect.

Year 2 ICT Capability LC Elements

Subject: English/ICT/literacy Creating with ICT Topic: Text Connections (WP) Communicating with ICT Managing and Operating ICT Activity: Students will use MS Word or Pages as a word processor to draft/redraft and improve their writing and literacy skills about text connections which they have learnt. They will learn how to edit text using a mouse, the Delete and Backspace keys and the Shift key for capital letters. They also learn how to alter the font in terms of size, colour and style. For students that will have completed redrafting their work, they may also learn how to insert and resize graphics. Advanced students will have the time to learn how to find and locate the Insert tab in order to select Shapes and format them appropriately using colour, effects and outlines.

Grouping: For students who are EAL or SEN that may work better as a pairs otherwise students can work individually.

Assessment: Independent management of work. Appropriate use of Caps Lock and Shift keys. Appropriate use of font/style/colour of text. Resizing graphics and use of Delete and Backspace key. In addition, use of Spell and Grammar checker.

Text Connection: Using MS PowerPoint Lesson description

Students are to construct an ICT solution to a problem which are appropriate to the literacy context and are based on their knowledge of the opportunities and limitations of the software available i.e. Presentation software.

They are to redraft and edit their text connection paper-based work in a document form and save it under different names at the end of the lesson.

Problem Statement

Communicate to a particular audience, for example, your friend or the person beside you, the main points highlighted in your text connection worksheet. There needs to be at least three dot points made for each question answered on every slide. Include an appropriate picture to go with the slide. If finished, you may add effects to the transitions between each section of the presentation.

Achievement Standards (English)

• Understanding how similar text share characteristics by identifying characters, settings and events; • Identify literal and implied meaning, main ideas and supporting details; • Explain their preferences for aspects of text using other texts as comparisons; • Accurately spell familiar words and attempt to spell less familiar words accurately; • Legibly write un-joined upper and lower case letters.

Assessment Higher Order Skills

Analysis: Students edit the text.

Application: Students type their draft work.

Synthesis: Students rewrite their paper-based work.

Evaluation: Students compare and conclude their work. Enter text in a text box

Highlight text: change font, font colour, size and alignment.

Use Undo button

Navigate from slide to slide

ICT Techniques Curriculum Context

Insert pictures from file, move and resize.

Inset, move and delete clipart

Use print preview

Open document Save As Insert, move and size text box Format slide background English: (ACELA1466) (ACELY1674)

ICT Capability LC: Communicating with ICT; Managing and Operating; Creating with ICT.

1. Students are to prepare a presentation based on the text connection worksheet. 2. Students are to create a title slide and three other slides for each question on the worksheet. 3. If the student wants to insert text, they are to insert a new text box. They will need to change the font style, size and colour. The text box will have handlebars showing if selected. Students are to click inside the text box to add text. 4. If they want to they can use WordArt to create slide titles. They will need to select the frame to have the handlebars shown so that they can resize it if they wish. 5. Students will need to add slides and will need to choose the correct slide layout.

• To choose add slides, students click on New Slide and select the appropriate layout which is the two content slide.

6. The title of each slide is to be the question that they have answered. 7. Students insert clip art into the slide. The clip art can then be moved and resized.

• To insert clip art, students go to the Insert tap and click Online Pictures. They enter the type of picture that they want in the Bing Search bar, such as border clipart, select the picture they desire and then click

Insert. • To resize the picture proportionally, students click on a corner handlebar and, holding down the mouse button, drag it diagonally to the desired size. To move the picture within the slide, students click and hold down the mouse button in the centre of the picture and drag it to the desired location.

8. Students are to include at three dot points for each slide to summarise their answers. 9. Students are to print their work by going to File menu and clicking on Print > Full Page Slides > Hand outs > 4 slides per page > Print. 10. Students are to present their work to the class.

DATE: SUBJECT: ENGLISH Curriculum Context: Text Connection – Using MS PowerPoint

AUSTRALIAN CURRICULUM LINK Language – Text structure and organisation

ACELA1466- Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines. Elaboration: Learning about features of screen texts including menu buttons, drop down menus, links and live connections

ICT Capability Element: Communicating ICT

Understand computer mediated communications Understand that Understand that messages are recorded, computer mediated viewed or sent in communications may computer mediated be received later by the communications for others to receive receiver

Literacy – Creating text

ACELY1674 - Construct texts featuring print, visual and audio elements using software, including word processing programs. Elaboration: Experimenting with and combining elements of software programs to create texts .

Managing and operating ICT

Select and use hardware and software Identify and safely Identify and safely operate ICT systems to operate a selected range complete relevant simple of appropriate devices, specified tasks and seek software, functions help when encountering a and commands when problem operating an ICT system and attempt to solve a problem before seeking help

Creating with ICT

Generate solutions to challenges and learning area tasks Understand that messages are recorded, viewed or sent in computer mediated communications for others to receive Understand that computer mediated communications may be received later by the receiver

PREVIOUS LESSON

In the previous lesson, students read a text and where asked to consider how it connected to another text. They were asked to identify the key areas of the text, identify another text that connects to the text they read and, identify the connections between the two texts. They completed a worksheet to demonstrate this.

