Plean Scoile
Gaelscoil Éirne
Ábhar: Béarla
Introductory Statement:
This Plan was drafted in response to the implementation of the Revised Curriculum (1999) in English. The whole teaching staff of Gaelscoil Éirne were involved in the drafting of this plan. Due to the implementation of Tumoideachas, the English curriculum is not taught in our school until November of Senior Infants onwards.
Rationale:
Our intention in putting this plan together is to benefit teaching and learning in our school. We wish to conform to the principles of learning outlined in the Revised Primary Curriculum (1999). We have reviewed our teaching practises and methodologies in light of the changes outlined in the Curriculum and the introduction of Tumoideachas in our school.
Vision:
We would like to give our pupils the tools and confidence they need to communicate with others in the outside world. We wish to instil in them a love of the written and spoken word. In doing so, we hope to make their transitions in life (to secondary school, to the working world etc) as smooth as possible.
Aims:
(from the Revised Curriculum, 1999)
The aims of the English language curriculum are to
• promote positive attitudes and develop an appreciation of the value of language spoken, read and written
• create, foster and maintain the child's interest in expression and communication
• develop the child's ability to engage appropriately in listener-speaker relationships
• develop confidence and competence in listening, speaking, reading and writing
• develop cognitive ability and the capacity to clarify thinking through oral language, writing and reading
• enable the child to read and write independently
• enhance emotional, imaginative and aesthetic development throughoral, reading and writing experiences.
This English plan will be addressed under the following headings:
Curriculum planning
1. Strands and strand units
2. Language programme and Core Curriculum
3. Assessment and record keeping
4. Children with different needs
5. Equality of participation and access
Organisational planning
6. Timetable
7. Homework
8. Library
9. Resources and ICT
10. Individual teachers’ planning and reporting
11. Staff development
12. Parental involvement
13. Community links
Curriculum Planning
Strands and Strand Units:
Overview
Strands Strand units
Receptiveness to language Oral
developing receptiveness to oral language
Reading
developing concepts of language and print
Writing
creating and fostering the impulse to write
Competence and confidence in using language Oral
developing competence and confidence in using oral language
Reading
developing reading skills and strategies
Writing
developing competence, confidence and the ability to write independently
Developing cognitive abilities through language Oral
developing cognitive abilities through oral language
Reading
developing interests, attitudes and the ability to think
Writing
clarifying thought through writing
Emotional and imaginative development through language Oral
developing emotional and imaginative development through language life through oral language
Reading
responding to text
Writing
developing emotional and imaginative life through writing
Language Programme:
*note: We have used the Additional Support Material available from the NCCA to structure our planning in English.
Strand: Oral Language
Strand Unit: Receptiveness to Language
The majority of our pupils come from a disadvantaged socio-economic background. We have found, therefore, that their language experience may not be as rich and varied as that of some of their peers. We also have a high percentage of children with particular language needs e.g. dyslexia.
We therefore aim to provide a wide range of strategies to facilitate the development of oral skills and conversational abilities, including:
- The development of a listener/speaker relationship
- Learning to attend actively
- Responding to the verbal and non-verbal cues that are used to convey meaning
- Developing and expanding vocabulary
Strand Unit: Developing Competence and Confidence in Using Language
There are five contexts listed in the revised Curriculum for teaching oral language:
Talk and discussion
Play and games
Poetry
Story
Improvisational drama
These are used within each class both formally and informally.
We use the five contexts listed to help develop children’s social and expressive use of language (giving and receiving greetings, answering the telephone, making introductions, giving directions). We approach this informally during the English lesson as the children speak Irish in every other aspect of the curriculum. Games that we play include headbandz, 20 questions, guess who etc. Other ways that we develop social use of language include informal story-telling, news, dramas etc.
The games previously mentioned facilitate group work. Debates are also organised in the senior classes to facilitate paired and group oral work. Many of the tasks set in the Oral language programmes we use require paired and group work.
We approach grammar and its conventions in an informal manner as part of an English lesson. We find that the children pick up on the conventions of grammar by listening to and responding to grammar modelled correctly by teachers.
The resources we have in this school to support in the teaching and learning of oral language include:
Games
Now You’re Talking
Chatterbox
Oral Language (PrimEd)
Speaking and Listening (PrimEd)
High Interest Oral Language activities (PrimEd)
Collections of nursery rhymes and fairy tales
20 Topics
Strand Unit: Developing Cognitive Abilities Through Language:
We aim to give the children the opportunity to use questions in order to gain maximum information; to seek and to give explanations; to discuss different possible solutions to problems; to argue a point of view; to persuade others and to examine fact and fiction, bias and objectivity.
In the junior classes, the children should be given the opportunity to do this through various means, including:
asking questions based on stories
Using descriptive detail in relation to people, places, times, processes, events, colour, shape, size, position and adding elaborate detail
Discussing different possible solutions to problems
Asking questions to satisfy curiosity about the world
Showing understanding of text
Engaging in real and imaginary situations involving language use
In the senior classes, the means by which the children develop cognitive abilities include:
Discussing issues that directly affect their lives
Discussing ideas and concepts encountered in other areas of the curriculum
Discussing a story being read and predicting future events and likely outcomes
Discussing different possible solutions to problems
Discussing what he/she knows of a particular topic or process as a basis for encountering new concepts
Discussing causes and effects in relation to processes and events and predicting possible outcomes
Listening to a presentation and discussing and deciding which are the most important questions to ask, and then prioritising them
Learning how to use the basic key questions
why? how? where? when? what? what if?
Making presentations to the class about their own particular interests
Justifying personal likes and dislikes
Arguing a point of view and trying to persuade others to support it
Exploring reactions to ideas through improvisational drama
Responding to arguments presented by the teacher
The school uses oral language to develop the children’s comprehension skills in the following ways:
We seek to use oral language as an alternative to written exercises where possible
When doing novels and short stories, we read to the children and ask questions based on the extract
We use procedural writing as an oral language activity
Recounting and retelling
Strand Unit: Emotional and Imaginative Development Through Language:
Children are encouraged to explore feelings and experiences through talking and using oral language within the context of the English lesson.
Discrete oral language time and cross-curricular use of oral language are included in our Plean Gaeilge as that our day-to-day means of communication.
Strand: Reading
Strand Unit: Receptiveness to language
We have implemented D.E.A.R. (drop everything and read) time within the school. This is scheduled for Wednesday at 2pm. The children are allowed to read for pleasure their choice of material.
The following strategies are used in the development of literacy:
Allowing children to handle books and look at pictures in the early years
Hands On Phonics
Providing a supply of appropriately readable material in a variety of genres to aid in the provision of a print-rich environment
Providing the terminology and vocabulary that go with books and reading
A clear plan for reading development throughout the school
A continuum of support for children who present with difficulties in reading
Peer tutoring (senior classes paired with junior classes)
A variety of teaching methods
We approach reading based on each child’s general language development. We provide material that is of interest to the child and relevant to their lives.
Strand Unit: Competence and Confidence in Using Language
Provision of a print rich environment:
Library/reading corner in every classroom
Labels and posters (mostly in Irish in keeping with the school’s ethos)
Computer in every classroom
Irish and English language newspapers
Comics
Dictionaries in every classroom, thesaurus in senior classrooms
Small library/shelf of books in the entrance hallway
Reading Schemes in Use:
Oxford Reading Tree is in use throughout the school.
We select schemes based on the child’s reading level and experiences/interest. Schemes are reviewed regularly by the staff.
We have schemes for weaker readers such as Storyworld stages 1-9 which allows for differentiation in the younger classes. There are a wide range of schemes for reluctant readers in the school including Sparklers, Gigglers, Sails and Rigby Star. Each class is provided with a selection of books for the weaker and stronger child. Big books are used in junior and middle classes. There are a number of programmes on the school’s central computer server such as Sounds Great, Oxford Reading Tree stages 2 and 3, Word Shark 2 and 3.
A variety of novels are used from third class up, for example Under the Hawthorne Tree, Northern Lights, Charlotte’s Web and I am David.
As previously mentioned, we encourage a culture of reading in the school. D.E.A.R. time has been implemented in the school with success. Peer tutoring, including paired reading is also being implemented.
The school supports the home in its role in relation to the emergent reader in the following ways:
Provision of reading material
Keeping a log of what each child has read
Home/school liaison meetings where teachers give presentations about reading
The role of the learning support/resource teachers in supporting the reading programme is to help identify the children with difficulties/weaknesses, to identify the nature of said difficulties and to identify the appropriate teaching methods they require. They then take these children and teach them within the classroom, in small group situations or one-to-one.
