Let's Talk Literacy 1 Teacher's Planning Booklet

Let'sTalk

Literacy y English Core Skills r a m i r P

1st Class Teacher’s Planning Booklet The Educational Company of Ireland

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Contents Page Introduction

1

Yearly Plan

2

Fornightly Planning for Units Unit 1

5

Unit 11

38

Unit 2

9

Unit 12

41

Unit 3

13

Unit 13

44

Unit 4

15

Unit 14

47

Unit 5

18

Unit 15

49

Unit 6

22

Unit 16

52

Unit 7

26

Unit 17

55

Unit 8

29

Unit 18

58

Unit 9

32

Unit 19 and 20

61

Unit 10

35

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Introduction Let’s Talk Literacy is a series of books designed to support the development of pupils’ literacy skills from First to Sixth Class. The programme considers all aspects of the Primary Language Curriculum (2015). Each unit addresses:

• • •

Comprehension Vocabulary Grammar

• • •

Phonics Oral language Writing genres and the writing process.

Each book features a variety of fiction and non-fiction texts as well as engaging extracts from novels and poems. The series introduces interesting characters to guide pupils through each book. A continuous story is developed through cloze and comprehension activities.

Comprehension strategies are explained before reading tasks. The pupil is encouraged to use these strategies. The vocabulary explored in each unit is sourced from the comprehension piece, allowing the pupil to see the words in context. A selection of lower and higher order questions also follow each comprehension piece.

A comprehensive approach to the teaching of phonics is provided in both the First and Second Class textbooks. Grammar points are developed gradually throughout the whole series and pupils are regularly provided with extension activities for both phonics and grammar to reinforce and consolidate learning.

Oral language is addressed independently in each unit. Oral language tasks are integrated with the content of the unit and are also representative of the learning outcomes of the new Primary Language Curriculum.

The series has focused on all writing genres and a variety of opportunities has been provided for pupils to engage with each genre. Pupils will develop an awareness of the structure and specific language associated with each genre.

Digital resources are available at www.edcolearning.ie to provide opportunities to reinforce the learning objectives introduced in the textbook.

Teacher planning documents are also provided. These documents are reflective of the textbook content and take the new Primary Language Curriculum planning requirements into consideration. They are also fully editable and are easily integrated into personal planning documents.

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Yearly plan Date: ________________

September

October

November

2

Comprehension Strategy

Reading

Oral Language

Grammar

Phonics

Writing

Prediction

This Teacher Is a Rock Star

What superpower would you wish for? (Pair work.)

Capital letters and full stops

Initial sounds

Recount

Kathy Blast

When do we buy presents for people? Asking and answering questions.

Capital letters – names

Initial sounds

Recount

Poem – Who’s There?

Who’s There? Performing the Nouns poem for the class.

Initial blends

Cloze – Danny’s Secret

Book cover – What the Ladybird Heard

Naming animals. (Pair work/ Question small group work.) marks

Initial blends

How to Brush Your Teeth

What did you do this morning? Sequencing.

(Pair work.)

Capital letters – days and months

Word endings –ck

Procedural writing

How to Make a Snowman

Think about your first day in school. Share with a partner.

Capital I

–ing endings

Procedural writing

Prediction

Making connections

bl, cl, f l, dr, cr

Book covers

pl, sl, st, tr, sp

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December

Comprehension Strategy

Reading

Oral Language

Grammar

Phonics

Writing

Making connections

Novel extract – Granny’s Secret

Listing verbs. (Group word game.)

Verbs

ss, ll, ff

Cloze – Will You Be My Friend?

Making predictions Christmas with Danny Dragon January

Scanning

Novel extract – No Nits!

When did you last have your hair cut? Asking and answering questions.

Revision

Revision

Question marks

Word families – and, Cloze – Miss all, ake Dolly

‘Said’ words

February

March

Scanning

Asking questions

Invitation

Alphabet words.

a or an

Final consonant blends

Writing to socialise – invitations

Letters

What did you do yesterday?

Asking and answering questions.

Past tense

The long o sound

Writing to socialise – letters

Poem – The Little Plant

Rhyming words. Poem study.

(Pair work.)

Adjectives

y says ee

Cloze – Good News!

The Fox

Draw your favourite dog.

Share with your partner.

Plurals

The long e sound

Report

All About Spring

Alphabet word game. (Whole Proper nouns class work.)

Magic e

Report

Yearly Plan

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April

Comprehension Strategy

Reading

Oral Language

Grammar

Phonics

Writing

Creating images

Novel extract – The Diary of a Killer Cat

Miming and naming action words. (Small group work.)

–ing endings

ph says the f sound

Cloze – Hurry Up, Egg!

Characters

May

June

4

Creating images

Creating images

Final consonant blends Magic e

Narrative

Future tense

The long o sound

Cloze – My New Baby Brother

Happy Birthday, Danny!

Revision

Revision

Reading assessment

Assessment

Assessment

Grace the Crow

Listing nouns. (Pair work.)

Proper nouns

Butters

What kind of games do you Exclamation and your friend play together. marks (Pair work.)

Poem – Mice

Naming animals with long tails. Categorising.

(Pair work.)

Narrative

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Unit

1

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

1st Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 3

2 & 3: Motivation and choice/Social conventions and awareness of others Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 11: Information giving, explanation and justification

Pair and whole-class discussion: What superpower would you wish for?, p. 5

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story This Teacher Is a Rock Star.

Complete word-association activities with their class to develop vocabulary.

Engage in pair work with a partner. Pupil chooses a superpower and explains to their partner why they would like that superpower.

Unit 1 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print and sentence structure

This Teacher Is a Rock Star, p. 2

4: Phonological and phonemic awareness

5: Phonics, word recognition, and word study

6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension

Comprehension strategy: Prediction, p. 2

Comprehension questions: Quiz Time!, Think About It!, p. 3

Word Work: Vocabulary development, p. 3

CM

Learning Experiences

CM

Pupils will be enabled to: Use the illustration and title of the story to make predictions.

Read story This Teacher Is a Rock Star.

Discuss new vocabulary and complete Word Work activity.

Become familiar with initial blends.