LESSON OVERVIEW

Students who have completed their draft plan on their text connection worksheet will continue their literacy learning by redrafting in in a presentation software. MS PowerPoint will be used and based on the three questions which they had answered, they will create four slides including a title slide. They will learn how to insert images and resize them along with editing using the mouse, Delete and Backspace keys. They will also learn to use the Spell checker and to alter font size, style and colour.

For ICT: Most students will need to know their passwords and usernames in order to log into the computer. They will need experience in opening presentation software, saving files and accessing their files, practice using a keyboard (touch typing skills) and using Shift keys and spell checkers. For English: The aim of the lesson is to practice their literacy skills using a word processor. Students will need to know how to pick out and summarise key points in a sentence

GROUPING OF STUDENTS

Decide if this lesson is for the whole class, a group, a pair or an individual. Will the group work on the activity all week? Or will different groups of children work on it throughout the week?

RESOURCES

Circle the appropriate choices. Hardware: Desktop computers, laptops or iPads. Software: Presentation software such as MS PowerPoint, Keynote for iPad and Prezi.

THEORTICAL CONTEXT

The benefits of using ICT to support the processes of improving writing extends across the curriculum. The major benefit of word-processing is the possibility of redrafting. While text is on the screen it is fluid and malleable and it can be changed in any way without leaving a trace. This presents a zone of possibility to the writer, and has already had enormous impact on the way a writer operates in creating texts. The most obvious implication for teaching and learning is that children can benefit most from this ‘creative space’ of the word-processor in the initial stages of writing – when they are collecting and shaping ideas.

YOUR OWN LEARNING NEEDS

Note down any ICT concepts you need to revise and review before teaching the students.

ORGANISATIONAL MEMORY JOGGER

Do you know all you need to know about passwords, location of keys to the computer suite, store cupboard, etc.? Have you checked on availability of all of the items you need to run the lesson?

• Listen to what students to say and encourage them to share their ideas; • Help the children to understand that it is acceptable to try out their ideas and make mistakes; • Give the students time to work out their answers; • Take every opportunity to praise students’ success when completing the activity or developing a computer skill.

LEARNING OBJECTIVES

By the end of the lesson, I will expect most of the students to achieve the following: • Access a file on MS PowerPoint; • Save a file using appropriate filenames; • Edit text using a mouse; • Delete or Backspace keys; • Inserting images; • Alter font, font size and colour. What do you expect different members of the class to achieve in terms of their different ability levels?

DIFFERENTIATION

How will I help children who are experiencing difficulties with ICT?

How will I develop further the skills, knowledge and understanding of the most able in the class?

How will I ensure an appropriate level of challenge for all ability groups? How will you support specific needs?

LEARNING NEEDS – ENGLISH AS AN ADDITIONAL LANGUAGE

The strategies that I will use include: - Partnering the children appropriately according to the language needed to access the activity; - Allow some pairs to work at the same computer if they are experiencing difficulties; - Check and re-check understanding of task.

- Other:

How will you support any children in the class with SEN?

Possible strategies include peer tutoring; Use printouts to help with the sequence of events; Make step-by-step cards; Enlist the help from other students; Consider any minor adjustments to the existing activity; Use the never-ending activity e.g. beebots; Set challenges.

ASSESSMENT OPPORTUNITIES

Students will be assessed on their capabilities to: • Logging on and off their portal; • Editing text: Backspace and Delete key; • Using Shift key or Caps Lock to create capital letters; • Inserting text and text boxes; Inserting WordArt - resizing, moving etc; • Saving file as a .ppt; • Opening presentation softwarw; • Editing text: Use of Spell and Grammar checker. • Use of Font style – bold, italics, underline.

KEY QUESTIONS

Questions will be asked when it comes time to intervene and they will be in the form of focusing questions to assist students in the formation of generalisations. Possible structured questions that focus on the process used: • What key would you press? • How would you delete a word? What would be an easier way of doing that? • How would you create a new line? • Why is there a squiggly line under the word? • What key do you press to leave a space between the words?

• What have you discovered? Tell me about it.

• Why do you think you have got those results?

• What would happen if……?

Depending on your resource setting (whether you are in a classroom with one computer, in a computer suite or a hub in a corridor), how long will the different phases of your lesson last? You will need an Introduction, Body and Conclusion.

TEACHER REFLECTION

Use the questions provided earlier in this resource to help you reflect.

Year 2 ICT Capability LC Elements

Subject: English/ICT/literacy Creating with ICT Topic: Text Connections (PP) Communicating with ICT Managing and Operating ICT Activity: Students will use MS PowerPoint, Keynote or Prezi as a presentation software to summarise their text connections answers on their worksheets. They will learn how to insert online clipart, add, size and move text boxes. Students will have the choice to use WordArt and will need to learn how to create a new slide while choosing the appropriate slide layout. Grouping: For students who are EAL or SEN that may work better as a pairs otherwise students can work individually. Assessment: Independent management of work. Appropriate use of Shift keys. Appropriate use of font/ style/colour of text. Resizing graphics and use of Delete and Backspace key. In addition, use of Spell and Grammar checker. Use of WordArt. Inserting text boxes - resize and moving; Highlighting text; Open a document, Save As;

Character Preference

Lesson description

Students are to construct an ICT solution to a problem which are appropriate to the literacy context and are based on their knowledge of the opportunities and limitations of the software available i.e. Word processors. They are to type why they like a particular character in a story which they have just read and discussed.