Book related events are held on a regular basis in the school e.g. MS readathon, book fairs, visits to the library, national book week.
We have on occasion invited authors, poets and journalists to speak to the children on various topics.
We have various poetry anthologies that have been compiled by staff members or published including: Nursery Rhyme Anthology, Infant Poetry anthology, P.A.T. Nursery Rhymes, R.T.E. Poetry Anthology. These are used for individual and group recitation.
Strand Unit: Developing Cognitive Abilities Through Language
Strategies to develop children’s cognitive abilities:
Developing interests: providing reading materials that spark an interest in the child and cater to their individual interests and experiences
Information retrieval skills: providing opportunities to retrieve information in a variety of contexts e.g. from a newspaper, from a textbook, on the internet etc.
Developing the ability to think: debates, analysing text and offering opinions, providing higher order questions for the child to answer, seeking answers to inferential and differential questions.
Oral language is emphasised in the development of comprehension skills. Teachers go through questions and answers orally before written work is undertaken. Comprehension skills are developed through a combination of the following: reading the text, reflecting on it, discussing it, writing about it, answering verbal and written questions on it.
The school develops the children’s response to fiction and poetry in the following ways:
Providing a wide variety of exciting reading material
Exposure to different genres and styles of writing
Visiting authors
Trips to the library
D.E.A.R. time
Strand Unit: Emotional and Imaginitive Development Through Language
Strategies to foster emotional and imaginative development through story, poetry, drama:
Discussing their reactions and feelings in relation to a piece of text
Predicting what might happen next in a piece of text or predicting from the title and illustrations
Role-playing with regard to characters and events encountered in text
Strand: Writing
Strand Unit: Receptiveness to Language
We aim to provide a classroom environment that encourages writing by facilitating the following:
Provision of writing materials for free writing
Writing for present and different audiences
Choosing their own topics for writing
Group work (co-operative stories/projects, class anthologies, peer editing etc)
Oral language has a vital role to play in the writing process as the children discuss both topics and styles with the teacher before beginning to write. When the piece of writing has been completed by the child, they will further discuss it both with the teacher and/or their peers. Phrases and new vocabulary encountered by the child in school and beyond can be incorporated into their writing.
Strand Unit: Competence and Confidence in Using Language
Topics are chosen by the school by style:
Recount writing
Persuasive writing
Narrative writing
Poetry writing
Report writing
Procedural writing
Explanation writing
We spend 6 weeks on each style and grammar and punctuation are included within each block. More detail can be found within the Core Curriculum below.
A variety of strategies for planning writing are used within the school, including:
Brainstorming
Internet research
Mind mapping
Images
Consulting encyclopedias
Interviewing/speaking to relevant people
Use of the 5 questions
We use the First Steps programme for writing which ensures continuity throughout the school. We practise draft/redraft/publish. It is important that the teacher be involved in consultation with the child during this process.
Children’s work is displayed prominently and kept in each child’s folder.
It is envisaged that the children will progress through the following stages of writing as they develop:
Role Play Writing
Experimental Writing
Early Writing
Conventional Writing
Proficient Writing
Advanced Writing
Key elements in the early writing stage in the school
We encourage children to:
Initiate own writing activities
Learn to write by writing
Emulate what they see peers and adults write
Apply, practise and refine understandings gained through shared and modelled reading and writing
Experiment with print to work out concept and conventions of written language
Begin to match oral to written language and explore how words are represented in print
Write their own name
Use environmental print as models for their own writing
Key elements in the development of handwriting skills in the school
We have agreed to use the print form when teaching handwriting in Junior classes.
It is supported by teacher devised materials and the Modern Handwriting series. Left Handwriting Skills is also available for left-handed children. We also use sand, clay, whiteboards and markers, playdough, magic finger etc to assist in handwriting development.
Letters have been introduced to the Infant Classes through the Irish Curriculum. Therefore, when beginning to study English, the children will follow the order of letters in Hands on Phonics.
Script writing will be introduced in Third Class and implemented in all Senior Classes. Therefore “Handwriting Today” (Prim-ED) will be given to Third Class and so on.
Junior and Senior infants use triangular grip pencils. There is no set pencil type for middle and senior classes.
We teach the children the Universal Standard Pencil Grip. We use the following rhyme to teach grip: Dad (thumb) and Mum (index) are in the front of the car. Child (third) is sitting in the back with the other children (fourth and pinkie fingers).
Infants use size 15 copies. First and Second Classes use size B2 and standard copies are in use from Third to Sixth classes. Certain children may need to use a slightly larger copybook.
We introduce pens in Fourth Class (January).
We have resources for left-handed children including “Left Hand Writing Skills” by Mark Stewart which are available in the learning support/resource room.
As handwriting is taught informally throughout the day and in all aspects of the curriculum, we have arranged for one short formal handwriting lesson per week of 15-30 minutes duration. There will be extra time allocated for handwriting practice.
Positive reinforcement is our main method of correcting handwriting as we feel that children will respond to praise and make an effort to reach their potential. We maintain high expectations with regard to handwriting.
The development of spelling skills
The teaching staff have decided to use the S.O.S. (Simultaneous Oral Spelling) method as described in Hands On Phonics throughout the school. The words will be drawn from the lists generated by the Hands On Phonics scheme. Class teachers may add to these lists as they feel appropriate. The amount of spellings to be learned is at the class teacher’s discretion, and spellings will be differentiated for children with learning difficulties and/or exceptional abilities. Testing will take place each Friday. Spellbound A-F
Brendan Culligan: Improving Children’s Spelling
Strand Unit: Developing Cognitive Abilities through Language
Infants:
Draw a picture and write about it
Draw and write about everyday experience or something just learned
Write naming words and add descriptive words
Rewrite sentences to make the message clearer
First and Second Classes:
write in a variety of genres
stories, diaries, poetry, charts, lists, captions,
cards, invitations, simple letters
write a version of a story told by the teacher
write about something that has been learned
write the significant details about an event or an activity
a game I played
my birthday
write an explanation for something
re-read work, confer with the teacher or others about it, and then rewrite it
write a simple sentence and add words to it to extend its meaning
listen to a story and write down questions to ask about it
write answers to questions asked by the teacher.
Third and Fourth Classes:
write in a variety of genres with greater sophistication
stories
diaries
records of what has been learned
reports
letters
notices
menus
lists
read a story and write it in his/her own words
read a narrative or expository piece and summarise it
write about an idea to explain it to someone else
write about why he/she finds an idea attractive
write about ideas encountered in other areas of the curriculum
write down directions on how to perform a particular process
write a list of questions about a particular topic and prioritise them
write a sentence and elaborate on it by adding one or more ideas to it
expand and clarify his/her thoughts on a particular idea or topic through drafting and re-drafting.
Fifth and Sixth Classes:
write in a wide variety of genres
narrative prose
poetry
instructions
diaries
learning logs
reports
letters
summaries
forms
recipes
examine the characteristics that differentiate written and oral language
write for a particular purpose and with a particular audience in mind
reflect on and analyse ideas through writing
refine ideas and their expression through drafting and re-drafting
express and communicate new learning
relate new ideas to previous learning
use notes to summarise reading material and write an account from the notes
sketch an ordered summary of ideas and draft a writing assignment based on it
argue the case in writing for a particular point of view
argue the case in writing for a point of view with which he/she disagrees
explore the use of compound and complex sentences in expressing thought.
Strand Unit: Emotional and Imaginative Development through Language
Children’s expressive and communicative abilities are through the writing process through the opportunities to draw and write about feelings, likes and dislikes, write stories, listen to music and write about it, write about favourite moments, characters, reactions to poems etc.
There is a wide range of poetry available for use throughout the school in anthologies created by teachers and commercially published. Poetry exposes the children to a wide variety of writing styles and forms which they can also use in their own writing.
Assessment and Record Keeping
(Please refer to the Plean Scoile- Polasaí Measúnaithe)
The methods of assessment in use in our school are:
teacher designed tasks and tests
teacher observation
portfolios of children’s work
checklists/profiles
standardised tests
diagnostic tests
Teachers administer all standardised tests according to the instructions given with the test.
Teachers assess children on a continuous basis through observation and weekly through teacher designed tasks and tests.