Phonics: Initial sounds, p. 5

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 3

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

5: Vocabulary Exploring and using 6: Purpose, genre and voice 7: Writing process and creating text 9: Handwriting and presentation

Word Work: Vocabulary development, p.3 Grammar: Capital letters, p. 4 Phonics: Initial sounds, p. 5 Writing: Recount genre, pp. 6–7

CM

Learning Experiences

CM

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Complete a cloze activity to show understanding of new vocabulary.

Write uppercase letters legibly and fluently.

Develop an understanding of when capital letters should be used and complete written activities.

Write initial sounds to correspond with each picture.

Recognise features of the recount genre.

Plan and write a short recount story.

Unit 1 Fortnightly Plan

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Assessment

Linkage/Integration

Teacher questions

Literacy: Write five sentences about Reading tasks will be completed with varying levels of support. your new class.

Comprehension questions

Self-assessment: pupil reads recount writing aloud and explains an aspect they are proud of and something they will do better in their next task.

Gaeilge: Ar scoil agus mo mhúinteoir.

Visual arts: Pupils paint a picture of themselves with their chosen superpower.

SPHE: Myself and the wider world; My school community.

Differentiation

Vocabulary Key vocabulary predict, title, illustration, capital letters, full stops, recount, genre

Lower and higher order questions.

Story vocabulary Differentiation of written tasks and use of extension activities depending on pupil ability.

principal, poster, school, teacher

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Grammar PCM 1: Capital letters

Grammar PCM 2: Capital letters and full stops

Phonics PCM 1 and PCM 2: Initial sounds.*

*Grammar and phonics resources are available for download at www.edcolearning.ie

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Unit

2

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

1st Class

Strand

Element

Learning outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 9

5 & 6: Vocabulary/Demonstration of understanding

Pair discussion: When do we buy presents for people?, p. 11

Understanding

Exploring and using 8 & 9: Categorisation/Retelling and Elaboration

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story.

Engage in pair work with a partner. Use questions to initiate a discussion around when we buy presents.

11: Information giving, explanation and justification

Unit 2 Fortnightly Plan

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Strand

Element

Learning outcome

Topic

Reading

Communicating

1: Engagement

Kathy Blast, p. 8

Understanding

3: Conventions of print and sentence structure

4: Phonological and phonemic awareness

5: Phonics, word recognition, and word study

Comprehension strategy: Prediction, p. 8

CM

Learning Experiences

CM

Pupils will be enabled to: Use the illustration and title of the story to make predictions.

Read the story Kathy Blast.

Comprehension questions: Quiz Time!, Think About It!, p. 9

Word Work: Vocabulary development, p. 9

6: Vocabulary

Discuss new vocabulary and complete Word Work activity.

Identify initial sounds.

Phonics: Initial sounds, p. 11 Exploring and using 8 & 9: Response and author’s intent/ Comprehension

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Strand

Element

Learning outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 9

Pupils will be enabled to: Complete written answers to lower and higher order questions.

3: Conventions of print and sentence structure

Word Work: Vocabulary development, p. 9

Complete a cloze activity to show understanding of new vocabulary.

5: Vocabulary

Grammar: Capital letters – names, p. 10

Understand that capital letters are used when writing the names of people and complete written activities based on same.

2: Motivation and choice Understanding

Exploring and using 6: Purpose, genre and voice Phonics: Initial sounds, p. 11

CM

Learning Experiences

CM

7: Writing process and creating text Writing: Recount genre, pp. 12–13

Write initial sounds to correspond with each picture.

Recognise features of the recount genre.

Plan and write a short recount story: Going Shopping

Unit 2 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Oral language: Brainstorm words associated with ‘Shopping’.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Gaeilge: Ag siopadóireacht.

Lower and higher order questions.

Comprehension questions

Self-assessment: pupil reads recount writing aloud and explains an aspect they are proud of and something they will do better in their next task.

predict, title, illustration, capital letters, recount, genre

Story vocabulary Maths: Measures; Money

Differentiation of written tasks and use of extension activities depending on pupil ability.

present, favourite, money, surprise

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Grammar PCM 3 and PCM 4: Capital letters – names

Phonics PCM 3 and PCM 4: Initial sounds.*

*Grammar and phonics resources are available for download at www.edcolearning.ie

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Unit

3 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________ Strand

Element

Oral Language

Communicating

Reading

Learning Outcome

1: Engagement, listening and attention Exploring and using 11: Information giving, explanation and justification

Communicating Understanding

1: Engagement 3: Conventions of print and sentence structure 4: Phonological and phonemic awareness 5: Phonics, word recognition, and word study

6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension

1st Class

Topic

CM

Learning Experiences

Pair work: Performing poem Who’s There?, p.16

Pupils will be enabled to: Engage in pair work with a partner.

Discussion questions based on Who’s There?, p. 14

Devise actions to suit the poem Who’s There? and perform poem for the class group.

Pupils will be enabled to: Use the illustration and title of the story to make predictions.

Who’s There?, p. 14

Comprehension strategy: Prediction, p. 14

CM

Read the story Kathy Blast.

Phonics: Initial sounds, p. 11

Discuss new vocabulary and complete Word Work activity.

Identify initial sounds.

Unit 3 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Grammar: Nouns, p. 15

2: Motivation and choice

Phonics: Initial blends – bl, cl, f l, dr, cr, p. 16

Understanding

3: Conventions of print and sentence structure

5: Vocabulary Exploring and using 6: Purpose, genre and voice

CM

Cloze activity: Danny’s Secret, p. 17

7: Writing process and creating text

Learning Experiences Pupils will be enabled to: Complete a cloze activity to show understanding of new vocabulary.

Understand that a noun names a person, place or thing.

Identify initial blends that correspond with each picture.

Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Drama: Performing the poem Who’s There?

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

CM

Differentiation of written tasks and use of extension activities depending on pupil ability.