Problem Statement

Type into a document why they prefer a particular character and save it as a file in a folder. Choose to either draw or insert a picture of that character from the Internet.

Achievement Standards (English)

• Make connects between text by comparing content; • Explain their preference for aspects of text using other texts as comparisons; • Accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately; • Legibly write unjoined upper and lower-case letters.

Assessment

Higher Order Skills ICT Techniques Curriculum Context

Analysis: Students edit the text.

Application: Students type their draft work.

Synthesis: Students rewrite their paper-based work.

Evaluation: Students compare and conclude their work. Insert text

Saving file as a .doc in the correct location

Opening a word processor.

Use of spell and grammar checker.

Use of Shift key or Caps lock.

Use of Font style – bold, italics, underline English (ACELA1466), (ACELY1674)

ICT Capability LC: Communicating with ICT; Managing and Operating; Creating with ICT.

MS Word Activity

1. Students to open the MS Word template set up by the teacher. 2. Students to click File-Save As, and name their file under their own name with a number after it starting with 1 e.g. Sam 1. After the end of every lesson up until the activity is completed, students are to save the file by changing the number e.g. Sam 2 for lesson 2. The teacher or teaching aide to come around and check Saving options to ensure that the software will save automatically after every 5 minutes. 3. Students to redraft their answers from their character preference worksheet into the box provided. 4. Students can decide to either draw a picture of their character or find a picture on the Internet if possible and insert it beside their text.

DATE: SUBJECT: ENGLISH Curriculum Context: Character Preference - Redrafting using MS Word word processor

AUSTRALIAN CURRICULUM LINK Language – Text structure and organisation

ACELA1466- Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines. Elaboration: Learning about features of screen texts including menu buttons, drop down menus, links and live connections

ICT Capability Element: Communicating ICT

Understand computer mediated communications Understand that Understand that messages are recorded, computer mediated viewed or sent in communications may computer mediated be received later by the communications for others to receive receiver

Literacy – Creating text

ACELY1674 - Construct texts featuring print, visual and audio elements using software, including word processing programs. Elaboration: Experimenting with and combining elements of software programs to create texts .

Managing and operating ICT

Select and use hardware and software Identify and safely Identify and safely operate ICT systems to operate a selected range complete relevant simple of appropriate devices, specified tasks and seek software, functions help when encountering a and commands when problem operating an ICT system and attempt to solve a problem before seeking help

Creating with ICT

Generate solutions to challenges and learning area tasks Understand that messages are recorded, viewed or sent in computer mediated communications for others to receive Understand that computer mediated communications may be received later by the receiver

PREVIOUS LESSON

In the previous lesson, students read and discussed a character in a text. They were given a worksheet where they were asked to draw their favourite character and write why they like that character.

LESSON OVERVIEW

Students who have completed their draft plan on their character preference worksheet will be able to access a word processor like MS Word and redraft their answers. They will be able to learn word processing techniques such as typing through the use of the keyboard as well as practice inserting a character from a file or the Internet. In addition, they will develop their ICT capability by learning key functions of the keyboard for improving literacy such as using Shift keys for capital letters, changing fonts and especially use of the Spell and Grammar checker.

For ICT: Most students will need to know their passwords and usernames in order to log into the computer. They will need experience in opening a word processing program, saving files and accessing their files, practice using a keyboard (touch typing skills) and using Shift keys and spell checkers.

For English:

GROUPING OF STUDENTS

Decide if this lesson is for the whole class, a group, a pair or an individual. Will the group work on the activity all week? Or will different groups of children work on it throughout the week?

RESOURCES

Circle the appropriate choices. Hardware: Desktop computers, laptops or iPads. Software: Word processing software such as MS Word, Pages, Google Docs etc.

THEORTICAL CONTEXT

The benefits of using ICT to support the processes of improving writing extends across the curriculum. The major benefit of word-processing is the possibility of redrafting. While text is on the screen it is fluid and malleable and it can be changed in any way without leaving a trace. This presents a zone of possibility to the writer, and has already had enormous impact on the way a writer operates in creating texts. The most obvious implication for teaching and learning is that children can benefit most from this ‘creative space’ of the word-processor in the initial stages of writing – when they are collecting and shaping ideas.

YOUR OWN LEARNING NEEDS

Note down any ICT concepts you need to revise and review before teaching the students.

ORGANISATIONAL MEMORY JOGGER

Do you know all you need to know about passwords, location of keys to the computer suite, store cupboard, etc.? Have you checked on availability of all of the items you need to run the lesson?

• Listen to what students to say and encourage them to share their ideas; • Help the children to understand that it is acceptable to try out their ideas and make mistakes; • Give the students time to work out their answers; • Take every opportunity to praise students’ success when completing the activity or developing a computer skill.

LEARNING OBJECTIVES

By the end of the lesson, I will expect most of the students to achieve the following: • Access a file on MS Word; • Save a file using appropriate filenames; • Edit text using a mouse; Use Shift keys for capital letters; • Delete or Backspace keys; • Inserting images; • Alter font, font size and colour. What do you expect different members of the class to achieve in terms of their different ability levels?

DIFFERENTIATION

How will I help children who are experiencing difficulties with ICT?

How will I develop further the skills, knowledge and understanding of the most able in the class?

How will I ensure an appropriate level of challenge for all ability groups? How will you support specific needs?

