ICT applications in Literacy
The aim of this section is to show how ICT may add value to aspects of literacy learning across the primary phase. It comprises a collection of brief illustrations, grouped by the type of technology they exploit. Illustrations may also be accessed by hyperlink from a grid which shows where they might fit in terms of age range and strand of literacy learning. Of course, the technologies and approaches listed will need to be interpreted and amended to suit the needs of learners. They may also be adapted for use beyond the age ranges specified here.
Foundation Stage | Key Stage One | Lower Key Stage Two | Upper Key Stage Two | |
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1. Speaking |
Photo promptsDescription:Take photographs and use them to prompt children's recount of events or experiences, such as an educational trip or a visit to school Resources
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Photo sequenceDescription:Record processes, such as investigations in science, photographically. Shuffle the order of the photographs and use re-sequencing activities to support oral recounts and explanations. Resources
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MP3 commentaryDescription:Produce audio commentaries to be played back by an individual on a portable audio device as they move around a particular location. Examples:
Resources
PresentationsDescription:Use pictures, text or multimedia effectively to support oral presentations. Where possible use authentic audience for presentations, such as assemblies, governors etc. Resources
Reading without expressionDescription:Use a talking word processor to illustrate how important expression is when reading aloud. Resources
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PodcastDescription:Take any digitally recorded audio outcomes from pupils' work and share with a wider audience via the Internet. For example, as part of the Y6 journalistic writing unit pupils may produce a radio news bulletin and augment it with interviews, adverts and other types of text appropriate to the medium of radio. Audio files may be simply uploaded to a website so that they may be downloaded manually by listeners. Alternatively, if regular episodes are to be broadcast, have a podcast feed set up so that listeners may subscribe and have episodes delivered to them automatically. For example, a regular radio podcast through which a single class share examples of poetry, audio plays, interviews, stories, reports/recounts, advertisements etc. Resources:
Peer reviewDescription:Following a scientific investigation pupils present their experiences, including data, graphs, and photographs, to their peers. They debate alternative methodologies and conclusions; mirroring the practice of scientific communities outside school. Resources:
PresentationsDescription:Use pictures, text or multimedia effectively to support oral presentations. Where possible use authentic audience for presentations, such as assemblies, governors etc. Resources:
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2. Listening and responding |
Recorded audioDescriptionListen to tapes, CDs, radio or web-based media and express views about how a story or information has been presented Resources
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Recorded audioDescriptionListen to tapes, CDs, radio or web-based media and express views about how a story or information has been presented Resources
ICT instructionsDescription:Use ICT to provide a context for listening to instructions, following instructions and asking for help. Resources
Video conferencingDescription:Use video conferencing to widen the range of opportunities for meaningful interaction through talk, conversation and discussion with people from other schools. Establish ground-rules for taking turns. Develop clear diction and microphone technique. Resources
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Broadcast featuresDescription:Use web-based on-demand audio and video resources in the study of broadcast features. Resources
Video conferencingDescription:Use video conferencing to widen the range of opportunities for meaningful interaction through talk, conversation and discussion with people from other schools. Establish ground-rules for taking turns. Develop clear diction and microphone technique. Resources
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Analysing broadcast talkDescription:Use web-based on-demand audio and video resources in the study of: formality of talk; analysis of persuasive language; gesture; contexts and purposes for talk. Resources
Video conferencingDescription:Use video conferencing to widen the range of opportunities for meaningful interaction through talk, conversation and discussion with people from other schools. Establish ground-rules for taking turns. Develop clear diction and microphone technique. Resources
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3. Group discussion and interaction |
Hide and reveal picturesDescription:Conceal pictorial stimuli behind a mask on an Interactive whiteboard. Slowly reveal the picture to stimulate speculation and discussion, questioning and response. Resources
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Hide and reveal picturesDescription:Conceal pictorial stimuli behind a mask on an Interactive whiteboard. Slowly reveal the picture to stimulate speculation and discussion, questioning and response. Resources
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Hide and reveal picturesDescription:Conceal pictorial stimuli behind a mask on an Interactive whiteboard. Slowly reveal the picture to stimulate speculation and discussion, questioning and response. Resources
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Hide and reveal picturesDescription:Conceal pictorial stimuli behind a mask on an Interactive whiteboard. Slowly reveal the picture to stimulate speculation and discussion, questioning and response. Resources
Peer reviewDescription:Following a scientific investigation pupils present their experiences, including data, graphs, and photographs, to their peers. They debate alternative methodologies and conclusions; mirroring the practice of scientific communities outside school. Resources