Standardised tests are administered at the following times:
M.I.S.T. June, Senior Infants
Micra-T May, First-Sixth Class
N.R.I.T. October/November, First-Sixth Class
Drumcondra Test of Early Literacy Early End Senior Infants
Assessment is used to
inform class teachers and assist in their planning
to aid in the selection of children for early intervention/learning support
to ensure that children are learning to their full potential
to allow for differentiation
We keep copies of all standardised tests and school reports in the children’s files. They are kept in the classroom for the year and in the child’s file until they reach the age of 21.
Children with different needs:
Children with learning difficulties
Children with learning difficulties are helped in the following ways
preparation of IEPs
differentiation in the whole class setting
small group and one on one tutoring with learning support teacher
Special Needs Assisstant
Computer programmes focused on literacy
Children with exceptional abilities
differentiated programme of work
accelerated reading programme
use of ICT
independent research projects
Equality of participation and access
Equality of participation and access is ensured in the English Curriculum through:
Equal opportunities are given to boys and girls to participate in discussions, presentations Etc
Equal opportunities are given to boys and girls to participate in reading activities
Teachers are cognisant of developmental differences between boys and girls when starting to read
Teachers are aware of gender differences in reading. They select reading material suitable for both genders.
Teachers are conscious of gender difference in writing readiness
Equal opportunities are given to boys and girls to participate in writing activities
Boys and girls have equal access to, and opportunities to use, ICT
All children have access to services, facilities and amenities in the school environment
Provision is made for the following:
Children experiencing any form of disadvantage
Children with disabilities
Families with literacy problems
Families for whom English is not the first language.
Through providing supplementary teaching for pupils who qualify as laid out in the
Learning Support Guidelines issued by the Department of Education and Science
Through providing supplementary teaching for pupils who qualify as laid out in the Learning Support Guidelines issued by the Department of Education and Science
Timetable:
3 hours 30 minutes is allocated per week in First-Sixth classes and 2 hours 30 minutes in senior Infants. English is not taught in Junior Infants.
The process of language learning can be developed across the curriculum by using a thematic and cross-curricular approach, even if English is not the language of communication in other subjects across the curriculum.
English is to be timetabled for afternoon lessons in order to encourage the use of Irish at yard and lunch times.
Homework:
English homework reflects the active-learning approach described in the English Curriculum.
Differentiation is made to allow for the different abilities of pupils.
Priority is given to homework assigned by the learning support/resource teachers.
Libraries:
Each class has a library and reading corner. There are a wide variety of books in English and Irish in each class library, and a variety of styles including fiction, non-fiction, poetry etc.
There are materials suitable for all levels of ability within each class.
Children attending the Support Teacher have written and published their own books which are displayed in Class Libraries for other children to read.
Children visit the library on occasion and are encouraged to retain library memberships so that they can go with their parents also.
Resources:
There are a wide range of additional support material available for teachers to use in addition to the programmes and schemes within each room. The following are the schemes in use within the school.
First Steps (writing)
Reasons to Write (Sunny Street)
Hands on Phonics
Edco
Oxford Reading Tree
ICT:
There are several software programmes located on the school’s central server for use in helping with literacy. These include Word Shark, Sounds Great etc.
Computers can assist children with special needs in many ways. For children with difficulties with handwriting, typing can be of great assistance.
ICT can also be used to assist children in researching projects, pieces of writing etc through use of the internet.
ICT is convenient for children to use when preparing displays of poetry, creative writing, projects etc.
Individual Teachers Planning and Reporting:
Teachers use the School Plan for English and the Curriculum documents when planning for English in their classroom. They also take into account the previous year’s Cuntais Míosúil in order to ensure continuity and development for all children.
Staff Development:
Teachers have access to new programmes, websites, reference books etc. Information relating to new thinking and research in the teaching of English is collated by the Principal and presented to staff on a regular basis at staff meetings. Time is allocated at staff meetings to discuss literacy issues and language development. Staff have also had talks from experts and authors in the field.
Teachers are encouraged to attend courses, particularly in the field of Dyslexia and oral language.
Parental Involvement: We place particular emphasis on the importance of literacy and encouraging reading with, to and by children.
The school provides resources to parents that will aid in the development of language.
The school supports parents with literacy problems by providing information on adult literacy programmes. Class teachers also make parents aware of the contents of notes home if they are aware of literacy problems in the home.
Community Links:
Visits from English speakers e.g. Garda, Nurse etc
World Book Day - talks by authors, visits to library etc
Children’s work on display in school and in the community e.g. in the church
Core Curriculum
Jolly Phonics Hands on Phonics:
Senior Infants:
Hands on Phonics will be introduced to Senior Infants after Christmas.
Christmas – Mid-Term
Introduce sounds for the letters a, f, h, b
A week on each sound.
Introduce sounds for the letters i, k, m,
A week on each sound.
Mid- Term - Easter
Introduce a sound for the letters p, t.
A week on each sound.
Introduce blends for a.
fa, ha, ba, ja, ka, ma, pa, ai, ta.
Easter – May bank Holiday
introduce blends for i.
Fi, hi, ia, bi, ji, ki, mi, pi, ti
Introduce sounds for the letters g, o, r, l.
A week on each sound.
introduce blends with o, a, i.
May Bank Holiday - Summer Holidays
introduce sounds with the letters n, u, s, d.
A week on each sound.
Introduce blends with u, o, a, i.
Introduce letters w, e, c
A week on each sound
introduce blending with u, a ,o i, e.
First Class:
September – Mid-Term
First month spent revising last years work.
introduce sounds for the letters v, x, y, z, qu.
A week on each sound.
Mid-Term - Christmas
Introduce blending with three letters.
Christmas – Mid-Term
Introduce initial blends
Mid-Term - Easter
Introduce Final blends
Easter – May Bank Holiday
Fun with Phonics
introduce sh and ch diagraphs
May Bank Hoilday - Summer Holidays
Fun with Phonics
Revise blending
Second Class:
September – Mid-Term
First month spent revising last years work.
Introduce th and wh diagraphs
Mid-Term - Christmas
Introduce ph says /f/
Introduce vowel –ng and vowel –nk Word endings.
Christmas – Mid-Term
Introduce Word endings –old, -ild, -ost, -int, -olt.
Introduce Consanant –le Word endings
Mid-Term - Easter
Sight List
Introduce the l-s-f Rule
Magic/ Silent e
Easter – May Bank Holiday
Magic e Reading
Magic e Cards Part 1
May Bank Hoilday - Summer Holidays
Magic/ Silent e Cards Part 2
Magic/Silent e Revised
Third Class
September – Mid-Term
First month spent revising last year’s work.
Introduce syllables
Y-e Rule
Mid-Term - Christmas
Three sounds for y
Introduce the /ë/ Sound at the end of a word
Christmas – Mid-Term
Hard and Soft c
Hard and Soft g
Mid-Term - Easter
Open Vowel Sounds
Introduce plurals
Easter – May Bank Holiday
Vowel Diagraphs
May Bank Hoilday - Summer Holidays
Vowel Diagraphs
Contractions
Fourth Class
September – Mid-Term
First month spent revising last year’s work.
Introduce /s/ and /z/ Sounds
Introduce –or, -ar and –er Words Endings
Mid-Term - Christmas
introduce er, ur, ir
R-controlled vowels
The letter w with r- controlled vowels
Christmas – Mid-Term
Introduce tch says /ch/
Introduce dge says /j/
Introduce ch with /k/ and /sh/ sounds
Mid-Term - Easter
Introduce Vowel/Consonant Diagraphs
Easter – May Bank Holiday
Introduce different types of syllables
The wa Rule
May Bank Hoilday - Summer Holidays
Division of syllables
Syllable Division in words with many vowels.
Fifth Class
September – Mid-Term
First month spent revising last year’s work.
introduce –ive Word endings
spelling the /shũn/ sound cian
the sounds of sion and tion
Mid-Term - Christmas
introduce /ũs/ at the end of a word.
Introduce vowel and consonant suffixes.
Introduce Suffix –ful
Introduce Suffix –ly
The Suffix -ward
Christmas – Mid-Term
Introduce the vowel Suffix 1-1-1 Doubling Rule (Part1)
Introduce Syllable Stress
The Vowel Suffix 2-1-1- Doubling Rule (Part 2)
The Suffix –y Rule
The Suffix Silent e Rule
Mid-Term - Easter
Introduce new spellings for the /ãw/ sound
Introduce Prefixes
Easter – May Bank Holiday
Introduce Homonyms
Introduce Homonyms their, there, they’re
The i before e Rule
May Bank Hoilday - Summer Holidays
Introduce –cal and –cle Word Endings
Introduce Possessive Words- Where to put the Apostrophe!