LEARNING NEEDS – ENGLISH AS AN ADDITIONAL LANGUAGE

The strategies that I will use include: - Partnering the children appropriately according to the language needed to access the activity; - Allow some pairs to work at the same computer if they are experiencing difficulties; - Check and re-check understanding of task.

- Other:

How will you support any children in the class with SEN?

Possible strategies include: Peer tutoring; Use printouts to help with the sequence of events; Make step-by-step cards; Enlist the help from other students; Consider any minor adjustments to the existing activity; Use the never-ending activity e.g. beebots; Set challenges.

ASSESSMENT OPPORTUNITIES

Students will be assessed on their capabilities to: • Logging on and off their portal; • Editing text: Backspace and Delete key; • Using Shift key or Caps Lock to create capital letters; • Inserting text; • Saving file as a .doc; • Use of Spell and Grammar checker. • Use of Font style – bold, italics, underline.

KEY QUESTIONS

Questions will be asked when it comes time to intervene and they will be in the form of focusing questions to assist students in the formation of generalisations. Possible structured questions that focus on the process used: • What key would you press? • How would you delete a word? What would be an easier way of doing that? • How would you create a new line? • Why is there a squiggly line under the word? • What key do you press to leave a space between the words?

• What have you discovered? Tell me about it.

• Why do you think you have got those results?

• What would happen if……?

Depending on your resource setting (whether you are in a classroom with one computer, in a computer suite or a hub in a corridor), how long will the different phases of your lesson last? You will need an Introduction, Body and Conclusion.

TEACHER REFLECTION

Use the questions provided earlier in this resource to help you reflect.

Year 2 ICT Capability LC Elements

Subject: English/ICT/literacy Creating with ICT Topic: Character preference (WP) Communicating with ICT Managing and Operating ICT Activity: Students will use MS Word to redraft their worksheet answers on why they like a particular character in a text. They will learn how to use the Shift keys, Backspace and Delete keys, edit text using a mouse and appropriately save a file in the correct location. Advanced students may decide to insert a picture from the Internet or another location such as the server.

Grouping: For students who are EAL or SEN that may work better as a pairs otherwise students can work individually.

Assessment: Independent management of work. Appropriate use of Shift keys. Appropriate use of font/ style/colour of text. Resizing graphics and use of Delete and Backspace key. In addition, use of Spell and Grammar checker.

Comparing Literary Texts

Lesson description

Students are to construct an ICT solution to a problem which are appropriate to the literacy context and are based on their knowledge of the opportunities and limitations of the software available i.e. Word processors. They are to redraft their written response on comparing literary texts to imrpove their literacy skills as well as their ICT capability.

Problem Statement

Type their written response answers into a file document making use of spelling features and using the appropriate sentence structure.

Achievement Standards (English)

• Understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events; • Identify literal and implied meaning, main ideas and supporting details; • Make connections between texts by comparing content; • Use everyday language features and topic specific vocabularly when discussing their ideas and experiences; • Create texts, drawing on their own experiences, imagination and information they have learned; • Accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately; • Legibly write unjoined upper and lower case letters.

Assessment

Higher Order Skills ICT Techniques Curriculum Context

Analysis: Students edit the text.

Application: Students type their draft work.

Synthesis: Students rewrite their paper-based work.

Evaluation: Students compare and conclude their work. Insert text

Saving file as a .doc in the correct location

Opening a word processor.

Use of spell and grammar checker.

Use of Shift key

Delete or Backspace keys

Change Font - style, colour, size English (ACELA1466), (ACELY1674)

ICT Capability LC: Communicating with ICT; Managing and Operating; Creating with ICT.

MS Word Activity

1. Students are to open the MS Word program and start a new file. They are then to save the file as their name. 2. Students are to redraft their written response on comparing text. 3. Students are to have a title heading and use the Title Headings style to change the font style. 4. If the heading size is too big, students are to then change the Font size appropriately. 5. Students are to check their spelling using the Spell checker and use appropriate sentence structure. 6. Students are to complete their work by using the Saving icon to save the file in the correct location.

Resources Needed

• Basic word processor - MS Word or Pages; • Online word processor - Google Docs, Edublogs, Wikispaces or WordPress for students.

DATE: SUBJECT: ENGLISH Curriculum Context: Comparing Literary Text - Redrafting using a word processor

AUSTRALIAN CURRICULUM LINK Language – Text structure and organisation

ACELA1466- Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines. Elaboration: Learning about features of screen texts including menu buttons, drop down menus, links and live connections

ICT Capability Element: Communicating ICT

Understand computer mediated communications Understand that Understand that messages are recorded, computer mediated viewed or sent in communications may computer mediated be received later by the communications for others to receive receiver

Literacy – Creating text

ACELY1674 - Construct texts featuring print, visual and audio elements using software, including word processing programs. Elaboration: Experimenting with and combining elements of software programs to create texts .

Managing and operating ICT

Select and use hardware and software Identify and safely Identify and safely operate ICT systems to operate a selected range complete relevant simple of appropriate devices, specified tasks and seek software, functions help when encountering a and commands when problem operating an ICT system and attempt to solve a problem before seeking help

Creating with ICT

Generate solutions to challenges and learning area tasks Understand that messages are recorded, viewed or sent in computer mediated communications for others to receive Understand that computer mediated communications may be received later by the receiver

PREVIOUS LESSON

In the previous lesson, students read two similar texts which contained the same characters. They discussed the characters and their actions and later were asked to write and explain their character preference. Using an opening paragraph and sentence starters, students complete their first draft of this work.