Predict, title, illustration, nouns, blends

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 5: Nouns Phonics PCM 5: Initial blends – bl, cl, f l, dr, cr.*

*Grammar and phonics resources are available for download at www.edcolearning.ie

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Unit

X 4

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________ Strand

Element

Oral Language

Communicating

Reading

Learning Outcome

1: Engagement, listening and attention Exploring and using 8: Categorisation

Communicating Understanding

11: Information giving, explanation and justification 1: Engagement 3: Conventions of print and sentence structure

4: Phonological and phonemic awareness

5: Phonics, word recognition, and word study

6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension

1st Class

Topic

CM

Learning Experiences

Pair work: Naming animals, p. 11

Pupils will be enabled to: Engage in pair work with a partner to name different types of animals.

What the Ladybird Heard, p. 18

Pupils will be enabled to: Use the illustration and title of the story to make predictions.

Comprehension strategy: Prediction, p. 18 Comprehension questions: Quiz Time!, Think About It!, p. 19

CM

Study the book cover of What the Ladybird Heard.

Word Work: Vocabulary development, p. 19

Discuss new vocabulary and complete Word Work activity.

Phonics: Initial blends – pl, sl, st, tr, sp, p. 21

Identify and say initial blends.

Unit 4 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 19

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

4: Spelling and word study Exploring and using 6: Purpose, genre and voice

7: Writing process and creating text

Word Work: Vocabulary development, p. 19 Grammar: Question marks, p. 20 Phonics: Initial blends, p. 21 Book covers, pp. 22–23

CM

Learning Experiences

CM

Pupils will be enabled to: Complete written answers to lower and higher order questions Complete a cloze activity to show understanding of new vocabulary.

Understand when capital letters should be used.

Choose the correct question word to begin a question.

Write initial blend to complete a word.

Recognise features of a book cover.

Plan and design a book cover.

Write a short blurb for a book.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Oral language: discussing other book covers chosen from the class library.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Writing tasks

Visual arts: Design an alternative book cover for a popular class story.

predict, title, illustration, capital letters, recount, genre

Lower and higher order questions.

Story vocabulary Differentiation of written tasks and use of extension activities depending on pupil ability.

present, favourite, money, surprise

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Grammar PCM 6: Question marks

Phonics PCM 6: Initial blends – pl, sl, st, tr, sp.*

*Grammar and phonics resources are available for download at www.edcolearning.ie

Unit 4 Fortnightly Plan

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Unit

5 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________ Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 25

2 & 3: Motivation and choice/Social conventions and awareness of others Understanding

5 & 6: Vocabulary/Demonstration of understanding

Exploring and using 11: Information giving, explanation and justification

18

1st Class

Sequencing morning activities, p. 27

CM Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the procedure How to Brush Your Teeth.

Engage in pair work with a partner. Tell their partner what they do each morning in the correct sequence. Put the pictures in the correct order.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print and sentence structure

How to Brush Your Teeth, p. 24

4: Phonological and phonemic awareness

5: Phonics, word recognition and word study

6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension

Comprehension strategy: Making connections, p. 24

CM Learning Experiences

CM

Pupils will be enabled to: Use previous experiences to make connections with the story.

Discuss new vocabulary.

Comprehension questions: Quiz Time!, Think About It!, p. 25

Complete sentences using new vocabulary.

Word Work: Vocabulary development, p. 25

Create sentences using new vocabulary.

Phonics: –ck word endings, p. 27

Identify and say ck sound.

Unit 5 Fortnightly Plan

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Strand Writing

Element

Learning Outcome

Communicating 1: Engagement

Topic Comprehension questions: Quiz Time!, Think About It!, p. 25

2: Motivation and choice Understanding 3: Conventions of print and sentence structure

5: Vocabulary Exploring and using 6: Purpose, genre and voice

Word Work: Vocabulary development, p. 25

Grammar: Capital letters – days and months, p. 26

Phonics: –ck word endings, p. 27

7: Writing process and creating text Writing: Procedure genre, pp. 28–29

CM Learning Experiences

CM

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Complete a cloze activity to show understanding of new vocabulary.

Understand capital letters should be used for days of the week and months of the year.

Write the correct ck word under each picture.

Understand the purpose of Procedural writing.

Complete a scaffolded piece of procedural writing.

Write a simple procedure.

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Assessment

Linkage/Integration

Teacher questions

Oral language: Talk and discussion. Reading tasks will be completed

Key vocabulary

Maths: Sequencing and time.

connections, capital letters, procedure, genre

Comprehension questions

Writing tasks

Differentiation

with varying levels of support.

Vocabulary

Lower and higher order questions.

Story vocabulary All children will be enabled to understand when capital letters are toothbrush, toothpaste, forwards, used. rinse Most children will complete written work on capital letters.

Some children will complete a written extension activity using capital letters.

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 7 and PCM 8: Capital letters – days and months Phonics PCM 7 and PCM 8: Word endings –ck.*

*Grammar and phonics resources are available for download at www.edcolearning.ie

Unit 5 Fortnightly Plan

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Unit

6

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

1st Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 31

2: Social conventions and awareness of others Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 11: Information giving, explanation and justification

Pair discussion: Think about your first day in school, p. 33

Writing: Procedure genre, pp. 34–35

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the procedure How to Make a Snowman.

Complete word association activities with their class to develop vocabulary.

Engage in pair work with a partner. Sharing experiences using the correct sequence words.

Read personal writing aloud to the class.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print and sentence structure

How to Make a Snowman, p. 30

4: Phonological and phonemic Awareness

5: Phonics, word recognition, and word study.

6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension

Comprehension strategy: Making connections, p. 30

Comprehension questions: Quiz Time!, Think About It!, p. 31

Word Work: Vocabulary development, p. 31

CM

Learning Experiences

CM

Pupils will be enabled to: Use personal experiences to make connections with comprehension topic.

Read the procedure How to Make a Snowman.

Discuss new vocabulary and complete Word Work activity.

Become familiar with ing endings in words.

Phonics: –ing endings, p. 33

Unit 6 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 31

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

5: Vocabulary Exploring and using 6: Purpose, genre and voice

7: Writing process and creating text

Word Work: Vocabulary development, p. 31

CM

Learning Experiences

CM

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Complete a cloze activity to show understanding of new vocabulary.