Further Homonyms
Sixth Class:
September - Mid-Term
Introduce Silent Letters
Introduce The Final /k/ sound.
Mid-Term - End of Year
Revision of everything
Ed co Big Box Adventures
Third Class:
September – Mid-Term
Recount Writing
Introduce recount writing
Hannah’s Holiday- sample
Grammar and Punctuation- Capital Letters
Tim’s Diary- sample
Grammar and Punctuation- Full Stops
A Burglary- sample
Confident in writing recounts
Explanation Writing
Introduce explanation writing
Why do we have muscles?
Grammar and Punctuation- Question Marks
Why do animals hibernate?
Why does it rain?
Mid-Term – Christmas
Persuasive Writing
introduce persuasive writing
A Letter
Grammar and Punctuation- Nouns
A Newspaper Article
Grammar and Punctuation – More about Nouns
An Advertisements
Christmas – Mid-Term
Narrative Writing
Introduce Narrative Writing
Hatch , Egg, Hatch!
Grammar and Punctuation- Quotation Marks & and Exclamation Marks
Mr- Twit
Grammar and Punctuation- Pronouns
Know your stories
Mid- Term – Easter
Poetry Writing
Introduce poetry writing
A List Poem
Grammar and Punctuation- Adjectives
A Descriptive Poem
Grammar and Punctuation- More about adjectives
A Story Poem
Easter- May Bank Holiday
Report Writing
Introduce report writing
Penguins
Grammar and Punctuation- Alphabetical Orde
Puppets
Grammar and Punctuation- Compound Words
Mozart
May Bank Holiday – Summer Holidays
Procedural Writing
Introduce procedure writing
Make a summer smoothie
Gramnmar and Punctuation – Verbs
Snap
Grammar and Punctuation- More about verbs
Directions
Fourth Class:
September – Mid-Term
Recount Writing
Introduce recount writing
An E-mail
Grammar and Punctuation- Sentences
An Article
Grammar and Punctuation- Nouns, Pronouns, Adjectives & Verbs
Biography- A Life Story
Confident in writing recounts
Explanation Writing
Introduce explanation writing
Why do we chew food?
Grammar and Punctuation- Adverbs
How do Shadows Occur?
How does popcorn pop?
Mid-Term – Christmas
Persuasive Writing
introduce persuasive writing
radio Advertising
Grammar and Punctuation- conjunctions
A Debate
Grammar and Punctuation – Prepositions
An Article for a School Magazine
Christmas – Mid-Term
Narrative Writing
Introduce Narrative Writing
Climbing Rosa
Grammar and Punctuation- More about Prepositions
The Queen of Narnia
Grammar and Punctuation The Apostrophe
The Selfish Giant
Mid- Term – Easter
Poetry Writing
Introduce poetry writing
A Descriptive Poem
Grammar and Punctuation- Homophones
A Question Poem
Grammar and Punctuation- More about apostrophes
A Response Poem
Easter- May Bank Holiday
Report Writing
Introduce report writing
Croke Park
Grammar and Punctuation- The Comma
Hot – Air Balloons
Grammar and Punctuation- Alphabetical Order
The Bottlenose Dolphin
May Bank Holiday – Summer Holidays
Procedural Writing
Introduce procedure writing
How to make a glass jar pencil holder
Grammar and Punctuation- more about the comma
How to replace batteries in a remote control.
Grammar and Punctuation- Verbs, Past Tense, Present Tense, Future Tense
How to make a grass-haired hedgehog.
Fifth Class:
September – Mid-Term
Recount Writing
Introduce recount writing
The Night of the Big Wind
Grammar and Punctuation- Do You Remember?
An Email
Grammar and Punctuation- More about Verbs Past Tense
The story of Anne Frank
Explanation Writing
Introduce explanation writing
How do rainbows occur?
Grammar and Punctuation- Adjectives
Why do animals become extinct?
How does sound echo?
Mid-Term – Christmas
Persuasive Writing
introduce persuasive writing
a newspaper article
Grammar and Punctuation- contractions
A Book Cover
Grammar and Punctuation – More about verbs
An information brochure
Christmas – Mid-Term
Narrative Writing
Introduce Narrative Writing
Frog in love
Grammar and Punctuation- More about Nouns
The Emperor and the Nightingale
Grammar and Punctuation- Prefixes
Jennifer’s Diary – Chapter One
Mid- Term – Easter
Poetry Writing
Introduce poetry writing
A Narrative Poem
Grammar and Punctuation- Suffixes
A Image Poem
Grammar and Punctuation- The apostrophes
A Rhyming Poem
Easter- May Bank Holiday
Report Writing
Introduce report writing
Bicycles
Grammar and Punctuation- Antonyms
The Museum of Country Life
Grammar and Punctuation- Synonyms
The Giant Panda
May Bank Holiday – Summer Holidays
Procedural Writing
Introduce procedure writing
How to re-use old CDs.
Grammar and Punctuation- sentences
How to make oatie biscuits
Grammar and Punctuation-Abbreviations
How to perform a card trick.
Sixth Class:
September – Mid-Term
Recount Writing
Introduce recount writing
An E-mail
Grammar and Punctuation- Sentences
Special Olympics 2003- Opening Ceremony
Grammar and Punctuation- More about sentences
Guide Dogs
Explanation Writing
Introduce explanation writing
How does the brain work?
Grammar and Punctuation- Pronouns
Why do plants need sunlight?
How does a car engine work?
Mid-Term – Christmas
Persuasive Writing
introduce persuasive writing
an Internet site
Grammar and Punctuation- verbs
A Debate
Grammar and Punctuation – Adjectives
A Film Review
Christmas – Mid-Term
Narrative Writing
Introduce Narrative Writing
The Horrendous Hullabaloo
Grammar and Punctuation- Nouns-Gender of nouns
The Arrival of a stranger
Grammar and Punctuation- Adverbs
The Sleeping Giant
Mid- Term – Easter
Poetry Writing
Introduce poetry writing
A Descriptive Poem
Grammar and Punctuation- Alphabetical Order
A Poet about Time
Grammar and Punctuation- The Hyphen
A Playful Poem
Easter- May Bank Holiday
Report Writing
London
Grammar and Punctuation- Numbers
Volcanoes
Grammar and Punctuation- Nouns
Christopher Reeve
May Bank Holiday – Summer Holidays
Procedural Writing
Introduce procedure writing
How to make a rainmaker
Grammar and Punctuation- prepositions
How to Assemble a stool
Grammar and Punctuation- More about Numbers
How to make a scrapbook
Sight Words
Senior Infants: 30 words from Christmas to end of year, from Murray/McNally 100 word list (St Pat’s Drumcondra) using materials from Sight Word Fun- 9 Little Books.
First Class: 100 words from Murray/McNally 100 word list (St Pat’s Drumcondra) using materials from Sight Word Fun- 9 Little Books and Reading Sight Words.
Second Class: Dolch 220 word list using Quest 1 and 2.
Third-Sixth Class: Dolch 220 word list for differentiation purposes with children with literacy difficulties.
The following core books will be used to teach the sight words and will be used as appropriate in First, Second and Third classes:
Reading Sight Words (Evan-Moor)
Reading Quest 1 (Nfer-Nelson)
Reading Quest 2 (Nfer-Nelson)
My First Sight Words (Bryan House)
Mastering Sight Words (Bryan House)
Success Criteria
Implementation:
teachers will use the School Plan for planning in conjunction with the Revised Curriculum (1999)
procedures in this plan will be consistently followed
The indicators of the plan achieving its aims:
positive feedback from teachers/parents/pupils/community
inspector’s suggestions/report
feedback from second level schools
The plan will have enhanced pupil learning if:
Children have a positive attitude and appreciation of the value of language-spoken, read and written
Children have an interest in expression and communication
Children have an ability to engage appropriately in listener-speaker relationships
Children have confidence and competence in listening, speaking, reading and writing
Children are engaging with a variety of genre in reading and writing
A process approach is evident in writing
Comprehension and higher order thinking skills are developed through oral language, reading and writing
Children’s emotional, imaginative and aesthetic development is enhanced through oral, reading and writing experiences.
Implementation
Roles and Responsibilities:
The plan will be implemented by the teaching staff and learning support/resource teachers. The principal will co-ordinate the progress of the plan, encourage and accept feedback and report to staff on her findings.
Review:
The plan will be reviewed on a regular basis by staff at staff meetings and Planning days.
Ratification:
This plan has been ratified by the Board of Management. Copies are available to every teacher and are stored electronically on the Plean Scoile hard drive and on the Principal’s computer.