LESSON OVERVIEW

In this lesson, students will redraft their work to improve their literacy and ICT capability by using a word processor. Use of Spell check will help with literacy skills along with learning how to use the Backspace and Delete keys for editing their work. They will learn how to change the Font style by selecting the Title Headings style in the word processor. This lesson may continue for a number of days until students have completed the work and therefore, students will be encouraged to save their file documents using their name and a number so to keep multiple copies of their progress e.g. Sam1, Sam2 etc For the final copy they can call it “Sam final” etc.

For ICT: Most students will need to know their passwords and usernames in order to log into the computer. They will need experience in opening a word processing program, saving files and accessing their files, practice using a keyboard (touch typing skills) and using Shift keys and spell checkers.

For English:

GROUPING OF STUDENTS

Decide if this lesson is for the whole class, a group, a pair or an individual. Will the group work on the activity all week? Or will different groups of children work on it throughout the week?

RESOURCES

Circle the appropriate choices. Hardware: Desktop computers, laptops or iPads. Software: Word processing software such as MS Word, Pages, Google Docs etc.

THEORTICAL CONTEXT

The benefits of using ICT to support the processes of improving writing extends across the curriculum. The major benefit of word-processing is the possibility of redrafting. While text is on the screen it is fluid and malleable and it can be changed in any way without leaving a trace. This presents a zone of possibility to the writer, and has already had enormous impact on the way a writer operates in creating texts. The most obvious implication for teaching and learning is that children can benefit most from this ‘creative space’ of the word-processor in the initial stages of writing – when they are collecting and shaping ideas.

YOUR OWN LEARNING NEEDS

Note down any ICT concepts you need to revise and review before teaching the students.

ORGANISATIONAL MEMORY JOGGER

Do you know all you need to know about passwords, location of keys to the computer suite, store cupboard, etc.? Have you checked on availability of all of the items you need to run the lesson?

• Listen to what students to say and encourage them to share their ideas; • Help the children to understand that it is acceptable to try out their ideas and make mistakes; • Give the students time to work out their answers; • Take every opportunity to praise students’ success when completing the activity or developing a computer skill.

LEARNING OBJECTIVES

By the end of the lesson, I will expect most of the students to achieve the following: • Access a file on MS Word; • Save a file using appropriate filenames; • Edit text using a mouse; Use Shift keys for capital letters; • Delete or Backspace keys; • Inserting images; • Alter font, font size and colour. What do you expect different members of the class to achieve in terms of their different ability levels?

DIFFERENTIATION

How will I help children who are experiencing difficulties with ICT?

How will I develop further the skills, knowledge and understanding of the most able in the class?

How will I ensure an appropriate level of challenge for all ability groups? How will you support specific needs?

LEARNING NEEDS – ENGLISH AS AN ADDITIONAL LANGUAGE

The strategies that I will use include: - Partnering the children appropriately according to the language needed to access the activity; - Allow some pairs to work at the same computer if they are experiencing difficulties; - Check and re-check understanding of task.

- Other:

How will you support any children in the class with SEN?

Possible strategies include: Peer tutoring; Use printouts to help with the sequence of events; Make step-by-step cards; Enlist the help from other students; Consider any minor adjustments to the existing activity; Use the never-ending activity e.g. beebots; Set challenges.

ASSESSMENT OPPORTUNITIES

Students will be assessed on their capabilities to: • Logging on and off their portal; • Editing text: Backspace and Delete key; • Using Shift key or Caps Lock to create capital letters; • Inserting text; • Saving file as a .doc; • Use of Spell and Grammar checker. • Use of Font style – bold, italics, underline.

KEY QUESTIONS

Questions will be asked when it comes time to intervene and they will be in the form of focusing questions to assist students in the formation of generalisations. Possible structured questions that focus on the process used: • What key would you press? • How would you delete a word? What would be an easier way of doing that? • How would you create a new line? • Why is there a squiggly line under the word? • What key do you press to leave a space between the words?

• What have you discovered? Tell me about it.

• Why do you think you have got those results?

• What would happen if……?

Depending on your resource setting (whether you are in a classroom with one computer, in a computer suite or a hub in a corridor), how long will the different phases of your lesson last? You will need an Introduction, Body and Conclusion.

TEACHER REFLECTION

Use the questions provided earlier in this resource to help you reflect.

Year 2 ICT Capability LC Elements

Subject: English/ICT/literacy Creating with ICT Topic: Comparing literary texts - written Communicating with ICT response. Managing and Operating ICT Activity: Students will use MS Word to redraft their written response on comparing literary text. They will learn how to use the Shift keys, Backspace and Delete keys, edit text using a mouse and appropriately save a file in the correct location. Advanced students may decide to insert a picture from the Internet or another location such as the server.

Grouping: For students who are EAL or SEN that may work better as a pairs otherwise students can work individually.

Assessment: Independent management of work. Appropriate use of Shift keys. Appropriate use of font/ style/colour of text. Resizing graphics and use of Delete and Backspace key. In addition, use of Spell and Grammar checker.