Grammar: Capital I, p. 32

Phonics: –ing endings, p. 33

Writing: Procedure genre, pp. 34–35

Develop an understanding of when a capital letter I should be used and complete written activities.

Read and write words ending with ing.

Recognise features of the procedure genre.

Plan and write a short procedure. Read it aloud to the class

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Geography: Weather and seasonal change.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Gaeilge: An geimhreadh.

Lower and higher order questions.

Comprehension questions

Written tasks

connections, capital letter, first, last, procedure

Story vocabulary Visual arts: Cotton wool snowmen; Potato print snowmen.

Differentiation of written tasks and use of extension activities depending on pupil ability.

large, snowball, pebbles, button

Self-assessment: pupil reads procedure writing aloud and explains an aspect they are proud of Music: Listening and responding to Use of additional photocopiable Vivaldi’s Four Seasons: Winter. and something they will do better material to extend learning or in their next task. facilitate a station teaching/small group approach:

Grammar PCM 9 and PCM 10: Capital letter I

Phonics PCM 9 and PCM 10: –ing endings.*

*Grammar and phonics resources are available for download at www.edcolearning.ie

Unit 6 Fortnightly Plan

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Unit

7

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________ Strand

Element

Oral Language

Communicating

Reading

Learning Outcome

1: Engagement, listening and attention Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 8: Categorisation

Communicating Understanding

1: Engagement 3: Conventions of print and sentence structure 4: Phonological and phonemic awareness 5: Phonics, word recognition, and word study

6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension

26

1st Class

Topic Word Work: Vocabulary acquisition, p. 37 Group work: Listing action words, p. 39

Granny’s Secret, p. 36 Comprehension strategy: Making connections, p. 36 Comprehension questions: Quiz Time!, Think About It!, p. 37 Word Work: Vocabulary development, p.37 Phonics: – ss, ll, ff , p. 39

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract Granny’s Secret.

Engage in group work to list as many action words as possible. The group with the most words correct wins the challenge.

Pupils will be enabled to: Use personal experiences to make connections with comprehension topic.

Read the story extract Granny’s Secret.

Discuss new vocabulary and complete Word Work cloze.

Become familiar with ss, ll and ff word endings.

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

Comprehension questions: Quiz Time!, Think About It!, p. 37

5: Vocabulary Exploring and using 6: Purpose, genre and voice 7: Writing process and creating text

Word Work: Vocabulary development, p. 37 Grammar: Verbs, p. 38 Phonics: – ss, ll, ff word endings, p. 39 Cloze writing activity: Will you be my friend?, p. 40

CM

Learning Experiences

CM

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Complete a cloze activity to show understanding of new vocabulary.

Create sentences to show understanding of new vocabulary.

Understand and identify action words. Use the term ‘verbs’ to describe action words. Complete written activities based on verbs.

Read and write words ending with ss, ll, and ff .

Complete cloze activity.

Write and draw a simple prediction based on the story Granny’s Secret.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Verb word games.

Teacher/Pupil says a sentence but leaves out the verb. Pupils must guess a suitable verb, e.g. The spider ___ a web.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Written tasks

connections, verbs, action words, prediction

Lower and higher order questions.

Story vocabulary

SPHE: Stay safe; Secrets and telling.

Visual arts: Fabric and fibre; Construction; Design a birthday cake.

Differentiation of written tasks and use of extension activities depending on pupil ability.

sweetly, thumped, stuffy, wardrobe

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Grammar PCM 11: Verbs

Phonics PCM 11: – ss, ll, ff word endings.*

*Grammar and phonics resources are available for download at www.edcolearning.ie

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Unit

X 8

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

1st Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 43

Understanding

2 & 3: Motivation and choice/Social conventions and awareness of others 5 & 6: Vocabulary/Demonstration of understanding

CM Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story Christmas with Danny Dragon.

Complete word association activities with their class to develop vocabulary.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print and sentence structure

Christmas with Danny Dragon, p. 42

4: Phonological and Phonemic Awareness 5: Phonics, word recognition, and word study

Writing

Comprehension strategy: Making connections, p. 42 Comprehension questions: Quiz Time!, Think About It!, p. 43

6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/Comprehension

Word Work: Vocabulary development, p. 43

Communicating

1: Engagement

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

Comprehension questions: Quiz Time!, Think About It!, p. 43

5: Vocabulary

Phonics: Revision of initial blends and word endings, p. 45

Word Work: Vocabulary development, p. 43 Grammar: Revision, p. 44

CM Learning Experiences

CM

Pupils will be enabled to: Use personal experiences to make connections with comprehension topic.

Read the story Christmas with Danny Dragon.

Discuss new vocabulary and complete Word Work cloze.

Play a phonics based game to revise initial blends and word endings.

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Complete a cloze activity to show understanding of new vocabulary.

Complete written revision grammar activities. Revision of capital letters, punctuation, nouns and verbs.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

SESE: Geography; Christmas around the world.

Reading tasks will be completed with varying levels of support.

Key vocabulary

SESE: History; Feasts and festivals in the past.

Lower and higher order questions.

Comprehension questions

Written revision tasks Visual arts: Clay; Christmas decorations using cookie cutters.

Differentiation of written tasks and use of extension activities depending on pupil ability.

connections, revision, capital letters, full stops, question marks, nouns, verbs, initial blends, word endings

Story vocabulary favourite, holiday, angel, Christmas

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Unit

X 9

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________ Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention 2 & 3: Motivation and choice/Social conventions and awareness of others 5 & 6: Vocabulary/Demonstration of understanding

Word Work: Vocabulary acquisition, p. 47

Understanding

Reading

Communicating Understanding

1: Engagement 3: Conventions of print and sentence structure 4: Phonological and phonemic awareness 5: Phonics, word recognition, and word study

Exploring and using

32

1st Class

6: Vocabulary 7: Purpose, genre and voice

Pair work: When did you last have your hair cut?, p. 49

No Nits!, p. 46 Comprehension strategy: Scanning, p. 46 Comprehension questions: Quiz Time!, Think About It!, p. 47 Word Work: Vocabulary development, p. 47

Phonics: Word families – 8 & 9: Response and author’s intent/ and, all, ake, p. 49 Comprehension

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract No Nits!

