In English ICT Can Enhance Teaching and Learning by Enabling Pupils To

/ ICT Training for Teachers

Primary English

In English ICT can enhance teaching and learning by enabling pupils to:

plan, draft, revise and edit their own writing using a word processor and other desktop publishing packages;
easily locate and read significant parts of the text by using search strategies;
locate information quickly, confidently and accurately;
publish writing in a variety of forms;
have access to a wider number of texts online e.g. newspapers;
communicate with a wider group of people e.g. via e-mail, newsgroups, online conferencing;
integrate different media into one text;
use a wider range of texts to:
compare the way information is presented;
identify the features of particular text types;
discuss the merits and limitations of particular text types;
investigate how reading strategies are adapted to suit different texts.

These are specific skills where ICT is particularly referred to (see - DfEE The National Literacy Strategy 1998), however many other objectives for both reading comprehension and writing composition can be supported by use of ICT.

You can explore these ideas further now if you like, by looking at the English ICT in the Curriculum pages on the Virtual Teacher Centre (VTC). There are lots of further ideas in the Primary Curriculum links pages, (look for the English section) and in the Primary Teaching and Learning with ICT area. (The VTC English area is well worth a thorough exploration. It gives you many useful links as well as teaching ideas.)

A sample plan and worksheet for reception or year 1

We have included here an example of how ICT can be used to support specific objectives in teaching literacy

Matching text and image to reinforce initial letter sounds

You might like to try this out, or to think of ways of adapting it for your own class.

Discussion on using ICT to support Literacy

The structure of the Literacy Hour lends itself well to the inclusion of ICT as a tool for learning, and used appropriately it can really enhance the learning process, The most important point is that all uses of ICT in the literacy hour must be aimed at supporting literacy (rather than developing keyboard skills, for example).

The QCAICT scheme of work contains some good examples of simple straightforward activities in the units on working with text that could be adapted. Children should only be set tasks within the literacy hour for which they already possess the computer techniques to carry out. Otherwise, actually manipulating the software overtakes the activity's purpose, and the teacher is likely to be distracted from teaching literacy to give computer instruction.

Shared Text Work

Using a large screen display of some sort (TV screen or projector) a whole class can share on-screen reading activities using talking books or texts from CD-ROMs or the Internet. Text can also be loaded into a word-processor to create cloze passages. A word-processor is an ideal vehicle for modelling the writing process in shared writing activities. It enables the developmental process of writing to be seen clearly and it can provide an excellent opportunity for using writing frames.

Word/sentence level work

A range of software can be used to support work in this part of the hour, both targeted software and word-processors, enlarged in some way for easy viewing by a whole class group.

Guided writing

The opportunities for using ICT for guided writing are much the same as for shared writing, but allows for even more focus on the drafting process.

Independent/group work.

There is a range of software available to support specific areas of literacy, particularly spelling, phonics and grammar, which can be ideal for group and independent work. Some pupils can work on the computer while others work on paper, both working to the same learning objectives - it isn’t necessary for every child in the class/group to undertake each computer activity. When planning word-processing activities, a key thing to remember is to keep to short focused tasks, concentrating on specific aspects of writing, rather then long pieces of extended writing or ‘typing up' work which has already been written on paper.

Colleagues in Lewisham Schools have a wide experience of using ICT in the literacy hour.

What experiences have you had and what impact has the use of ICT in the literacy hour had in your class?
Have a look at the Lewisham Literacy Strategy for KS1 and KS2 and consider ways that ICT could support this.
Have a look Teaching ICT in Literacy at the end of this page.
Tell us your thoughts by joining in the discussion in the Primary Literacy section of the Conference.

The DfES have produced a CD-ROM and guidance folder entitled: ICT in the Literacy Hour: Whole Class Teaching. To obtain a copy telephone: 0845 60 222 60 or e-mail:

MikeBulpittTalent Manager0208 314 9341

Using a word processor to develop writing

Think about a writing task that you might set your pupils. What would be the advantages of using a word processor at each of the different stages? Are there any disadvantages to using a word processor? You could arrange it using the format below.

For some examples of activities associated with the five stages of writing use the VTC (Virtual Teacher Centre) page which has ideas for writing stories for young children by KS2 pupils:

A list of activities can be found at:

Using ICT to enhance writing in the Foundation Stage

Think about using ICT to encourage and support the development of writing in the foundation stage. What are the issues in an early years setting? What would be the advantages of the children using a keyboard for their writing at each of the different stages? What are the disadvantages?