Digital Presentations

Lesson Description

Students are to construct and ICT solution to a problem which are appropriate to the literacy context and are based on their knowledge of the opportunities and limitations of the software available i.e. presentation software.

A digital presentation by the students will need to be created in order to communicate their research on a given topic to a particular audience. They brainstorm on the topic and write questions and takes notes.

Problem Statement

Construct a digital presentation to communicate the information which you have learned and researched

about . Add images that relate to the text.

Assessment

Higher Order Skills ICT Techniques Curriculum Context

Application: Students Enter information in Outline English (ACELA1466), discover new information, pane, details in Slide view (ACELY1674) understand and summarise. Page up, Page down ICT Capability LC: Navigate outline Communicating with ICT; Managing and Operating; Move between browser win- Creating with ICT. dow and PowerPoint window Add or remove bullets Right click a web link to open a page in a browser window Copy pictures from websites and past them onto the PowerPoint slides Print the slide show as handouts or as slides Advanced web searching skills (Information literacy skills).

Analysis: Students analyze information, and select appropriate information to explain the answers to the questions.

Synthesise: Students invent questions for research.

Evaluation: Students evaluate what they have learned.

MS PowerPoint Activity

1. Students open MS PowerPoint. 2. Students work in Outline view to enter questions. 3. Students answer the questions working in Slide view. Students search for answers at websites listed about the topic chosen, using MS PowerPoint and the browser at the same time. Students also copy pictures to insert into their slide show.

• To open a website, students right click the link and then left click on Open. • To return to the slide show, students go to the Taskbar and click on PowerPoint. • To copy a picture from a website, students right click the picture, then left click on Copy. They return to their slide show and right click on a blank spot on the slide, then left click to Paste.

4. Students complete the slides and then save the slide show. 5. Students print their slide show by going to File menu and clicking on Print > Select Handouts > 3 slides per page and then OK.

Resources Needed

• Presentation software - MS PowerPoint, Prezi or Keynotes; • Internet; • List of websites to choose from on topic.

DATE: SUBJECT: ENGLISH Curriculum Context: Comparing Literary Text - Redrafting using a word processor

AUSTRALIAN CURRICULUM LINK Language – Text structure and organisation

ACELA1466- Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines. Elaboration: Learning about features of screen texts including menu buttons, drop down menus, links and live connections

ICT Capability Element: Communicating ICT

Understand computer mediated communications Understand that Understand that messages are recorded, computer mediated viewed or sent in communications may computer mediated be received later by the communications for others to receive receiver

Literacy – Creating text

ACELY1674 - Construct texts featuring print, visual and audio elements using software, including word processing programs. Elaboration: Experimenting with and combining elements of software programs to create texts .

Managing and operating ICT

Select and use hardware and software Identify and safely Identify and safely operate ICT systems to operate a selected range complete relevant simple of appropriate devices, specified tasks and seek software, functions help when encountering a and commands when problem operating an ICT system and attempt to solve a problem before seeking help

Creating with ICT

Generate solutions to challenges and learning area tasks Understand that messages are recorded, viewed or sent in computer mediated communications for others to receive Understand that computer mediated communications may be received later by the receiver

PREVIOUS LESSON

In the previous lesson, students brainstormed and discussed information about a particular topic. The teacher read aloud article and the students took notes as a way to gather information.

LESSON OVERVIEW

In this lesson, students are shown how to construct a digital presentation to communicate what they have learned and researched about. They will decide to use presentation software such as MS PowerPoint, Keynote or Prezi after having a whole class discussion about selecting the right ICT tools and resources to solve the problem with an ICT solution. They will need to learn how to add images as well as how to add or delete bullet points.

For ICT: Most students will need to know their passwords and usernames in order to log into the computer. They will need experience in using the presentation software available, saving files and accessing their files, practice using a keyboard (touch typing skills) and using Shift keys and spell checkers. Students will be taught that the reason behind any PowerPoint presentation is to communicate information and that certain types of PowerPoint presentations do not enhance communication at all.

GROUPING OF STUDENTS

Students will work groups of two or three according to the differences in their ICT capability and due to the nature of the task. Both students will be collaborating on the one outcome and the differences in their ICT capability will mean that one will be able to mentor the other who may be less capable or less experienced.

RESOURCES

Circle the appropriate choices. Hardware: Desktop computers, laptops or iPads. Software: Presentation software such as MS PowerPoint, Keynote or Prezi.

THEORTICAL CONTEXT

Students will use a presentation program to create informative text where difficult words are linked to definition and illustrated pages. When students use it for this purpose, they are encouraged not to write the words they will speak on the slides, but to place main ideas on the slides and details in Notes Page view. They will have easy access to pictures and this helps them link verbal and visual images.

YOUR OWN LEARNING NEEDS

Note down any ICT concepts you need to revise and review before teaching the students.

ORGANISATIONAL MEMORY JOGGER

Do you know all you need to know about passwords, location of keys to the computer suite, store cupboard, etc.? Have you checked on availability of all of the items you need to run the lesson?

• Listen to what students to say and encourage them to share their ideas; • Help the children to understand that it is acceptable to try out their ideas and make mistakes; • Give the students time to work out their answers; • Take every opportunity to praise students’ success when completing the activity or developing a computer skill.