Engage in pair work to recount and share personal experiences.

Pupils will be enabled to: Develop an understanding of the comprehension strategy of scanning. Scan the story and identify the names of the characters in the story.

Read the story extract No Nits!

Discuss new vocabulary and complete Word Work cloze.

Become familiar with the and, all, ake word families.

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 47

2: Motivation and choice Understanding

Exploring and using

3: Conventions of print and sentence structure

Word Work: Vocabulary development, p. 47

5: Vocabulary

Grammar: Question marks, p. 48

6: Purpose, genre and voice

7: Writing process and creating text

Phonics: – and, all, ake word families, p. 49

Cloze writing activity: Miss Dolly, p. 40

Writing process: Put said to bed!

CM

Learning Experiences

CM

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Create sentences to show understanding of new vocabulary.

Develop an understanding of when question marks are used. Complete written activities based on questions.

Read and write words ending in and, all, ake.

Complete cloze activity.

Identify and write alternative words to ‘said’. Create sentences using these words.

Unit 9 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

SPHE: Myself; Taking care of my body.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Written tasks

scan, verbs, question mark, full stop, word family

Lower and higher order questions.

Story vocabulary Differentiation of written tasks and use of extension activities depending on pupil ability.

scissors, moustache, beard, comb

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Grammar PCM 12: Question words

Phonics PCM 12: – and, all, ake word families.*

*Grammar and phonics resources are available for download at www.edcolearning.ie

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Unit

X 10

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

1st Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 53

2 & 3: Motivation and choice/ Social conventions and awareness of others Understanding

5 & 6: Vocabulary/ Demonstration of understanding

Listing words for each letter of the alphabet, p. 55

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the birthday invitation.

Complete word association activities with their class to develop vocabulary.

Engage in pair work to list as many words as possible developing an understanding of alphabetical order.

Unit 10 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print and sentence structure

Invitation, p. 52

4: Phonological and phonemic awareness 5: Phonics, word recognition, and word study 6: Vocabulary 7: Purpose, genre and voice

Writing

Exploring and using 8 & 9: Response and author’s intent/Comprehension Communicating 1: Engagement

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

5: Vocabulary Exploring and using 6: Purpose, genre and voice 7: Writing process and creating text

Comprehension strategy: Scanning, p. 52 Comprehension questions: Quiz Time!, Think About It!, p. 53 Word Work: Vocabulary development, p. 53

Learning Experiences

Read the Invitation.

Discuss new vocabulary and complete Word Work cloze.

Phonics: Final consonant blends, p. 55 Comprehension questions: Quiz Time!, Think About It!, p. 53

Pupils will be enabled to: Complete written answers to lower and higher order questions

Word Work: Vocabulary development, p. 53

Complete a cloze activity to show understanding of new vocabulary.

Grammar: a or an, p. 54

Identify the difference between vowels and consonants.

Phonics: Final consonant blends, p. 55

CM

Pupils will be enabled to: Develop an understanding of the comprehension strategy of scanning. Scan the invitation and find the location of the party.

Become familiar with final consonant blends. Identify the correct sound for each word.

Writing to socialise: Creating invitations, pp.

56–57

36

CM

Understand when to use a or an.

Identify and write the correct final initial blend.

Plan and write simple invitations.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Design and make a birthday card to send to Danny.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Written tasks

Music: Learn the words to the song Lower and higher order questions.

Teddy Bear’s Picnic. Perform it for another class.

Differentiation of written tasks and use of extension activities depending on pupil ability.

scan, alphabet, vowels, consonants, consonant blends, writing to socialise

Story vocabulary invitation, roaring, birthday, March

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 13: a or an

Phonics PCM 13 and PCM 14: Final consonant blends.*

*Grammar and phonics resources are available for download at www.edcolearning.ie

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Unit

11

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

1st Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 59

2 & 3: Motivation and choice/Social conventions and awareness of others 4: Sentence structure and grammar

Pair discussion: What you did yesterday, p. 61

Understanding

5 & 6: Vocabulary/ Demonstration of understanding Exploring and using 7: Requests and questions 11: Information giving, explanation and justification

Grammar: Past tense, p. 60

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story.

Complete word association activities with their class to develop vocabulary.

Engage in pair work with a partner. Sharing experiences using questions to stimulate discussion.

Use the past tense when forming sentences.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print and sentence structure

Letters, p. 58

4: Phonological and phonemic awareness

Comprehension questions: Quiz Time!, Think About It!, p. 59

Comprehension strategy: Scanning, p. 58

5: Phonics, word recognition, Word Work: Vocabulary and word study development, p. 59

Writing

Phonics: The long o sound, 6: Vocabulary p. 61 7: Purpose, genre and voice Exploring and using 8 & 9: Response and author’s intent/Comprehension Communicating 1: Engagement Comprehension questions: Quiz Time!, Think About It!, 2: Motivation and choice p. 59 Understanding 3: Conventions of print and Word Work: Vocabulary sentence structure development, p. 59 5: Vocabulary Exploring and using 6: Purpose, genre and voice 7: Writing process and creating text

Grammar: Past tense, p. 60 Phonics: oa and o say the long o sound, p. 61 Writing to socialise genre, pp. 62–63

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of the comprehension strategy of scanning. Scan the letter and find the information requested.

Read the letter from the Wolf.

Discuss new vocabulary and complete Word Work activity.

Understand that oa and o say the long o sound. Read and identify words with the long o sound.

Pupils will be enabled to: Complete written answers to lower and higher order questions Complete a cloze activity to show understanding of new vocabulary.

Develop an understanding of the past tense. Understand that some verbs can be written in the past tense by adding ‘ed’ to the word.

Identify and circle words with the long o sound.

Recognise features of the writing to socialise genre specifically in relation to letter writing.

Plan and write a letter.

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Assessment

Linkage/Integration

Teacher questions

Literacy: Read a different fairy tale. Reading tasks will be completed Choose two characters from the with varying levels of support. fairy tale and write a letter from one character to the other.

Lower and higher order questions.

Comprehension questions

Written tasks

SESE: Science; Living things; Wolves.

