Let's Talk Literacy 3 Teacher's Planning Booklet

Let'sTalk

Literacy y English Core Skills r a m i r P

3rd 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

4

Unit 11

34

Unit 2

7

Unit 12

38

Unit 3

10

Unit 13

41

Unit 4

13

Unit 14

44

Unit 5

16

Unit 15

47

Unit 6

19

Unit 16

49

Unit 7

22

Unit 17

52

Unit 8

25

Unit 18

55

Unit 9

28

Unit 19

57

Unit 10

31

Unit 20

59

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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

• •

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.

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.

A progressive approach to grammar is taken throughout the series, with a range of activities provided to suit varying abilities. Extension activities are also provided throughout the textbook to further challenge pupils.

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

Comprehension Reading Strategy

Oral Language

Grammar

Writing

Prediction

How many ‘feeling’ words can you think of? (Pair work.)

Oral language points game.

Time words. (Group work.)

Can you think of a happy day?

(Pair discussion.)

Capital letters and full stops Common nouns

Recount

Plurals

Cloze – I Want to Be Famous!

The Legend of Spud Murphy.

(Pair discussion.)

Verbs

Cloze – Ziggy’s Dad

Birthday Fun Dear Diary

October

Prediction

Poem – A Happy Day Novel extract – The Legend of Spud Murphy

Recount

Revision and Assessment November

December

Questioning

Questioning

How to Give Your Pet a Bath

Common nouns.(Pair work.)

Common nouns and proper nouns

Procedural writing

How to Build a Volcano

Asking questions. (Pair work.)

Procedural writing

Novel extract – Cherry Green Story Queen Zigmin

Going on a picnic – making lists. (Pair work.)

Special talents. (Pair discussion.)

Question marks and exclamation marks Speech marks and commas Irregular plurals

Cloze – Reading and Writing Characters

Revision and Assessment

2

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January

February

March

Comprehension Reading Strategy

Oral Language

Grammar

Writing

Comparing

Do you like…? Oral language game. (Pair work.)

Think of something that should be banned. (Pair discussion and reasoning – oral presentation.)

Describe a picture. (Pair work.)

Compound words

Cloze – A Bad Day

Comparing

Skimming

Novel extract – The Nothing to See Here Hotel Girl, Aged 9, Elected President of Ireland Bedtime to be Decided by Children, Not Parents Poem – A Pizza the Size of the Sun Buenos Dias!

Kangaroos

Listing adjectives. (Pair work.)

Present tense and past Writing to socialise tense Irregular verbs – past tense Adjectives

Facts about Ireland. (Group oral Contractions presentations.)

Oral language game – how Pronouns many animals can you name in a minute? (Pair work.)

Writing to socialise Cloze – A Song at Last Report writing Report writing

Revision and Assessment April

Skimming Clarifying

May

June

Clarifying

Create Images

Novel extract – The Small Wee Hours Novel extract – The HundredMile-An-Hour Dog Billy Mack

Sentence building – nouns and adjectives. (Pair work.)

Making conversation. (Pair work.)

Sentence work – opposite adjectives. (Pair work.)

Poem – Zed’s Sled Making conversation. (Pair work.)

Novel extract – Me and Mister P Alphabetical order. (Pair work.)

Adjectives

Cloze – A Great Day

Alphabetical order

Narrative writing

Antonyms

Narrative writing

Conjunctions

Cloze – My Song

Dictionary work

Cloze – Pre-show Jitters

My Big Night

Homophones

Story settings

Feeling excited. (Pair discussion.)

Revision and Assessment

Yearly Plan

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Unit

1

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

3rd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 3

2: Motivation and choice

Pair work: Feeling words, p. 4

3: Social conventions and awareness of others.

Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 8: Categorisation Reading

1: Engagement

Birthday Fun, p. 2

Understanding

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

Comprehension strategy: Prediction, p. 2 Comprehension questions: Quiz Time!, Think About It!, p. 3 Word Work: Vocabulary development, p. 3

4

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story Birthday Fun. Engage in pair work with a partner to list as many ‘feeling’ words as possible in 60 seconds.

Communicating

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

CM

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

Read and respond to the story Birthday Fun. Discuss new vocabulary and complete Word Work activities.

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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

Exploring and Using

5: Vocabulary 6: Purpose, genre and voice

7: Writing process and creating texts

Word Work: Vocabulary development, p. 3

Grammar: Capital letters and full stops, p. 4

Writing: Recount genre, p. 5

CM

Learning Experiences

CM

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

Complete a cloze activity and answer questions to show understanding of new vocabulary.

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

Develop an understanding of the recount genre.

Plan and write a short recount story about their last birthday celebration.

Unit 1 Fortnightly Plan

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Assessment

Linkage/Integration

Teacher questions

Literacy: Write a list of all the items Reading tasks will be completed you would need for a birthday party. with varying levels of support.

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.

Maths: Design a bar chart showing all the birthdays in your class.

Gaeilge: Lá Breithe.

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.

inflatable, barbecue, obstacle, annoyed

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

Grammar PCM 1 and PCM 2: capital letters.* *Grammar resources are available for download at www.edcolearning.ie

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Unit

2

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

3rd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 7

2: Motivation and choice Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 7: Requests, questions and interactions

Group work: Time words, p. 8

Communicating

1: Engagement

Dear Diary, p. 6

Understanding

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

Comprehension strategy: Prediction, p. 6

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

Learning Experiences

CM

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

Engage in an oral language game with a group listing words that refer to time.