This Plan was drafted in response to the implementation of the Revised Curriculum (1999) in English. The whole teaching staff of Gaelscoil Éirne were involved in the drafting of this plan. Due to the implementation of Tumoideachas, the English curriculum is not taught in our school until November of Senior Infants onwards.
Rationale:
Our intention in putting this plan together is to benefit teaching and learning in our school. We wish to conform to the principles of learning outlined in the Revised Primary Curriculum (1999). We have reviewed our teaching practises and methodologies in light of the changes outlined in the Curriculum and the introduction of Tumoideachas in our school.
Vision:
We would like to give our pupils the tools and confidence they need to communicate with others in the outside world. We wish to instil in them a love of the written and spoken word. In doing so, we hope to make their transitions in life (to secondary school, to the working world etc) as smooth as possible.
Aims:
(from the Revised Curriculum, 1999)
The aims of the English language curriculum are to
• promote positive attitudes and develop an appreciation of the value of language spoken, read and written
• create, foster and maintain the child's interest in expression and communication
• develop the child's ability to engage appropriately in listener-speaker relationships
• develop confidence and competence in listening, speaking, reading and writing
• develop cognitive ability and the capacity to clarify thinking through oral language, writing and reading
• enable the child to read and write independently
• enhance emotional, imaginative and aesthetic development throughoral, reading and writing experiences.
This English plan will be addressed under the following headings:
Curriculum planning
1. Strands and strand units
2. Language programme and Core Curriculum
3. Assessment and record keeping
4. Children with different needs
5. Equality of participation and access
Organisational planning
6. Timetable
7. Homework
8. Library
9. Resources and ICT
10. Individual teachers’ planning and reporting
11. Staff development
12. Parental involvement
13. Community links
Curriculum Planning
Strands and Strand Units:
Overview
Strands Strand units
Receptiveness to language Oral
developing receptiveness to oral language
Reading
developing concepts of language and print
Writing
creating and fostering the impulse to write
Competence and confidence in using language Oral
developing competence and confidence in using oral language
Reading
developing reading skills and strategies
Writing
developing competence, confidence and the ability to write independently
Developing cognitive abilities through language Oral
developing cognitive abilities through oral language
Reading
developing interests, attitudes and the ability to think
Writing
clarifying thought through writing
Emotional and imaginative development through language Oral
developing emotional and imaginative development through language life through oral language
Reading
responding to text
Writing
developing emotional and imaginative life through writing
Language Programme:
*note: We have used the Additional Support Material available from the NCCA to structure our planning in English.
Strand: Oral Language
Strand Unit: Receptiveness to Language
The majority of our pupils come from a disadvantaged socio-economic background. We have found, therefore, that their language experience may not be as rich and varied as that of some of their peers. We also have a high percentage of children with particular language needs e.g. dyslexia.
We therefore aim to provide a wide range of strategies to facilitate the development of oral skills and conversational abilities, including:
- The development of a listener/speaker relationship
- Learning to attend actively
- Responding to the verbal and non-verbal cues that are used to convey meaning
- Developing and expanding vocabulary
Strand Unit: Developing Competence and Confidence in Using Language
There are five contexts listed in the revised Curriculum for teaching oral language:
Talk and discussion
Play and games
Poetry
Story
Improvisational drama
These are used within each class both formally and informally.
We use the five contexts listed to help develop children’s social and expressive use of language (giving and receiving greetings, answering the telephone, making introductions, giving directions). We approach this informally during the English lesson as the children speak Irish in every other aspect of the curriculum. Games that we play include headbandz, 20 questions, guess who etc. Other ways that we develop social use of language include informal story-telling, news, dramas etc.
The games previously mentioned facilitate group work. Debates are also organised in the senior classes to facilitate paired and group oral work. Many of the tasks set in the Oral language programmes we use require paired and group work.
We approach grammar and its conventions in an informal manner as part of an English lesson. We find that the children pick up on the conventions of grammar by listening to and responding to grammar modelled correctly by teachers.
The resources we have in this school to support in the teaching and learning of oral language include:
Games
Now You’re Talking
Chatterbox
Oral Language (PrimEd)
Speaking and Listening (PrimEd)
High Interest Oral Language activities (PrimEd)
Collections of nursery rhymes and fairy tales
20 Topics
Strand Unit: Developing Cognitive Abilities Through Language:
We aim to give the children the opportunity to use questions in order to gain maximum information; to seek and to give explanations; to discuss different possible solutions to problems; to argue a point of view; to persuade others and to examine fact and fiction, bias and objectivity.
In the junior classes, the children should be given the opportunity to do this through various means, including:
asking questions based on stories
Using descriptive detail in relation to people, places, times, processes, events, colour, shape, size, position and adding elaborate detail
Discussing different possible solutions to problems
Asking questions to satisfy curiosity about the world
Showing understanding of text
Engaging in real and imaginary situations involving language use
In the senior classes, the means by which the children develop cognitive abilities include:
Discussing issues that directly affect their lives
Discussing ideas and concepts encountered in other areas of the curriculum
Discussing a story being read and predicting future events and likely outcomes
Discussing different possible solutions to problems
Discussing what he/she knows of a particular topic or process as a basis for encountering new concepts
Discussing causes and effects in relation to processes and events and predicting possible outcomes
Listening to a presentation and discussing and deciding which are the most important questions to ask, and then prioritising them
Learning how to use the basic key questions
why? how? where? when? what? what if?
Making presentations to the class about their own particular interests
Justifying personal likes and dislikes
Arguing a point of view and trying to persuade others to support it
Exploring reactions to ideas through improvisational drama
Responding to arguments presented by the teacher
The school uses oral language to develop the children’s comprehension skills in the following ways:
We seek to use oral language as an alternative to written exercises where possible
When doing novels and short stories, we read to the children and ask questions based on the extract
We use procedural writing as an oral language activity
Recounting and retelling
Strand Unit: Emotional and Imaginative Development Through Language:
Children are encouraged to explore feelings and experiences through talking and using oral language within the context of the English lesson.
Discrete oral language time and cross-curricular use of oral language are included in our Plean Gaeilge as that our day-to-day means of communication.
Strand: Reading
Strand Unit: Receptiveness to language
We have implemented D.E.A.R. (drop everything and read) time within the school. This is scheduled for Wednesday at 2pm. The children are allowed to read for pleasure their choice of material.
The following strategies are used in the development of literacy:
Allowing children to handle books and look at pictures in the early years
Hands On Phonics
Providing a supply of appropriately readable material in a variety of genres to aid in the provision of a print-rich environment
Providing the terminology and vocabulary that go with books and reading
A clear plan for reading development throughout the school
A continuum of support for children who present with difficulties in reading
Peer tutoring (senior classes paired with junior classes)
A variety of teaching methods
We approach reading based on each child’s general language development. We provide material that is of interest to the child and relevant to their lives.
Strand Unit: Competence and Confidence in Using Language
Provision of a print rich environment:
Library/reading corner in every classroom
Labels and posters (mostly in Irish in keeping with the school’s ethos)
Computer in every classroom
Irish and English language newspapers
Comics
Dictionaries in every classroom, thesaurus in senior classrooms
Small library/shelf of books in the entrance hallway
Reading Schemes in Use:
Oxford Reading Tree is in use throughout the school.
We select schemes based on the child’s reading level and experiences/interest. Schemes are reviewed regularly by the staff.
We have schemes for weaker readers such as Storyworld stages 1-9 which allows for differentiation in the younger classes. There are a wide range of schemes for reluctant readers in the school including Sparklers, Gigglers, Sails and Rigby Star. Each class is provided with a selection of books for the weaker and stronger child. Big books are used in junior and middle classes. There are a number of programmes on the school’s central computer server such as Sounds Great, Oxford Reading Tree stages 2 and 3, Word Shark 2 and 3.
A variety of novels are used from third class up, for example Under the Hawthorne Tree, Northern Lights, Charlotte’s Web and I am David.
As previously mentioned, we encourage a culture of reading in the school. D.E.A.R. time has been implemented in the school with success. Peer tutoring, including paired reading is also being implemented.
The school supports the home in its role in relation to the emergent reader in the following ways:
Provision of reading material
Keeping a log of what each child has read
Home/school liaison meetings where teachers give presentations about reading
The role of the learning support/resource teachers in supporting the reading programme is to help identify the children with difficulties/weaknesses, to identify the nature of said difficulties and to identify the appropriate teaching methods they require. They then take these children and teach them within the classroom, in small group situations or one-to-one.