LEARNING OBJECTIVES

By the end of the lesson, I will expect most of the students to achieve the following: • Access a file on MS PowerPoint or another presenation program; • Save a file using appropriate filenames; • Edit text using a mouse; Use Shift keys for capital letters; • Use Delete or Backspace keys; • Inserting images and text; • Add or remove bullets; • Alter font, font size and colour. What do you expect different members of the class to achieve in terms of their different ability levels?

DIFFERENTIATION

How will I help children who are experiencing difficulties with ICT?

How will I develop further the skills, knowledge and understanding of the most able in the class?

How will I ensure an appropriate level of challenge for all ability groups? How will you support specific needs?

LEARNING NEEDS – ENGLISH AS AN ADDITIONAL LANGUAGE

The strategies that I will use include: - Partnering the children appropriately according to the language needed to access the activity; - Allow some pairs to work at the same computer if they are experiencing difficulties; - Check and re-check understanding of task.

- Other:

How will you support any children in the class with SEN?

Possible strategies include: Peer tutoring; Use printouts to help with the sequence of events; Make step-by-step cards; Enlist the help from other students; Consider any minor adjustments to the existing activity; Use the never-ending activity e.g. beebots; Set challenges.

ASSESSMENT OPPORTUNITIES

Students will be assessed on their capabilities to: • Editing text: Backspace and Delete key; Using Shift key; • Inserting text and images; • Adding or removing bullet points; • Moving between browser window and PowerPoint; • Copying pictures from websites • Entering information in the Outline pane - details in Slide view; Navigate online; • Use of Spell and Grammar checker.

KEY QUESTIONS

Questions will be asked when it comes time to intervene and they will be in the form of focusing questions to assist students in the formation of generalisations. Possible structured questions that focus on the process used: • What key would you press? • How would you delete a word? What would be an easier way of doing that? • How would you create a new line? • Why is there a squiggly line under the word? • What key do you press to leave a space between the words?

• What have you discovered? Tell me about it.

• Why do you think you have got those results?

• What would happen if……?

Depending on your resource setting (whether you are in a classroom with one computer, in a computer suite or a hub in a corridor), how long will the different phases of your lesson last? You will need an Introduction, Body and Conclusion.

TEACHER REFLECTION

Use the questions provided earlier in this resource to help you reflect.

Year 2 ICT Capability LC Elements

Subject: English/ICT/literacy Creating with ICT Topic: Comparing literary texts - written Communicating with ICT response. Managing and Operating ICT Activity: Students will use MS Word to redraft their written response on comparing literary text. They will learn how to use the Shift keys, Backspace and Delete keys, edit text using a mouse and appropriately save a file in the correct location. Advanced students may decide to insert a picture from the Internet or another location such as the server.

Grouping: For students who are EAL or SEN that may work better as a pairs otherwise students can work individually.

Assessment: Independent management of work. Appropriate use of Shift keys. Appropriate use of font/ style/colour of text. Resizing graphics and use of Delete and Backspace key. In addition, use of Spell and Grammar checker.

Character Study

Lesson Description

Students are to construct and ICT solution to a problem which are appropriate to the literacy context and are based on their knowledge of the opportunities and limitations of the software available i.e. word processing program.

Students will be constructing a two column table using a word processor like MS Word or an online one like Google Docs and Edublogs. Thereafter, will be completing the columns in relation to the real and imaginative characteristics given to the characters.

Problem Statement

Construct a table in a document which contains two columns where you will compare the real and the imaginative characteristics of a character in a text which you have just completed reading. Complete each column.

Assessment

Higher Order Skills ICT Techniques Curriculum Context

Application: Students Insert a table with two English (ACELA1466), discover new information, columns (ACELY1674) understand and summarise. Insert a heading style for document & columns ICT Capability LC: Communicating with ICT; Enter text into columns Managing and Operating; Creating with ICT. Navigate from column to column Alter Font style, size and colour Shading cell colours

Word Processing Activity

1. Students are to open a new document in the word processor. 2. Students will need to Save As “character study” in the folder created. 3. Students are then to create a heading under the name of the type of character they are studying. They need to select a heading style of their choice. 4. The next step will be to insert a two column table. To do this they will need to select Insert > Table . 5. Students will need to highlight two columns and two rows. 6. At the top of the both columns, students have to insert the headings of “Real” and “Imaginary” to help them analyse the character.

Analysis: Students analyze information, and select appropriate information

Evaluation: Students evaluate what they have learned.

DATE: SUBJECT: ENGLISH Curriculum Context: Character Study

AUSTRALIAN CURRICULUM LINK Language – Text structure and organisation

ACELA1466- Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines. Elaboration: Learning about features of screen texts including menu buttons, drop down menus, links and live connections

ICT Capability Element: Communicating ICT

Understand computer mediated communications Understand that Understand that messages are recorded, computer mediated viewed or sent in communications may computer mediated be received later by the communications for others to receive receiver

Literacy – Creating text

ACELY1674 - Construct texts featuring print, visual and audio elements using software, including word processing programs. Elaboration: Experimenting with and combining elements of software programs to create texts .

Managing and operating ICT

Select and use hardware and software Identify and safely Identify and safely operate ICT systems to operate a selected range complete relevant simple of appropriate devices, specified tasks and seek software, functions help when encountering a and commands when problem operating an ICT system and attempt to solve a problem before seeking help

Creating with ICT

Generate solutions to challenges and learning area tasks Understand that messages are recorded, viewed or sent in computer mediated communications for others to receive Understand that computer mediated communications may be received later by the receiver

PREVIOUS LESSON

In the previous lesson, students read a story about a particular character such as a panda for example.

