Cover lesson · Languages, Literacy and Communication · Year 2 · Advanced
DCF: Producing → Sourcing, searching and planning digital content
What this practises: planning a search for pictures: putting the steps in order, choosing keywords that find the right picture, and planning a fact page with a short checklist. The searches are pretend screens on paper. Pupils sound out and spell their own keywords, which is real literacy evidence of spelling with letter sounds, including sh, ck and ea.
Print: page 2 (the activity sheet), one per pupil. Print the stimulus sheet “Puffins on Skomer: facts and pretend search screens”, one between two. No computers are needed.
Run: 5 min read the puffin facts · 5 min Part 1 · 10 min Part 2 · 10 min Part 3 · 10 min Part 4 · 10 min Part 5 · 5 min share. Total 55 minutes.
Collect: the activity sheet. For literacy, look at Part 3 (sound boxes) and Part 4 (keywords spelt by the pupil). Quick checks: Part 1 think 1, type 2, choose 3; Part 2 puffin, puffling, puffin fish, bird found 1 puffin, puffin found 4; Part 3 3, 2, 3, 2 sounds.
Read the words after Say aloud.
Say: “Our class is making a fact page about puffins on a computer. Puffins are birds that live by the sea. Lots of them visit Skomer Island in Wales. Listen to these facts.”
Read: the fact box on the stimulus sheet aloud.
Ask: “What colour are a puffin’s feet? What is a baby puffin called?” (orange; a puffling)
Say: “To find a picture on a computer, we do 3 things. Which comes first?” Pupils number the steps.
Answers: think of keywords 1, type the keywords 2, choose the best picture 3.
Say: “Keywords are the words we type to search. Circle the keyword you think will work best.”
Show: the pretend search screens on the stimulus sheet. “Look what happened when someone typed bird. How many puffins did it find?”
Answers: puffin, puffling, puffin fish. bird found 1 puffin; puffin found 4. The more exact the word, the better the pictures.
Say: “To type a keyword we have to spell it. Say fish slowly: f, i, sh. Sh is two letters but one sound, so it goes in one box.”
Pupils: say each word, write one sound in each box, then count the sounds.
Answers: f-i-sh 3, e-gg 2, r-o-ck 3, s-ea 2.
Say: “We need 3 more pictures. Look at each one. Write 2 keywords that would find it. Use the words you spelt in Part 3.”
Answers: for example: puffin sea (or puffin flying), puffin egg, puffin rock.
Say: “Before we make anything on a computer, we plan it. Write the title, draw where the pictures go and write a label under each. Then tick the checklist: title, 3 pictures, labels.”
Ask: “Read me one of your keywords. Would it find the right picture? Why?”
Say: “Da iawn! Good keywords are short and exact.”
Name: Class: Date:
Our class is making a fact page on the computer: Puffins on Skomer. We need to search for pictures.
Put the steps in order. Write 1, 2 and 3.
type the keywords
choose the best picture
think of keywords
Circle the best keyword. Then check on the search screens.
| I want a picture of a puffin. | bird or puffin |
| I want a picture of a baby puffin. | baby or puffling |
| I want a puffin with fish in its beak. | puffin or puffin fish |
The search bird found puffin. The search puffin found puffins.
Say the word. Write one sound in each box. How many sounds?
| picture | sounds | how many? |
|---|---|---|
We need 3 more pictures. Write 2 keywords for each one.
| a puffin flying over the sea | ||
| a puffin’s egg | ||
| a puffin standing on a rock |
Write the title. Draw where the 3 pictures will go. Write a label under each one.
Title:
Does my plan have:
a title? 3 pictures? a label under each picture?