Book related events are held on a regular basis in the school e.g. MS readathon, book fairs, visits to the library, national book week.
We have on occasion invited authors, poets and journalists to speak to the children on various topics.
We have various poetry anthologies that have been compiled by staff members or published including: Nursery Rhyme Anthology, Infant Poetry anthology, P.A.T. Nursery Rhymes, R.T.E. Poetry Anthology. These are used for individual and group recitation.
Strand Unit: Developing Cognitive Abilities Through Language
Strategies to develop children’s cognitive abilities:
Developing interests: providing reading materials that spark an interest in the child and cater to their individual interests and experiences
Information retrieval skills: providing opportunities to retrieve information in a variety of contexts e.g. from a newspaper, from a textbook, on the internet etc.
Developing the ability to think: debates, analysing text and offering opinions, providing higher order questions for the child to answer, seeking answers to inferential and differential questions.
Oral language is emphasised in the development of comprehension skills. Teachers go through questions and answers orally before written work is undertaken. Comprehension skills are developed through a combination of the following: reading the text, reflecting on it, discussing it, writing about it, answering verbal and written questions on it.
The school develops the children’s response to fiction and poetry in the following ways:
Providing a wide variety of exciting reading material
Exposure to different genres and styles of writing
Visiting authors
Trips to the library
D.E.A.R. time
Strand Unit: Emotional and Imaginitive Development Through Language
Strategies to foster emotional and imaginative development through story, poetry, drama:
Discussing their reactions and feelings in relation to a piece of text
Predicting what might happen next in a piece of text or predicting from the title and illustrations
Role-playing with regard to characters and events encountered in text
Strand: Writing
Strand Unit: Receptiveness to Language
We aim to provide a classroom environment that encourages writing by facilitating the following:
Provision of writing materials for free writing
Writing for present and different audiences
Choosing their own topics for writing
Group work (co-operative stories/projects, class anthologies, peer editing etc)
Oral language has a vital role to play in the writing process as the children discuss both topics and styles with the teacher before beginning to write. When the piece of writing has been completed by the child, they will further discuss it both with the teacher and/or their peers. Phrases and new vocabulary encountered by the child in school and beyond can be incorporated into their writing.
Strand Unit: Competence and Confidence in Using Language
Topics are chosen by the school by style:
Recount writing
Persuasive writing
Narrative writing
Poetry writing
Report writing
Procedural writing
Explanation writing
We spend 6 weeks on each style and grammar and punctuation are included within each block. More detail can be found within the Core Curriculum below.
A variety of strategies for planning writing are used within the school, including:
Brainstorming
Internet research
Mind mapping
Images
Consulting encyclopedias
Interviewing/speaking to relevant people
Use of the 5 questions
We use the First Steps programme for writing which ensures continuity throughout the school. We practise draft/redraft/publish. It is important that the teacher be involved in consultation with the child during this process.
Children’s work is displayed prominently and kept in each child’s folder.
It is envisaged that the children will progress through the following stages of writing as they develop:
Role Play Writing
Experimental Writing
Early Writing
Conventional Writing
Proficient Writing
Advanced Writing
Key elements in the early writing stage in the school
We encourage children to:
Initiate own writing activities
Learn to write by writing
Emulate what they see peers and adults write
Apply, practise and refine understandings gained through shared and modelled reading and writing
Experiment with print to work out concept and conventions of written language
Begin to match oral to written language and explore how words are represented in print
Write their own name
Use environmental print as models for their own writing
Key elements in the development of handwriting skills in the school
We have agreed to use the print form when teaching handwriting in Junior classes.
It is supported by teacher devised materials and the Modern Handwriting series. Left Handwriting Skills is also available for left-handed children. We also use sand, clay, whiteboards and markers, playdough, magic finger etc to assist in handwriting development.
Letters have been introduced to the Infant Classes through the Irish Curriculum. Therefore, when beginning to study English, the children will follow the order of letters in Hands on Phonics.
Script writing will be introduced in Third Class and implemented in all Senior Classes. Therefore “Handwriting Today” (Prim-ED) will be given to Third Class and so on.
Junior and Senior infants use triangular grip pencils. There is no set pencil type for middle and senior classes.
We teach the children the Universal Standard Pencil Grip. We use the following rhyme to teach grip: Dad (thumb) and Mum (index) are in the front of the car. Child (third) is sitting in the back with the other children (fourth and pinkie fingers).
Infants use size 15 copies. First and Second Classes use size B2 and standard copies are in use from Third to Sixth classes. Certain children may need to use a slightly larger copybook.
We introduce pens in Fourth Class (January).
We have resources for left-handed children including “Left Hand Writing Skills” by Mark Stewart which are available in the learning support/resource room.
As handwriting is taught informally throughout the day and in all aspects of the curriculum, we have arranged for one short formal handwriting lesson per week of 15-30 minutes duration. There will be extra time allocated for handwriting practice.
Positive reinforcement is our main method of correcting handwriting as we feel that children will respond to praise and make an effort to reach their potential. We maintain high expectations with regard to handwriting.
The development of spelling skills
The teaching staff have decided to use the S.O.S. (Simultaneous Oral Spelling) method as described in Hands On Phonics throughout the school. The words will be drawn from the lists generated by the Hands On Phonics scheme. Class teachers may add to these lists as they feel appropriate. The amount of spellings to be learned is at the class teacher’s discretion, and spellings will be differentiated for children with learning difficulties and/or exceptional abilities. Testing will take place each Friday. Spellbound A-F
Brendan Culligan: Improving Children’s Spelling
Strand Unit: Developing Cognitive Abilities through Language
Infants:
Draw a picture and write about it
Draw and write about everyday experience or something just learned
Write naming words and add descriptive words
Rewrite sentences to make the message clearer
First and Second Classes:
write in a variety of genres
stories, diaries, poetry, charts, lists, captions,
cards, invitations, simple letters
write a version of a story told by the teacher
write about something that has been learned
write the significant details about an event or an activity
a game I played
my birthday
write an explanation for something
re-read work, confer with the teacher or others about it, and then rewrite it
write a simple sentence and add words to it to extend its meaning
listen to a story and write down questions to ask about it
write answers to questions asked by the teacher.
Third and Fourth Classes:
write in a variety of genres with greater sophistication
stories
diaries
records of what has been learned
reports
letters
notices
menus
lists
read a story and write it in his/her own words
read a narrative or expository piece and summarise it
write about an idea to explain it to someone else
write about why he/she finds an idea attractive
write about ideas encountered in other areas of the curriculum
write down directions on how to perform a particular process
write a list of questions about a particular topic and prioritise them
write a sentence and elaborate on it by adding one or more ideas to it
expand and clarify his/her thoughts on a particular idea or topic through drafting and re-drafting.
Fifth and Sixth Classes:
write in a wide variety of genres
narrative prose
poetry
instructions
diaries
learning logs
reports
letters
summaries
forms
recipes
examine the characteristics that differentiate written and oral language
write for a particular purpose and with a particular audience in mind
reflect on and analyse ideas through writing
refine ideas and their expression through drafting and re-drafting
express and communicate new learning
relate new ideas to previous learning
use notes to summarise reading material and write an account from the notes
sketch an ordered summary of ideas and draft a writing assignment based on it
argue the case in writing for a particular point of view
argue the case in writing for a point of view with which he/she disagrees
explore the use of compound and complex sentences in expressing thought.
Strand Unit: Emotional and Imaginative Development through Language
Children’s expressive and communicative abilities are through the writing process through the opportunities to draw and write about feelings, likes and dislikes, write stories, listen to music and write about it, write about favourite moments, characters, reactions to poems etc.
There is a wide range of poetry available for use throughout the school in anthologies created by teachers and commercially published. Poetry exposes the children to a wide variety of writing styles and forms which they can also use in their own writing.
Assessment and Record Keeping
(Please refer to the Plean Scoile- Polasaí Measúnaithe)
The methods of assessment in use in our school are:
teacher designed tasks and tests
teacher observation
portfolios of children’s work
checklists/profiles
standardised tests
diagnostic tests
Teachers administer all standardised tests according to the instructions given with the test.
Teachers assess children on a continuous basis through observation and weekly through teacher designed tasks and tests.
Standardised tests are administered at the following times:
M.I.S.T. June, Senior Infants
Micra-T May, First-Sixth Class
N.R.I.T. October/November, First-Sixth Class
Drumcondra Test of Early Literacy Early End Senior Infants
Assessment is used to
inform class teachers and assist in their planning
to aid in the selection of children for early intervention/learning support
to ensure that children are learning to their full potential
to allow for differentiation
We keep copies of all standardised tests and school reports in the children’s files. They are kept in the classroom for the year and in the child’s file until they reach the age of 21.