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4. Drama |
Role-play softwareDescription:Use software which simulates appropriate real-life uses of ICT in the role-play area. For example, if the role-play area is set up as a doctor's surgery; use a computer and doctor's surgery software for children to use during consultations. Resources
Audio networksDescription:Use an online audio library to find aural stimuli for drama and writing. Resources
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Audio networksDescription:Use an online audio library to find aural stimuli for drama and writing. Resources
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Chat scriptsDescription:Use online discussions to bridge between improvised drama and formal play scripts. After a drama improvisation, and with pupils still in role, allow individuals to contribute dialogue to a chat-room type discussion board. Subsequently select and copy discussion text and paste into a word processor where it may be worked up according to standard play-script conventions. Resources
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Radio drama (audio enactments of narrative text)Description:Produce drama conforming to the conventions of radio plays. Digitally record dialogue, edit and add music and sound effects. Share outcomes with a wider audience via the Internet. Resources
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Foundation Stage | Key Stage One | Lower Key Stage Two | Upper Key Stage Two | |
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5. Word recognition: decoding (reading) and encoding (spelling) |
Phonics photosDescription:Using a digital camera, children collect images of familiar objects which share the same initial phoneme. Resources
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6. Word structure and spelling |
WordbankDescriptionSupport children's writing by giving them access to wordbank software. In their simplest form, wordbanks provide writers with grids of vocabulary from which they may choose rather than typing. More sophisticated grids can offer varying degrees of support and scaffolding for writing. Resources
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Crossword solverDescription:Use software which produces crossword grids to make puzzles to support pupils' spelling. Resources
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Crossword compilerDescription:Pupils use software which produces crossword grids to make puzzles. For example:
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Homograph investigationsDescription:Use talking word processors to investigate homographs - these are the words which catch out talking word processors. Resources
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Crossword compilerDescription:Pupils use software which produces crossword grids to make puzzles. For example:
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'Find' investigationsDescription:Use the 'find' tool of a wordprocessor to scan a large body of text for particular graphemes. Investigate where the graphemes appear in words and sentences. Resources
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7. Understanding and interpreting texts |
DictionaryDescription:Use online and CD ROM-based dictionaries. Compare and contrast the paper dictionaries with paper-based versions. Resources
Text type swapDescriptionProvide pupils with text onscreen for them to convert from one type to another, as appropriate to the literacy objective. For example, convert:
Resources
ThesaurusDescriptionUse the thesaurus tool of a word processor to develop text. Compare and contrast with a paper-based thesaurus. Resources
Thesaurus surfingTo show how a thesaurus must be used with caution, use the thesaurus tool of a word processor to deliberately distort the meaning of a text by finding synonyms of synonyms etc. Resources
PrécisDescriptionChildren's précis texts by deleting and editing superfluous words and phrases. Use the word processor's word count tool to set maximum word targets that must be met without distorting the text's essential meaning. Also extend to consider the impact of sentences and paragraphs. Resources
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Computer manuals and helpDescription:Use ICT as a context for the study of instructional text. Compare different computer software manuals for a single piece of software. Compare and contrast computer Help files with paper-based software manuals. Write your own software manuals by using screen-grab techniques to capture images. Resources
Director's commentaryDescriptionDeliver a spoken commentary over a video text in the style of a DVD director's commentary track. Focus on elements of visual literacy and articulate what the director is 'trying to say'. Resources
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8. Engaging with and responding to texts |
Stop-frame animationDescription:Create a visual adaptation of a simple text using toys, modelling clay, play figures and stop-frame animation techniques. Resources
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Stop-frame animationDescription:Create a visual adaptation of a simple text using toys, modelling clay, play figures and stop-frame animation techniques. Resources
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Online reading journalDescription:Maintain an online reading journal so that readers may log their reading experiences and others, such as parents and teachers, may comment and make suggestions to guide future reading. Resources
VC hot seatDescription:Use video conference technology in character hot seat sessions. The subject, in role, could be in a different school. They might bring an alternative interpretation of a text or other insights. Resources
Email inboxDescription:
Distribute texts and tasks to pupils by email and have them respond by
email too. This approach is particularly effective when children and/or
the teacher are working in role. Resources
Ongoing online eventDescription:Follow an ongoing event with the class via the Internet. For example:
Resources
Biographical websitesDescription:
Many well known children's authors have interesting websites with
details of publications, biographical details, etc. Some also have
moderated chat areas. Resources
Online book reviewsDescription:Write book reviews and publish to authentic online sites. Emphasise writers' responsibility to the audience for accuracy and suitability of style. Resources
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Online reading journalDescription:Maintain an online reading journal so that readers may log their reading experiences and others, such as parents and teachers, may comment and make suggestions to guide future reading. Resources
Online discussionDescription:Use a discussion board for pupils to share ideas. For example, responding to a text. Where appropriate, extend the principle by allowing access from home or by working in partnership with people from another school. Resources
Email news streamDescription:Simulate a newsroom in the classroom by receiving and responding to a stream of emails, each giving more details of a story as it breaks as though in real time. Resources
Email inboxDescription:
Distribute texts and tasks to pupils by email and have them respond by
email too. This approach is particularly effective when children and/or
the teacher are working in role. Resources
Newsreel footageDescription:Compare and contrast modern television news journalism with examples of movie newsreels from the early twentieth century. Resources
Online newsOngoing newsDescription:
Use the World Wide Web as a source of journalistic writing. Resources
Crossword compilerDescription:Pupils use software which produces crossword grids to make puzzles. For example:
Resources
Multimedia visualisationDescription:Use multimedia storyboard software to create an animated visualisation of a text. For example, pupils construct an animated storyboard to represent their interpretation of a Shakespeare text. Resources
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Foundation Stage | Key Stage One | Lower Key Stage Two | Upper Key Stage Two | |
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5. Word recognition: decoding (reading) and encoding (spelling) |
Phonics photosDescription:Using a digital camera, children collect images of familiar objects which share the same initial phoneme. Resources
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6. Word structure and spelling |
WordbankDescriptionSupport children's writing by giving them access to wordbank software. In their simplest form, wordbanks provide writers with grids of vocabulary from which they may choose rather than typing. More sophisticated grids can offer varying degrees of support and scaffolding for writing. Resources
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Crossword solverDescription:Use software which produces crossword grids to make puzzles to support pupils' spelling. Resources
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Crossword compilerDescription:Pupils use software which produces crossword grids to make puzzles. For example:
Resources
Homograph investigationsDescription:Use talking word processors to investigate homographs - these are the words which catch out talking word processors. Resources
|
Crossword compilerDescription:Pupils use software which produces crossword grids to make puzzles. For example:
Resources
'Find' investigationsDescription:Use the 'find' tool of a wordprocessor to scan a large body of text for particular graphemes. Investigate where the graphemes appear in words and sentences. Resources
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9. Creating and shaping texts |
WordbankDescriptionSupport children's writing by giving them access to wordbank software. In their simplest form, wordbanks provide writers with grids of vocabulary from which they may choose rather than typing. More sophisticated grids can offer varying degrees of support and scaffolding for writing. Resources
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Email storiesDescription:Work with a partner class, ideally from another school, to create a shared text. The text passes back and forth between the two classes as it is developed; chapter by chapter, paragraph by paragraph or sentence by sentence. Resources
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Multimedia booksDescription:Combine text, pictures and sound in a multimedia application to produce electronic books for specific audiences. For example, KS2 pupils could produce talking picture books intended for children in the reception class. Resources
Multimedia poemsDescription:Create multimedia presentations of pupils' or other writers' poems. With sensitivity to the content of the poem, Combine various multimedia elements, such as:
Resources
Email storiesDescription:Work with a partner class, ideally from another school, to create a shared text. The text passes back and forth between the two classes as it is developed; chapter by chapter, paragraph by paragraph or sentence by sentence. Resources
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Computer manuals and helpDescription:Use ICT as a context for the study of instructional text. Compare different computer software manuals for a single piece of software. Compare and contrast computer Help files with paper-based software manuals. Write your own software manuals by using screen-grab techniques to capture images. Resources
Multimedia booksDescription:Combine text, pictures and sound in a multimedia application to produce electronic books for specific audiences. For example, KS2 pupils could produce talking picture books intended for children in the reception class. Resources
TV AdvertisementsDescriptionConsider TV adverts as type of persuasive text. Using digital video techniques, pupils can produce advertisements which conform to the conventions of the genre. Resources
Screen recorderDescriptionUse a screen recorder to record an ICT procedure, process or technique. Annotate with captions or add a spoken commentary to clarify and explain. Resources
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10. Text structure and organisation |