Stages of writing / Advantages of using ICT / Disadvantages of using ICT
Attempting writing for different purposes
Thinking of oneself as a writer (independence)
Acquisition of knowledge and skills (i.e. letter recognition, phonetic awareness, word spacing, ordering & sequence of letters)
Editing
Adult as a role model

Examples of the ways in which ICT can support English

The following table has been compiled to illustrate possible links between the DfEE Information Technology scheme of work and the National Literacy Strategy for Key Stages one and two. Refer to the units listed below for examples of how ICT can enhance teaching and learning in English.

IT Scheme of Work / Literacy Framework (Sample activities for text level work)
Year 1 Unit 1A
Title: Assembling Text / Year: 1Term: 1
Text 11: Pupils could write sentences describing five familiar objects. They could use a program like My World or ClarisWorks to match sentences to clipart pictures of the objects. They could also match beginning and ending of sentences or complete the sentences and match them with the pictures.
Year 1Unit 1D
Title: Labelling and classifying / Year: 1Term: 1
Text14 & 16: Pupils could use a prepared word bank with names, shapes, sizes and colours of objects in your class or objects related to your topic. Pupils could then choose appropriate words for objects to make labels which could then be printed.
Year 1Unit 1C
Title: The Information around us / Year: 1Term: 2
Text 17 & 20: Pupils could use the 'Living Books' CD-ROM of "Just Grandma and Me" or the OxfordReading Tree CD-ROM containing a mixture of text, pictures and icons. Pupils could have a go at the 'Fun with the Characters' activity where they focus on a particular page and name the characters they can see; they could click on them and describe their actions and feelings. Afterwards they could click on other objects and start to predict what might happen next. They should recognise that sounds, text and pictures convey information.
Year 1Unit 1B
Title: Using a word bank / Year: 1Term: 3
Text 13 & 14: Pupils could select words from a word bank or word list on a word processor to complete sentences. Ask pupils to produce a piece of text about themselves or write simple stories based on previous reading using words from a word bank.
Year 2Unit 2A
Title: Writing stories: communicating information using text / Year: 2Term: 1 - 3
Pupils could do a range of activities with text using a word processor or a DTP program; this could run throughout the year.
This includes typing labels, writing simple sentences, rearranging lines in a poem, arranging a string of ten items from a shopping list into a horizontal list, typing speech into a speech bubble or deleting words to break up longer sentences. Pupils could produce a picture book by writing text to go with the pictures to tell the story.
Text 11 & 15: Pupils should use their understanding of the language of time to write simple sentences on events that happened in a sequence. They could write simple instructions e.g. getting top school or playing a game.
Year 2Unit 2C
Title: Finding information / Year: 2Term: 2
Text 16, 17 & 18: Pupils could use a CD-ROM dictionary to find definitions for unusual words encountered in texts related to the class topic. They could make a record of interesting definitions to be kept in a class or personal dictionary or glossary.
Year: 2Term: 3
Text 19 & 20: Pupils should use a book, a database, a CD-ROM encyclopaedia or the Internet to gather information on a topic which could be used to draft sentences on what they found out.
Year 3Unit 3A
Title: Combining text and graphics / Year: 3Term: 1
Text 11, 13 & 14: Pupils should write a description of a setting in a known story. They could write shape poems and present it using templates done with ClarisWorks.
Text 15: Pupils could produce a class newsletter which includes pictures, captions and font effects, with the text punctuated and arranged in paragraphs.
Year: 3Term: 2
Text 8: Pupils could write portraits of characters and present them in a variety of ways such as a poster, or a labelled diagram. This could also be a poster on a topic of concern and the other pupils could respond with written comments.
Year 3Unit 3E
Title: E-mail / Year: 3Term: 3
Text 16 & 20: Pupils should use e-mail to write to a range of people. This could be to pupils in another school involved in a joint e-mail project or an organisation from which they require information for the class topic.
Pupils could exchange first drafts of stories which are then reviewed by other pupils who send back their comments on how the story could be improved. They could jointly design a questionnaire which could be used to collect information in their respective schools.
Year 4Unit 4A
Title: Writing for different audiences
Follow these links for a lesson plan and resources to develop the ICT technique of using Cut and Paste to re-order a piece of text (Claris and Apple Works files only)

Lesson Plan
Cleaning Teeth
Cleaning Teeth (mixed)
Toast - hard
Toast - hard (mixed)
Cup of Tea (mixed)