Children with different needs:
Children with learning difficulties
Children with learning difficulties are helped in the following ways
preparation of IEPs
differentiation in the whole class setting
small group and one on one tutoring with learning support teacher
Special Needs Assisstant
Computer programmes focused on literacy
Children with exceptional abilities
differentiated programme of work
accelerated reading programme
use of ICT
independent research projects
Equality of participation and access
Equality of participation and access is ensured in the English Curriculum through:
Equal opportunities are given to boys and girls to participate in discussions, presentations Etc
Equal opportunities are given to boys and girls to participate in reading activities
Teachers are cognisant of developmental differences between boys and girls when starting to read
Teachers are aware of gender differences in reading. They select reading material suitable for both genders.
Teachers are conscious of gender difference in writing readiness
Equal opportunities are given to boys and girls to participate in writing activities
Boys and girls have equal access to, and opportunities to use, ICT
All children have access to services, facilities and amenities in the school environment
Provision is made for the following:
Children experiencing any form of disadvantage
Children with disabilities
Families with literacy problems
Families for whom English is not the first language.
Through providing supplementary teaching for pupils who qualify as laid out in the
Learning Support Guidelines issued by the Department of Education and Science
Through providing supplementary teaching for pupils who qualify as laid out in the Learning Support Guidelines issued by the Department of Education and Science
Timetable:
3 hours 30 minutes is allocated per week in First-Sixth classes and 2 hours 30 minutes in senior Infants. English is not taught in Junior Infants.
The process of language learning can be developed across the curriculum by using a thematic and cross-curricular approach, even if English is not the language of communication in other subjects across the curriculum.
English is to be timetabled for afternoon lessons in order to encourage the use of Irish at yard and lunch times.
Homework:
English homework reflects the active-learning approach described in the English Curriculum.
Differentiation is made to allow for the different abilities of pupils.
Priority is given to homework assigned by the learning support/resource teachers.
Libraries:
Each class has a library and reading corner. There are a wide variety of books in English and Irish in each class library, and a variety of styles including fiction, non-fiction, poetry etc.
There are materials suitable for all levels of ability within each class.
Children attending the Support Teacher have written and published their own books which are displayed in Class Libraries for other children to read.
Children visit the library on occasion and are encouraged to retain library memberships so that they can go with their parents also.
Resources:
There are a wide range of additional support material available for teachers to use in addition to the programmes and schemes within each room. The following are the schemes in use within the school.
First Steps (writing)
Reasons to Write (Sunny Street)
Hands on Phonics
Edco
Oxford Reading Tree
ICT:
There are several software programmes located on the school’s central server for use in helping with literacy. These include Word Shark, Sounds Great etc.
Computers can assist children with special needs in many ways. For children with difficulties with handwriting, typing can be of great assistance.
ICT can also be used to assist children in researching projects, pieces of writing etc through use of the internet.
ICT is convenient for children to use when preparing displays of poetry, creative writing, projects etc.
Individual Teachers Planning and Reporting:
Teachers use the School Plan for English and the Curriculum documents when planning for English in their classroom. They also take into account the previous year’s Cuntais Míosúil in order to ensure continuity and development for all children.
Staff Development:
Teachers have access to new programmes, websites, reference books etc. Information relating to new thinking and research in the teaching of English is collated by the Principal and presented to staff on a regular basis at staff meetings. Time is allocated at staff meetings to discuss literacy issues and language development. Staff have also had talks from experts and authors in the field.
Teachers are encouraged to attend courses, particularly in the field of Dyslexia and oral language.
Parental Involvement: We place particular emphasis on the importance of literacy and encouraging reading with, to and by children.
The school provides resources to parents that will aid in the development of language.
The school supports parents with literacy problems by providing information on adult literacy programmes. Class teachers also make parents aware of the contents of notes home if they are aware of literacy problems in the home.
Community Links:
Visits from English speakers e.g. Garda, Nurse etc
World Book Day - talks by authors, visits to library etc
Children’s work on display in school and in the community e.g. in the church
Core Curriculum
Jolly Phonics Hands on Phonics:
Senior Infants:
Hands on Phonics will be introduced to Senior Infants after Christmas.
Christmas – Mid-Term
Introduce sounds for the letters a, f, h, b
A week on each sound.
Introduce sounds for the letters i, k, m,
A week on each sound.
Mid- Term - Easter
Introduce a sound for the letters p, t.
A week on each sound.
Introduce blends for a.
fa, ha, ba, ja, ka, ma, pa, ai, ta.
Easter – May bank Holiday
introduce blends for i.
Fi, hi, ia, bi, ji, ki, mi, pi, ti
Introduce sounds for the letters g, o, r, l.
A week on each sound.
introduce blends with o, a, i.
May Bank Holiday - Summer Holidays
introduce sounds with the letters n, u, s, d.
A week on each sound.
Introduce blends with u, o, a, i.
Introduce letters w, e, c
A week on each sound
introduce blending with u, a ,o i, e.
First Class:
September – Mid-Term
First month spent revising last years work.
introduce sounds for the letters v, x, y, z, qu.
A week on each sound.
Mid-Term - Christmas
Introduce blending with three letters.
Christmas – Mid-Term
Introduce initial blends
Mid-Term - Easter
Introduce Final blends
Easter – May Bank Holiday
Fun with Phonics
introduce sh and ch diagraphs
May Bank Hoilday - Summer Holidays
Fun with Phonics
Revise blending
Second Class:
September – Mid-Term
First month spent revising last years work.
Introduce th and wh diagraphs
Mid-Term - Christmas
Introduce ph says /f/
Introduce vowel –ng and vowel –nk Word endings.
Christmas – Mid-Term
Introduce Word endings –old, -ild, -ost, -int, -olt.
Introduce Consanant –le Word endings
Mid-Term - Easter
Sight List
Introduce the l-s-f Rule
Magic/ Silent e
Easter – May Bank Holiday
Magic e Reading
Magic e Cards Part 1
May Bank Hoilday - Summer Holidays
Magic/ Silent e Cards Part 2
Magic/Silent e Revised
Third Class
September – Mid-Term
First month spent revising last year’s work.
Introduce syllables
Y-e Rule
Mid-Term - Christmas
Three sounds for y
Introduce the /ë/ Sound at the end of a word
Christmas – Mid-Term
Hard and Soft c
Hard and Soft g
Mid-Term - Easter
Open Vowel Sounds
Introduce plurals
Easter – May Bank Holiday
Vowel Diagraphs
May Bank Hoilday - Summer Holidays
Vowel Diagraphs
Contractions
Fourth Class
September – Mid-Term
First month spent revising last year’s work.
Introduce /s/ and /z/ Sounds
Introduce –or, -ar and –er Words Endings
Mid-Term - Christmas
introduce er, ur, ir
R-controlled vowels
The letter w with r- controlled vowels
Christmas – Mid-Term
Introduce tch says /ch/
Introduce dge says /j/
Introduce ch with /k/ and /sh/ sounds
Mid-Term - Easter
Introduce Vowel/Consonant Diagraphs
Easter – May Bank Holiday
Introduce different types of syllables
The wa Rule
May Bank Hoilday - Summer Holidays
Division of syllables
Syllable Division in words with many vowels.
Fifth Class
September – Mid-Term
First month spent revising last year’s work.
introduce –ive Word endings
spelling the /shũn/ sound cian
the sounds of sion and tion
Mid-Term - Christmas
introduce /ũs/ at the end of a word.
Introduce vowel and consonant suffixes.
Introduce Suffix –ful
Introduce Suffix –ly
The Suffix -ward
Christmas – Mid-Term
Introduce the vowel Suffix 1-1-1 Doubling Rule (Part1)
Introduce Syllable Stress
The Vowel Suffix 2-1-1- Doubling Rule (Part 2)
The Suffix –y Rule
The Suffix Silent e Rule
Mid-Term - Easter
Introduce new spellings for the /ãw/ sound
Introduce Prefixes
Easter – May Bank Holiday
Introduce Homonyms
Introduce Homonyms their, there, they’re
The i before e Rule
May Bank Hoilday - Summer Holidays
Introduce –cal and –cle Word Endings
Introduce Possessive Words- Where to put the Apostrophe!