WordbankDescriptionSupport children's writing by giving them access to wordbank software. In their simplest form, wordbanks provide writers with grids of vocabulary from which they may choose rather than typing. More sophisticated grids can offer varying degrees of support and scaffolding for writing. Resources
Photo promptsDescription:Take photographs and use them to prompt children's recount of events or experiences, such as an educational trip or a visit to school Resources
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Photo storyboarDescription:Plan for writing by using digital photographs to bridge between improvised narratives and narrative writing. Pupils improvise a narrative using drama techniques or small-world figures and toys. Take a limited number of still photographs to depict the key episodes of the narrative. Use the photographs as a storyboard plan. Construct the narrative by writing a chapter, a paragraph, sentence or label to accompany each photograph. Develop into narrative format. Resources
Audio commentsDescriptionInsert audio recordings into a text as a form of annotation or marking. Resources
Archive textDescriptionA use child's saved work from previous years as a resource. Develop ideas at sentence and text level. Use a wordprocessor to quickly develop the sophistication of writing. Resources
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Cartoon storyboardDescription:Plan for writing by using digital photographs to bridge between improvised narratives and comic book writing. Pupils improvise a narrative using drama techniques or small-world figures and toys. Take still photographs to depict the narrative. Import the photographs into a word processor and lay out in sequence. Add speech bubbles, thought bubbles and captions to reconstruct the narrative. Example:
Resources
CommentsDescriptionUse the comments tool of a word processor to annotate a piece of text. By changing the 'user information' for each person, individuals' comments may be correctly attributed. This approach can be used by response partners or teachers when marking work. Resources
Narrative balanceSome pupils find it challenging to maintain an appropriate balance of emphasis in narrative writing, for example by over emphasising the start at the cost of the narrative's development or conclusion. Provide pupils with incomplete texts to develop; focusing on the need for balance in the finished piece. Resources
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Survey analysisDescription:Set up an online survey to collect data about an issue. Collate, edit and combine responses to produce a balanced argument in prose form. For example, survey parents' views about whether or not to have a school uniform. Collate quotes from both sides of the argument by pasting survey responses into a Word processor. Edit quotes and use appropriate connectives in order to construct a balanced argument to present to governors. Resources
Track changesUse the track changes tool of a word processor for response partners to make editorial suggestions These suggestions may either be, accepted, rejected or left as evidence of the drafting process. Resources
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11. Sentence structure and punctuation |
WordbankDescriptionSupport children's writing by giving them access to wordbank software. In their simplest form, wordbanks provide writers with grids of vocabulary from which they may choose rather than typing. More sophisticated grids can offer varying degrees of support and scaffolding for writing. Resources
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Text markDescription:Scan or paste text extracts into interactive whiteboard documents. Use pen and highlighter tools to mark text features. Resources
Find and replace punctuationDescriptionUse the find and replace tool of a word processor to strip out certain punctuation characters from a text. Alternatively, change all punctuation characters for a single arbitrary character. Challenge pupils to re-punctuate the text. Capital letters may also be removed using the 'change case' feature. Resources
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Text markDescription:Scan or paste text extracts into interactive whiteboard documents. Use pen and highlighter tools to mark text features. Resources
Find and replace punctuationDescriptionUse the find and replace tool of a word processor to strip out certain punctuation characters from a text. Alternatively, change all punctuation characters for a single arbitrary character. Challenge pupils to re-punctuate the text. Capital letters may also be removed using the 'change case' feature. Resources
Sentence level re-sequenceDescription:Use the word processor's 'drag and drop' or 'cut and paste' facility to investigate the effect of re-ordering words, clauses and phrases in sentences. Resources
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Text markDescription:Scan or paste text extracts into interactive whiteboard documents. Use pen and highlighter tools to mark text features. Resources
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12. Presentation |
Handwriting challengeDescription:Use the handwriting recognition feature of Interactive Whiteboard software to set handwriting challenges to pupils. Can they form their letters well enough for the computer to read? Resources
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Keyboard tutorDescription:Use online keyboard tutor resources to develop manual dexterity and keyboard fluency. Consider as an ongoing homework task. Resources
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Keyboard tutorDescription:Use online keyboard tutor resources to develop manual dexterity and keyboard fluency. Consider as an ongoing homework task. Resources
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Keyboard tutorDescription:Use online keyboard tutor resources to develop manual dexterity and keyboard fluency. Consider as an ongoing homework task. Resources
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In this section
- ICT applications in Literacy
- Pupil writing targets
- Steps in learning
- Year 4 Non-fiction Unit 2 Information texts
- Year 4 literacy planning
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