/ Year: 4Term: 1
Text 17, 18, 19, 20: They should use web sites of national and local newspapers to read a variety of reports. They should look at the layout and common features. They could collect, list and compare opening sentences. They could compare several reports on the same subject and categorise what is fact and opinion. Pupils could write articles in pairs and amend them over a period of time. Their articles could then be used to produce a class newspaper, but they should focus on the content of their articles and consider the layout and presentation later.
Year: 4Term: 2
Text 9 & 12: Pupils could collaborate with others to write stories in chapters, with particular audiences in mind e.g. horror stories for junior pupils.
Year: 4Term: 3
Text 12, 13, 15 & 25: Pupils could write alternative ending for a known story or write longer stories from story plans. They could produce polished poetry through revision by deleting, adding, changing or reorganising words and lines. Pupils could also design an advertisement such as a poster or radio jingle using HyperStudio, for a school fair or an imaginary product.
Year 5Unit 5B
Analysing data and asking questions: using complex searches / Year: 5Term: 1
Text 13: Pupils should record, their ideas, reflections and predictions about a book. They could do this in a class reading log or journal, which could be set up as a database to be accessed by other pupils. Pupils could then ask further questions based on their own data.
Pupils could use prepared databases on CD-ROMs, or search engines on the Internet to search for and analyse information using 'AND', 'OR' as part of the query.
Year 5Unit 5C
Evaluating information, checking accuracy and questioning plausibility / Year: 5Term: 2
Text 17, 18 & 19: Pupils could locate information on a CD-ROM or on the Internet by using the contents pages, indexes and bookmarks. Pupils in groups could compare and evaluate critically the information from different sources and be able to check the accuracy or reliability of the information.
Text 20 & 21: Pupils could make notes and rewrite the information in their own words. They should always record and acknowledge sources in their writing.
Year: 5Term: 3
Text 17 & 18: Pupils should draft and write individual, group or class letters for real purposes. For example, they could present a point of view, or write a protest on an issue of concern. They should use a range of tools to present the issues such as numbered lists, bullet points etc.
Year 6Unit 6A
Title: Multimedia presentation / Year: 6Term: 1
Text 6 & 18: Pupils could be asked to write and publish a modern version of favourite fairy tales for KS1 pupils. They could make books, using a word processor, story maker CD-ROM, desktop publishing package or HyperStudio They should then compare the finished products to evaluate the best method.
Year: 6Term: 2
Text 1, 18 & 19: Pupils should consider what adaptations they would need to make to a story in order to change it to a newspaper report using a desktop publishing package. They could also publish their newspaper electronically as a web page.
Year: 6Term: 3
Text 13: Pupils could write a sequence of poems which are linked to a theme (e.g. water, bullying) or poems in a particular form (e.g. haiku). This could be published as a book or as a multimedia book using HyperStudio

ICT Resourcesavailable to support English teaching include:

Generic software
Name: ClarisWorks*
Type: Software
KeyStage: 1 & 2 / Description: Integrated software with word processor, drawing, painting and spreadsheet applications.
Platform: PC and Mac
Supplier: Apple
Name: HyperStudio*
Type: Software
KeyStage: 1 & 2 / Description: A multimedia tool that can be used to create talking story books by adding text, images, sound and animations to pupils' projects.
Platform: PC and Mac
Supplier: Tag Development - 0800 591262 -
Name: Microsoft Publisher
Type: Software
KeyStage: 2 / Description: Desktop publishing software with easy to use templates and wizards.
Platform: PC
Supplier: Microsoft
Name: Claris Home Page*
Type: Software
KeyStage: 1 & 2 / Description: Web page design software.
Platform: PC and Mac
Supplier: Apple
English CD-ROMs and software
Name: The Grammar Show
Type: CD-ROM
KeyStage: 2 / Description: Interactive exercises and activities relating to grammar for upper KS2.
Platform: PC and Mac
Supplier: Sherston Software - 01666 843200 -
Name: Writer’s Workshop
Type: Software (with Internet link)
KeyStage: 2 / Description: Interactive CD-ROM designed for KS3 pupils but suitable for upper KS2; designed to provide stimuli for factual and descriptive writing.
Platform: PC
Supplier: Granada Learning - 01618272927 -
Name: Oxford Reading Tree talking Stories
Type: CD-ROM
KeyStage: 1 / Description: The ORT stories enable pupils to hear stories read, as well as reading them independently.
Platform: PC and Mac
Supplier: Sherston Software - 01666 843200 -
Name: Fuzzbuzz
Type: Software
KeyStage: 1 / Description: Animated activities that help pupils develop their sight vocabulary.
Platform: PC and Mac
Supplier: Granada Learning - 01618272927 -
Name: Wellington Square
Type: Software
KeyStage: 2 / Description: Designed to meet the needs of KS2 pupils who are ‘slow to get off the ground in reading’. Each CD provides a set of talking books and activities of increasing complexity.
Platform: PC
Supplier: Granada Learning - 01618272927 -
Name: Nursery Rhyme Time
Type: CD-ROM
KeyStage: 1 & 2 / Description: Nursery rhymes brought to life with animation, narration, sound affects and music. As well as listening and following the words, pupils can listen to individual words.
Platform: PC and Mac
Supplier: Sherston Software - 01666 843200 -
Name: Living Books CD-ROMs (Tortoise and the hare, etc.)
Type: CD-ROM
KeyStage: 1 & 2 / Description: Series of interactive CD-ROMs that retell stories with some having accompanying resources which contain suggestions for classroom activities.
Platform: PC and Mac
Supplier: Tag Development - 0800 591262 -
Name: Activity Bank English (Literacy CDs for Year 3 - 6)
Type: CD-ROM
KeyStage: 1 & 2 / Description: Developed in conjunction with the National Literacy Association, these CD-ROMs contain a series of short structured activities that cover many of the objectives in the NLS framework for years 3 - 6.
Platform: PC and Mac
Supplier: Sherston Software - 01666 843200 -
Name: Europress Family Encyclopaedia
Type: CD-ROM
KeyStage: 1 & 2 / Description: Encyclopaedia designed to provide easily accessible and up-to-date information.
Platform: PC and Mac
Supplier: WebsterPublishing
Name: The Selfish Giant
Type: Software
KeyStage: 1 / Description: Interactive talking book that retells OscarWilde's story of 'The Selfish Giant' with games, puzzles and activities that can be uncovered on each page.
Platform: PC and Mac
Supplier: Sanctuary Woods Multimedia
Name: StoryMaker
Type: CD-ROM
KeyStage: 1 & 2 / Description: A program that allows pupils to make and play their own stories using graphics, sound effects, sound and text.
Platform: PC and Mac
Supplier: Software Production Associates
Name: Talking Textease
Type: Software
KeyStage: 1 & 2 / Description: Word processor with desktop publishing features. It has provision for using video and audio clips and easy conversion into web pages.
Platform: PC
Supplier: Softease
Name: Encarta Encyclopedia
Type: CD-ROM
KeyStage: 2 / Description: Multimedia encyclopaedia that includes a dictionary and links to the World Wide Web.
Platform: PC
Supplier: Microsoft
Name: Tizzy's Toybox
Type: CD-ROM
KeyStage: 1 & 2 / Description: Fun activities that enable pupils to learn letter sounds, names and shapes. They can also do activities on rhyming words, prepositions, matching and sorting, etc.
Platform: PC and Mac
Supplier: Sherston Software - 01666 843200 -
Name: Creative Writer
Type: CD-ROM
KeyStage: 1 & 2 / Description: A powerful word processing and desktop publishing tool that produces fancy fonts, borders and backgrounds. It also has a story starter fruit machine which can be used for creating starting points.
Platform: PC
Supplier: Microsoft
Name: Clicker 3
Type: CD-ROM
KeyStage: 1 / Description: An on-screen keyboard with speech that allows you to add words, images or sound into a word processor. Clicker writer lets you write with pictures as well as words.
Platform: PC
Supplier: Crick Software
Name: Talking Write Away
Type: CD-ROM
KeyStage: 1 & 2 / Description: Allows text to be read back to pupils.
Platform: PC
Supplier: Black Cat Software - 01874 622114 -
Name: Talking First Word
Type: CD-ROM
KeyStage: 1 & 2 / Description: Based on Microsoft Word; allows text to be read back to pupils.
Platform: PC
Supplier: RM - 01235 826969
Name: Matti Mole SummerHoliday
Type: CD-ROM
KeyStage: 1 & 2 / Description: Language activities based on a story character. Supports a range of literacy topics such as nouns and adjectives, joining words, opposites, plurals, tenses and verbs.
Platform: PC and Mac
Supplier: Sherston Software - 01666 843200 -
Peripherals
Name: AlphaSmart Keyboards
Type: Hardware
KeyStage: 1 & 2 / Description: Provides additional access to pupils in your class to use word processing. It allows text stored on the keyboard to be transferred in to any word processor or DTP program.
Platform: PC and Mac
Supplier: Tag Development - 0800 591262 -
Books
Name: The IT in Primary Literacy: A Practical Document Ideal for INSET & Classroom Use
Type: Booklet
KeyStage: Reception to Yr 6 / Description: A teacher friendly guide to integrating ICT into the literacy hour.
Platform:
Supplier: Bolton LEA Curriculum ICT Centre -

*This software is available for purchase by Lewisham schools at reduced prices through the LewishamICT Centre (020 8314 9441).