Differentiation

Differentiation of written tasks and use of extension activities depending on pupil ability.

Vocabulary Key vocabulary scan, past tense, verb, writing to socialise, letter, address, date, greeting, message, name

Story vocabulary trouble, upset, hospital, stitches

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Grammar PCM 15 and PCM 16: Past tense

Phonics PCM 16: The long o sound.*

*Grammar and phonics resources are available for download at www.edcolearning.ie

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Unit

12

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

1st Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Class/Pair discussion, p. 64

2 & 3: Motivation and choice/Social conventions and awareness of others Exploring and using 7: Requests, questions and interactions 11: Information giving, explanation and justification

Pair discussion: Rhyming words, p. 66

CM

Learning Experiences

CM

Pupils will be enabled to: Use the questions based on The Little Plant to discuss the poem with the class group or in pairs.

Engage in pair work to identify rhyming words within the poem. Listing alternative rhyming words.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print and sentence structure

The Little Plant, p. 64

4: Phonological and phonemic awareness 5: Phonics, word recognition, and word study 6: Vocabulary

Writing

7: Purpose, genre and voice Exploring and using 8 & 9: Response and author’s intent/ Comprehension Communicating 1: Engagement

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

Comprehension strategy: Scanning, p. 58 Comprehension questions: Let’s discuss, p. 64 Phonics: y says the ee sound, p. 66

Grammar: Adjectives, p. 65 Phonics: y says the ee sound, p. 66 Cloze writing activity: Good News!, p. 67

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of the comprehension strategy of scanning, scan the poem and find the information requested.

Read the poem The Little Plant.

Understand that y says the ee sound. Read and identify words with the ee sound.

Pupils will be enabled to: Understand that the word adjective refers to describing words. Identify and write an appropriate adjective.

Read and write words where y says the ee sound.

Complete cloze activity.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

SESE: Science; Living things; Parts of a flower.

Reading tasks will be completed with varying levels of support.

Key Vocabulary

Comprehension questions

Written tasks

scan, discuss, rhyme, adjectives

Lower and higher order questions.

Differentiation of written tasks and use of extension activities depending on pupil ability.

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Grammar PCM 17: Adjectives

Phonics PCM 17: the long ee sound.*

*Grammar and phonics resources are available for download at www.edcolearning.ie

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Unit

13 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

1st Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 69

2 & 3: Motivation and choice/Social conventions Pair discussion and and awareness of others explanation: Foxes belong to Understanding 5 & 6: Vocabulary/ the dog family, p. 71 Demonstration of understanding Exploring and using 11: Information giving, explanation and justification

44

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the report The Fox.

Engage in pair work with a partner.

Choose a dog, draw a picture and imagine a trick that the dog can do. Share work with a partner.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print and sentence structure

The Fox, p. 68

4: Phonological and phonemic awareness 5: Phonics, word recognition, and word study

Writing

6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension Communicating 1: Engagement

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

5: Vocabulary Exploring and using 6: Purpose, genre and voice

7: Writing process and creating text

Comprehension strategy: Asking questions, p. 68 Comprehension questions: Quiz Time!, Think About It!, p. 69 Word Work: Vocabulary development, p. 69 Phonics: ee and ea say the long e sound, p. 71

CM

Learning Experiences Pupils will be enabled to: Think of questions to ask before, during and following their reading of the report The Fox. Read the report The Fox. Discuss new vocabulary and complete Word Work activity.

Become familiar with the long e sound in words.

Comprehension questions: Quiz Time!, Think About It!, p. 69

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Word Work: Vocabulary development, p. 69

Read definitions and identify the correct word from the list to match each definition.

Grammar: Plurals, p. 70 Phonics: ee and ea say the long e sound, p. 71 Writing: Report genre, pp. 72–73

CM

Develop an understanding of the term ‘plural’. Understand how to write a word in the plural form.

Read and write words with the long e sound.

Recognise features of the report genre.

Plan and write a short report on the hedgehog.

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Assessment

Linkage/Integration

Teacher questions

Literacy: Choose a different animal. Reading tasks will be completed with varying levels of support.

Plan and write a report using the template from p. 72. Present the report to the class.

Lower and higher order questions.

Comprehension questions

Written tasks

SESE: Science; Natural environnements and habitats.

Self-assessment: pupil reads report Visual arts: Create a painting of aloud to other class. When they your chosen animal in their natural return to their own class he/she habitat. explains an aspect they are proud of and something they will do better in their next task.

Differentiation

Differentiation of written tasks and use of extension activities depending on pupil ability.

Vocabulary Key vocabulary questions, plural, report, facts

Story vocabulary family, narrow, underground, hibernate

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Grammar PCM 18 and PCM 19: Plurals

Phonics PCM 18 and PCM 19: The long e sound.*

*Grammar and phonics resources are available for download at www.edcolearning.ie

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Unit

X 14

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________ Strand

Element

Oral Language

Communicating 1: Engagement, listening and Word Work: Vocabulary acquisition, attention p. 75 Understanding 5 & 6: Vocabulary/ Demonstration of Alphabet noun games, p. 77 understanding

Reading

Learning Outcome

1st Class

Communicating 1: Engagement Understanding 3: Conventions of print and sentence structure 4: Phonological and phonemic awareness

Exploring and using

Topic

All About Spring, p. 74 Comprehension strategy: Asking questions, p. 74 Comprehension questions: Quiz Time!, Think About It!, p. 75

5: Phonics, word recognition, Word Work: Vocabulary and word study development, p. 75 6: Vocabulary Phonics: Magic e, p. 77 8 & 9: Response and author’s intent/ Comprehension

CM Learning Experiences Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the report All About Spring.

Engage with class game to think of nouns beginning with different letters of the alphabet.

Pupils will be enabled to: Use personal experiences to make connections with comprehension topic.

Read the procedure All About Spring.

Discuss new vocabulary and complete Word Work activity.

Develop an understanding of the magic e rule.