LESSON OVERVIEW

In this lesson, students are asked to identify and compare the real and the imaginary characteristics of this character in a two column table. They will use a word processor (basic or online) to construct a table with two columns. Students will develop their ICT capability by learning how to insert a table into a document in a word processor along with selecting heading and Font styles. They may also wish to change the cell shading for the column headings. During this process, students will have to navigate from column to column by using the mouse.

For ICT: Most students will need to know their passwords and usernames in order to log into the computer. They will need experience in opening a word processing program, saving files and accessing their files, practice using a keyboard (touch typing skills) and using Shift keys and spell checkers.

For English:

GROUPING OF STUDENTS

Decide if this lesson is for the whole class, a group, a pair or an individual. Will the group work on the activity all week? Or will different groups of children work on it throughout the week?

RESOURCES

Circle the appropriate choices. Hardware: Desktop computers, laptops or iPads. Software: Word processing software such as MS Word, Pages, Google Docs etc.

THEORTICAL CONTEXT

The benefits of using ICT to support the processes of improving writing extends across the curriculum. The major benefit of word-processing is the possibility of redrafting. While text is on the screen it is fluid and malleable and it can be changed in any way without leaving a trace. This presents a zone of possibility to the writer, and has already had enormous impact on the way a writer operates in creating texts. The most obvious implication for teaching and learning is that children can benefit most from this ‘creative space’ of the word-processor in the initial stages of writing – when they are collecting and shaping ideas.

YOUR OWN LEARNING NEEDS

Note down any ICT concepts you need to revise and review before teaching the students.

ORGANISATIONAL MEMORY JOGGER

Do you know all you need to know about passwords, location of keys to the computer suite, store cupboard, etc.? Have you checked on availability of all of the items you need to run the lesson?

• Listen to what students to say and encourage them to share their ideas; • Help the children to understand that it is acceptable to try out their ideas and make mistakes; • Give the students time to work out their answers; • Take every opportunity to praise students’ success when completing the activity or developing a computer skill.

LEARNING OBJECTIVES

By the end of the lesson, I will expect most of the students to achieve the following: • Access a file on MS Word; • Save a file using appropriate filenames; • Edit text using a mouse; Use Shift keys for capital letters; • Delete or Backspace keys; Navigating with a mouse; • Inserting tables; • Alter font, font size and colour. What do you expect different members of the class to achieve in terms of their different ability levels?

DIFFERENTIATION

How will I help children who are experiencing difficulties with ICT?

How will I develop further the skills, knowledge and understanding of the most able in the class?

How will I ensure an appropriate level of challenge for all ability groups? How will you support specific needs?

LEARNING NEEDS – ENGLISH AS AN ADDITIONAL LANGUAGE

The strategies that I will use include: - Partnering the children appropriately according to the language needed to access the activity; - Allow some pairs to work at the same computer if they are experiencing difficulties; - Check and re-check understanding of task.

- Other:

How will you support any children in the class with SEN?

Possible strategies include: Peer tutoring; Use printouts to help with the sequence of events; Make step-by-step cards; Enlist the help from other students; Consider any minor adjustments to the existing activity; Use the never-ending activity e.g. beebots; Set challenges.

ASSESSMENT OPPORTUNITIES

Students will be assessed on their capabilities to: • Editing text: Backspace and Delete key; • Using Shift key or Caps Lock to create capital letters; • Inserting text; • Saving file as a .doc; • Use of Spell and Grammar checker. • Use of Font style – bold, italics, underline; • Inserting a table - changing cell shading.

KEY QUESTIONS

Questions will be asked when it comes time to intervene and they will be in the form of focusing questions to assist students in the formation of generalisations. Possible structured questions that focus on the process used: • What key would you press? • How would you delete a word? What would be an easier way of doing that? • How would you create a new line? • Why is there a squiggly line under the word? • What key do you press to leave a space between the words?

• What have you discovered? Tell me about it.

• Why do you think you have got those results?

• What would happen if……?

Depending on your resource setting (whether you are in a classroom with one computer, in a computer suite or a hub in a corridor), how long will the different phases of your lesson last? You will need an Introduction, Body and Conclusion.

TEACHER REFLECTION

Use the questions provided earlier in this resource to help you reflect.

Year 2 ICT Capability LC Elements

Subject: English/ICT/literacy Creating with ICT Topic: Character study Communicating with ICT Managing and Operating ICT Activity: Students will use a word processor (basic or online) to construct a two column table with the headings Real and Imaginative characteristics. They will use their knowledge of the characters and the differences in real life to identify the differences. Throughout this process, students will develop their ICT capability by learning how to insert a table, alter cell shadings, navigating between columns using a mouse, spell checking and altering Font style, size and colours. Shift keys will be used to create capital letters along with Delete and Backspace keys for editing text. Grouping: For students who are EAL or SEN that may work better as a pairs otherwise students can work individually. Assessment: Independent management of work. Appropriate use of Shift keys. Appropriate use of font/ style/colour of text. Use of Delete and Backspace key. In addition, use of Spell and Grammar checker. Inserting a table and altering cell shading. Navigating using mouse and selecting Heading style.