Further Homonyms
Sixth Class:
September - Mid-Term
Introduce Silent Letters
Introduce The Final /k/ sound.
Mid-Term - End of Year
Revision of everything
Ed co Big Box Adventures
Third Class:
September – Mid-Term
Recount Writing
Introduce recount writing
Hannah’s Holiday- sample
Grammar and Punctuation- Capital Letters
Tim’s Diary- sample
Grammar and Punctuation- Full Stops
A Burglary- sample
Confident in writing recounts
Explanation Writing
Introduce explanation writing
Why do we have muscles?
Grammar and Punctuation- Question Marks
Why do animals hibernate?
Why does it rain?
Mid-Term – Christmas
Persuasive Writing
introduce persuasive writing
A Letter
Grammar and Punctuation- Nouns
A Newspaper Article
Grammar and Punctuation – More about Nouns
An Advertisements
Christmas – Mid-Term
Narrative Writing
Introduce Narrative Writing
Hatch , Egg, Hatch!
Grammar and Punctuation- Quotation Marks & and Exclamation Marks
Mr- Twit
Grammar and Punctuation- Pronouns
Know your stories
Mid- Term – Easter
Poetry Writing
Introduce poetry writing
A List Poem
Grammar and Punctuation- Adjectives
A Descriptive Poem
Grammar and Punctuation- More about adjectives
A Story Poem
Easter- May Bank Holiday
Report Writing
Introduce report writing
Penguins
Grammar and Punctuation- Alphabetical Orde
Puppets
Grammar and Punctuation- Compound Words
Mozart
May Bank Holiday – Summer Holidays
Procedural Writing
Introduce procedure writing
Make a summer smoothie
Gramnmar and Punctuation – Verbs
Snap
Grammar and Punctuation- More about verbs
Directions
Fourth Class:
September – Mid-Term
Recount Writing
Introduce recount writing
An E-mail
Grammar and Punctuation- Sentences
An Article
Grammar and Punctuation- Nouns, Pronouns, Adjectives & Verbs
Biography- A Life Story
Confident in writing recounts
Explanation Writing
Introduce explanation writing
Why do we chew food?
Grammar and Punctuation- Adverbs
How do Shadows Occur?
How does popcorn pop?
Mid-Term – Christmas
Persuasive Writing
introduce persuasive writing
radio Advertising
Grammar and Punctuation- conjunctions
A Debate
Grammar and Punctuation – Prepositions
An Article for a School Magazine
Christmas – Mid-Term
Narrative Writing
Introduce Narrative Writing
Climbing Rosa
Grammar and Punctuation- More about Prepositions
The Queen of Narnia
Grammar and Punctuation The Apostrophe
The Selfish Giant
Mid- Term – Easter
Poetry Writing
Introduce poetry writing
A Descriptive Poem
Grammar and Punctuation- Homophones
A Question Poem
Grammar and Punctuation- More about apostrophes
A Response Poem
Easter- May Bank Holiday
Report Writing
Introduce report writing
Croke Park
Grammar and Punctuation- The Comma
Hot – Air Balloons
Grammar and Punctuation- Alphabetical Order
The Bottlenose Dolphin
May Bank Holiday – Summer Holidays
Procedural Writing
Introduce procedure writing
How to make a glass jar pencil holder
Grammar and Punctuation- more about the comma
How to replace batteries in a remote control.
Grammar and Punctuation- Verbs, Past Tense, Present Tense, Future Tense
How to make a grass-haired hedgehog.
Fifth Class:
September – Mid-Term
Recount Writing
Introduce recount writing
The Night of the Big Wind
Grammar and Punctuation- Do You Remember?
An Email
Grammar and Punctuation- More about Verbs Past Tense
The story of Anne Frank
Explanation Writing
Introduce explanation writing
How do rainbows occur?
Grammar and Punctuation- Adjectives
Why do animals become extinct?
How does sound echo?
Mid-Term – Christmas
Persuasive Writing
introduce persuasive writing
a newspaper article
Grammar and Punctuation- contractions
A Book Cover
Grammar and Punctuation – More about verbs
An information brochure
Christmas – Mid-Term
Narrative Writing
Introduce Narrative Writing
Frog in love
Grammar and Punctuation- More about Nouns
The Emperor and the Nightingale
Grammar and Punctuation- Prefixes
Jennifer’s Diary – Chapter One
Mid- Term – Easter
Poetry Writing
Introduce poetry writing
A Narrative Poem
Grammar and Punctuation- Suffixes
A Image Poem
Grammar and Punctuation- The apostrophes
A Rhyming Poem
Easter- May Bank Holiday
Report Writing
Introduce report writing
Bicycles
Grammar and Punctuation- Antonyms
The Museum of Country Life
Grammar and Punctuation- Synonyms
The Giant Panda
May Bank Holiday – Summer Holidays
Procedural Writing
Introduce procedure writing
How to re-use old CDs.
Grammar and Punctuation- sentences
How to make oatie biscuits
Grammar and Punctuation-Abbreviations
How to perform a card trick.
Sixth Class:
September – Mid-Term
Recount Writing
Introduce recount writing
An E-mail
Grammar and Punctuation- Sentences
Special Olympics 2003- Opening Ceremony
Grammar and Punctuation- More about sentences
Guide Dogs
Explanation Writing
Introduce explanation writing
How does the brain work?
Grammar and Punctuation- Pronouns
Why do plants need sunlight?
How does a car engine work?
Mid-Term – Christmas
Persuasive Writing
introduce persuasive writing
an Internet site
Grammar and Punctuation- verbs
A Debate
Grammar and Punctuation – Adjectives
A Film Review
Christmas – Mid-Term
Narrative Writing
Introduce Narrative Writing
The Horrendous Hullabaloo
Grammar and Punctuation- Nouns-Gender of nouns
The Arrival of a stranger
Grammar and Punctuation- Adverbs
The Sleeping Giant
Mid- Term – Easter
Poetry Writing
Introduce poetry writing
A Descriptive Poem
Grammar and Punctuation- Alphabetical Order
A Poet about Time
Grammar and Punctuation- The Hyphen
A Playful Poem
Easter- May Bank Holiday
Report Writing
London
Grammar and Punctuation- Numbers
Volcanoes
Grammar and Punctuation- Nouns
Christopher Reeve
May Bank Holiday – Summer Holidays
Procedural Writing
Introduce procedure writing
How to make a rainmaker
Grammar and Punctuation- prepositions
How to Assemble a stool
Grammar and Punctuation- More about Numbers
How to make a scrapbook
Sight Words
Senior Infants: 30 words from Christmas to end of year, from Murray/McNally 100 word list (St Pat’s Drumcondra) using materials from Sight Word Fun- 9 Little Books.
First Class: 100 words from Murray/McNally 100 word list (St Pat’s Drumcondra) using materials from Sight Word Fun- 9 Little Books and Reading Sight Words.
Second Class: Dolch 220 word list using Quest 1 and 2.
Third-Sixth Class: Dolch 220 word list for differentiation purposes with children with literacy difficulties.
The following core books will be used to teach the sight words and will be used as appropriate in First, Second and Third classes:
Reading Sight Words (Evan-Moor)
Reading Quest 1 (Nfer-Nelson)
Reading Quest 2 (Nfer-Nelson)
My First Sight Words (Bryan House)
Mastering Sight Words (Bryan House)
Success Criteria
Implementation:
teachers will use the School Plan for planning in conjunction with the Revised Curriculum (1999)
procedures in this plan will be consistently followed
The indicators of the plan achieving its aims:
positive feedback from teachers/parents/pupils/community
inspector’s suggestions/report
feedback from second level schools
The plan will have enhanced pupil learning if:
Children have a positive attitude and appreciation of the value of language-spoken, read and written
Children have an interest in expression and communication
Children have an ability to engage appropriately in listener-speaker relationships
Children have confidence and competence in listening, speaking, reading and writing
Children are engaging with a variety of genre in reading and writing
A process approach is evident in writing
Comprehension and higher order thinking skills are developed through oral language, reading and writing
Children’s emotional, imaginative and aesthetic development is enhanced through oral, reading and writing experiences.
Implementation
Roles and Responsibilities:
The plan will be implemented by the teaching staff and learning support/resource teachers. The principal will co-ordinate the progress of the plan, encourage and accept feedback and report to staff on her findings.
Review:
The plan will be reviewed on a regular basis by staff at staff meetings and Planning days.
Ratification:
This plan has been ratified by the Board of Management. Copies are available to every teacher and are stored electronically on the Plean Scoile hard drive and on the Principal’s computer.