Unit 14 Fortnightly Plan

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CM

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Strand

Element

Learning Outcome

Writing

Communicating 1: Engagement 2: Motivation and choice Understanding

Exploring and using

3: Conventions of print and sentence structure 5: Vocabulary 6: Purpose, genre and voice 7: Writing process and creating text

Topic

CM Learning Experiences

Comprehension questions: Quiz Time!, Think About It!, p. 75 Word Work: Vocabulary development, p. 75 Grammar: Proper nouns, p. 76 Phonics: Magic e, p. 77 Writing: Report genre, pp. 78–79

CM

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Complete a cloze activity to show understanding of new vocabulary.

Understand and recognise nouns and proper nouns. Ensure that proper nouns are written using capital letters.

Read and write words with magic e.

Recognise features of the Report genre.

Plan and write a short report about the season of Summer.

Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Geography: Weather and seasonal change.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Gaeilge: An samhradh.

Written tasks

Music: Listening and responding to Vivaldi’s Four Self-assessment: pupil reads Seasons: Summer. report aloud and explains an aspect they are proud of and something they will do better in their next task.

Lower and higher order questions.

questions, noun, proper noun, capital letter, report

Differentiation of written tasks and use of extension activities depending on pupil ability.

Story vocabulary

Use of additional photocopiable material seasons, barns, shelter, ploughed to extend learning or facilitate a station teaching/small group approach:

Grammar PCM 20 and PCM 21: Proper nouns Phonics PCM 20 and PCM 21: Magic e.*

*Grammar and phonics resources are available for download at www.edcolearning.ie

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Unit

X 15

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

1st Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 81

2 & 3: Motivation and choice/Social conventions Small group game: Miming and and awareness of others naming actions, p. 83 Understanding 5 & 6: Vocabulary/ Demonstration of understanding Exploring and using 11: Information giving, explanation and justification

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the extract The Diary of a Killer Cat.

Engage in small group vocabulary games. Thinking of action words, miming actions and guessing the action being mimed.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print and sentence structure

The Diary of a Killer Cat, p. 30

4: Phonological and phonemic awareness

Comprehension strategy: Creating images, p. 80

Comprehension questions: Quiz Time!, Think About It!, 5: Phonics, word recognition, and word study p. 81 6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension Writing

Communicating

1: Engagement 2: Motivation and choice

Understanding

3: Conventions of print and sentence structure

5: Vocabulary Exploring and using 6: Purpose, genre and voice 7: Writing process and creating text

Word Work: Vocabulary development, p. 81 Phonics: ph makes the f sound, p. 83

Learning Experiences

Read the story extract The Diary of a Killer Cat. Discuss new vocabulary and complete Word Work activities.

Comprehension questions: Quiz Time!, Think About It!, p. 81 Word Work: Vocabulary development, p. 81

Complete a cloze activity to show understanding of new vocabulary.

Grammar: –ing endings, p. 82

Develop an understanding of when a capital letter I should be used and complete written activities.

Phonics: ph says the f sound, p. 83 Cloze writing activity: Hurry Up, Egg!, p. 84

CM

Pupils will be enabled to: Develop an understanding of creating images relating to the story. Explain/Demonstrate how Tuffy the cat might move around the garden.

Understand that ph makes the f sound. Read words with the ph sound.

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Characters, p. 85

50

CM

Writing words and sentences using the ph sound.

Complete cloze activity.

Understand the word ‘character’.

Draw, describe and write about Tuffy the cat.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: pupils create their own character using an animal of their choice. Use the template on p. 85.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions Gaeilge: Deir Ó Grádaigh.

Written tasks

Lower and higher order questions.

Differentiation of written tasks and use of extension activities depending on pupil ability.

create images, action words, mime, cloze, character, interesting, describe

Story vocabulary mischief, hefty, disappear, trouble

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Grammar PCM 22: –ing endings

Phonics PCM 22: ph says the f sound.*

*Grammar and phonics resources are available for download at www.edcolearning.ie

Unit 15 Fortnightly Plan

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Unit

16

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

1st Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 87

Understanding

2 & 3: Motivation and choice/Social conventions and awareness of others 5 & 6: Vocabulary/ Demonstration of understanding

Pair discussion: Listing nouns, p. 89

CM Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the narrative Grace the Crow.

Complete word association activities with their class to develop vocabulary.

Engage in pair work to complete vocabulary games listing nouns.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print

Grace the Crow, p. 86

4: Phonological and phonemic awareness 5: Phonics, word recognition, and word study

Writing

6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension Communicating 1: Engagement Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

5: Vocabulary Exploring and using 6: Purpose, genre and voice 7: Writing process and creating text

Comprehension strategy: Creating images, p. 88 Comprehension questions: Quiz Time!, Think About It!, p. 89 Word Work: Vocabulary development, p. 87

CM Learning Experiences Pupils will be enabled to: Develop an understanding of creating images relating to the story. Imagine how the crows would look flying to the beach.

Draw a picture.

Read the narrative Grace the Crow.

Discuss new vocabulary and complete Word Work activity.

Phonics: Final consonant blends, p. 89

Develop an awareness of final consonant blends.

Comprehension questions: Quiz Time!, Think About It!, p. 87

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Word Work: Vocabulary development, p. 87

Complete a cloze activity to show understanding of new vocabulary.

Grammar: Proper nouns, p. 88

Develop a further understanding of proper nouns. Differentiate between common nouns and proper nouns.

Phonics: Final consonant blends, p. 89 Writing: Narrative genre, pp.90–91. Features of narrative writing and story settings.

CM

Choose the correct final consonant blend to complete words.

Recognise features of the Narrative genre. Read The Three Little Pigs and identify the specific narrative features within the story.

Focus on story setting. Develop an understanding what the word ‘setting’ refers to within the narrative genre. Draw and write about a familiar story setting.

Unit 16 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: In groups choose a short story from the class library.

Identify the main characters and two settings in the story. Share this with your class.

Reading tasks will be completed with varying levels of support.

Key vocabulary

SESE: Science; Living things; Recognise and describe parts of a bird.

Differentiation of written tasks and use of extension activities depending on pupil ability.

Comprehension questions

Written tasks

Lower and higher order questions.

create images, imagine, proper noun, common noun, final consonant blend, narrative, character, setting, problem, solution

Story vocabulary cosy, throat, breath, fluttered

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 23 and PCM 24: Proper nouns

Phonics PCM 23 and PCM 24: Final consonant blends.* *Grammar and phonics resources are available for download at www.edcolearning.ie

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Unit

17

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

1st Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 93

2 & 3: Motivation and choice/Social conventions and awareness of others Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 11: Information giving, explanation and justification

Pair discussion: Games we like to play, p. 95

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the narrative Butters.

Complete word association activities with their class to develop vocabulary.

Engage in pair work to complete discussion about popular games.

Unit 17 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print and sentence structure

Butters, p. 92

4: Phonological and phonemic awareness 5: Phonics, word recognition, and word study 6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension Writing

Communicating

1: Engagement 2: Motivation and choice

Understanding

Comprehension strategy: Creating images, p. 92 Comprehension questions: Quiz Time!, Think About It!, p. 93 Word Work: Vocabulary development, p. 93 Phonics: Magic e, p. 95

Comprehension questions: Quiz Time!, Think About It!, p. 93

3: Conventions of print and sentence structure

Word Work: Vocabulary development, p. 93

5: Vocabulary

Grammar: Exclamation marks, p. 94

Exploring and using 6: Purpose, genre and voice 7: Writing process and creating text

Writing: Narrative genre, pp. 96–97. Features of narrative writing.

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of creating images relating to the story. Complete the picture to accompany their story.

Read the narrative Butters.

Discuss new vocabulary and complete Word Work activity.

Continue to develop an understanding of the Magic e rule. Read magic e words.

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Complete a cloze activity to show understanding of new vocabulary.

Identify and name exclamation marks.

Recognise when exclamation marks should be used.

Plan and write a simple narrative entitled Cheeky Chico.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Plan and write a simple narrative choosing another.

Reading tasks will be completed with varying levels of support.

Key vocabulary

SPHE: Safety and protection; Staying safe on the farm.

Lower and higher order questions.

Comprehension questions

Written tasks

Differentiation of written tasks and use of extension activities depending on pupil ability.

create images, imagine, exclamation mark, magic e, narrative, character, setting, problem, solution

Story vocabulary bleated, chattered, mare, paddock

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Grammar PCM 25: Exclamation marks

Phonics PCM 25 and PCM 26: Magic e.*

*Grammar and phonics resources are available for download at www.edcolearning.ie

Unit 17 Fortnightly Plan

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Unit

18 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

1st Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention 4: Sentence structure and grammar

Class/Pair discussion, p. 98

Understanding

Exploring and using 8: Categorisation 11: Information giving, explanation and justification

Pair discussion: Long-tailed animals, p. 100

Grammar: Future tense, p. 99

CM

Learning Experiences

CM

Pupils will be enabled to: Use the questions based on poem Mice to discuss the poem with the class group or in pairs.

Engage in pair work to identify name as many long tailed animals as possible.

The pair with the longest list are the winners.

Use the past, present and future tense fluently in sentences.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print and sentence structure

Mice, p. 98

4: Phonological and phonemic awareness

5: Phonics, word recognition, and word study

Writing

6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension Communicating 1: Engagement

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

Comprehension strategy: Create images, p. 98

Comprehension questions: Let’s discuss, p. 99

CM

Learning Experiences Pupils will be enabled to: Develop an understanding of creating images.

Complete a picture to accompany the poem.

Read the poem Mice.

Phonics: The long o sound, p. 100

Understand that oa, o–e and ow make the long o sound.

Grammar: Future tense, p. 99

Pupils will be enabled to: Understand that the future tense refers to an action that will happen at a later time.

Phonics: The long o sound, p. 100

Cloze writing activity: My New Baby Brother, p. 101

CM

Read and write sentences using the future tense.

Read and write words with the long o sound.

Complete cloze activity.

Unit 18 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Find another poem about an animal. Read it aloud to the class.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Written tasks

Visual arts: Encourage the pupils to Lower and higher order questions. imagine what the animal looks like and draw a picture. Allow pupils time to share their descriptions Differentiation of written tasks with their friends. and use of extension activities depending on pupil ability.

Create images, future tense, long o, cloze.

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Phonics PCM 27: The long o sound.*

*Grammar and phonics resources are available for download at www.edcolearning.ie

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Unit

X 19

and

20

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

1st Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 102

Understanding

Reading

Communicating Understanding

2 & 3: Motivation and choice/ Social conventions and awareness of others 5 & 6: Vocabulary/ Demonstration of understanding 1: Engagement 3: Conventions of print and sentence structure

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story Happy Birthday, Danny.

Complete word association activities with their class to develop vocabulary.

Happy Birthday, Danny!, p. 102

Comprehension strategy: 4: Phonological and phonemic Creating images, p. 102 awareness Comprehension questions:

Exploring and using

CM

5: Phonics, word recognition, and word study

Quiz Time!, Think About It!, p. 103

6: Vocabulary 8 & 9: Response and author’s intent/Comprehension

Word Work: Vocabulary development, p. 103 Phonics: Revision, p. 104 Grammar: Revision, p. 104

Pupils will be enabled to: Use personal experiences to make connections with comprehension topic.

Read the story Happy Birthday, Danny!

Discuss new vocabulary and complete Word Work activity.

Complete phonics revision activities reading magic e words and identifying final consonant blends.

Read and identify nouns and verbs in sentences.

Unit 19 and 20 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

Comprehension questions: Quiz Time!, Think About It!, p. 103 Word Work: Vocabulary development, p. 103

Complete grammar revision activities; write words in plural and write a list of adjectives.

Exploring and using

5: Vocabulary 6: Purpose, genre and voice

CM

Learning Experiences

CM

Grammar: Revision, p. 104

7: Writing process and creating text Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Gaeilge: Lá breithe.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions Written tasks Reading assessment, p. 106 True or false, p. 107

SESE: History; With your class research the history of the Happy Birthday song.

Identifying nouns, p. 108

62

Lower order questions and higher order questions.

Differentiation of written tasks and use of extension activities depending on pupil ability.

create images, imagine, plural, nouns, verbs, adjectives Story vocabulary birthday, delicious, candles, present

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