8: Categorisation Reading

CM

Comprehension questions: Quiz Time!, Think About It!, p. 7 Word Work: Vocabulary development, p. 7

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

Read and respond to the story Dear Diary.

Discuss new vocabulary and complete Word Work activities.

Unit 2 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 7

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 texts

Word Work: Vocabulary development, p. 7

Grammar: Common nouns, p. 8 Writing: Recount genre, p. 9

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.

Understand that common nouns are naming words and do not get a capital letter. Complete written activities.

Recognise features of the recount genre.

Plan and write a short recount diary entry detailing the activities of the previous day.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Imagine you are on holidays by the beach. Write a diary entry to recount all the activities of your day.

Reading tasks will be completed with varying levels of support.

Key vocabulary

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, common noun, recount, genre

Lower and higher order questions.

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

worse, decided, enough, terrible

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

Grammar PCM 3 and PCM 4: Common nouns.* *Grammar resources are available for download at www.edcolearning.ie

Unit 2 Fortnightly Plan

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Unit

X 3

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

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

3rd Class

Topic Word Work: Vocabulary acquisition, p. 11

Pair discussion: A Happy Day, p. 13 A Happy Day, p. 10

Comprehension strategy: Prediction, p. 10

Comprehension questions: Quiz Time!, Think About It!, p. 11

Word Work: Vocabulary development, p. 11

10

CM

Learning Experiences

CM

Pupils will be enabled to: Engage in pair discussion with a partner to share memories of a happy day.

Use questions to stimulate discussion.

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

Read and respond to the poem A Happy Day.

Discuss new vocabulary and complete Word Work activities.

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 11

Understanding

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

5: Vocabulary

Word Work: Vocabulary development, p. 11

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.

Grammar: Plurals, p. 12

Cloze procedure: I Want to Be Famous!, p. 13

Understand that plural means more than one.

Understand the different ways to write words in plural form. Complete written activities.

Complete the cloze procedure introducing the character of Ziggy.

Unit 3 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Following the discussion of their happy day, encourage pupils to write a diary entry recounting the events of that day.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

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

predict, title, illustration, question mark, consonant blend

Poem vocabulary amber, sunlit, sparkling, tumbled

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

Grammar PCM 5 and PCM 6: Plurals.* *Grammar 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: ________________

3rd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 15

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

Pair work: Imagine that you are Will from the story extract. Think of a different reason for not wanting to go to the library, p. 17

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract The Legend of Spud Murphy.

Imagine they are a character from the story extract. Invent a different reason for not wanting to go to the library. Share with a partner.

Unit 4 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print and sentence structure

The Legend of Spud Murphy, p. 14

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

Comprehension strategy: Prediction, p. 14 Comprehension questions: Quiz Time!, Think About It!, p. 15 Word Work: Vocabulary development, p. 15

Writing

Communicating

1: Engagement

Understanding

3: Conventions of print and sentence structure 5: Vocabulary

Comprehension questions: Quiz Time!, Think About It!, p. 15 Word Work: Vocabulary development, p. 15 Grammar: Verbs, p. 16 Grammar: Revision, p. 18 Cloze procedure: Ziggy’s Dad, p. 17

CM

Learning Experiences

CM

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

Read and respond to the story extract The Legend of Spud Murphy.

Discuss new vocabulary and complete Word Work activity.

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

Identify the correct word for each definition and create sentences to show understanding of new vocabulary.

Recognise that verbs are action words. Complete grammar written activities.

Complete the cloze procedure.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: What will happen next in the story The Legend of Spud Murphy? Write and draw a prediction for the story. With your class, read the story to discover if any of the class predictions are correct.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Vocabulary written tasks

Cloze procedure

Assessment – Twenty questions

predict, title, illustration, capital letters, book cover

Lower and higher order questions.

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

librarian, behaviour, enemy, avoid

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

Grammar PCM 7 and PCM 8: Verbs.* *Grammar 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: ________________

3rd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 21

2: Motivation and choice

Pair work: Pick a common noun. Complete word association activities, p. 22

Understanding

Reading

Communicating Understanding

5 & 6: Vocabulary/Demonstration of understanding

1: Engagement 3: Conventions of print and sentence structure 6: Vocabulary

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

How to Give Your Pet a Bath, p. 20 Comprehension strategy: Questioning, p. 20 Comprehension questions: Quiz Time!, Think About It!, p. 21 Word Work: Vocabulary development, p. 21

16

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the procedure How to Give Your Pet a Bath.

Choose a common noun from the list. Think of words that are associated with that noun.

Pupils will be enabled to: Think of questions to ask before, during and after reading the text.

Read and respond to the procedure How to Give Your Pet a Bath.

Discuss new vocabulary and complete Word Work activity.

Create sentences using new vocabulary.

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 21

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. 21

Grammar: Common nouns and proper nouns, p. 22

Writing: Procedure genre, p. 23

CM

Learning Experiences

CM

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

Write the correct word for each definition, complete sentences and create independent sentences to show understanding of new vocabulary.

Understand that nouns are naming words. Differentiate between common nouns and proper nouns.

Understand the purpose of procedural writing. Identify the features of procedural writing.

Plan and write two procedures: How to Make a Fruit Salad, How to Make Beans on Toast.

Unit 5 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Choose another simple meal. Write a procedure to show how the meal is prepared.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Vocabulary written tasks

SESE, Science: Living things; Food for energy and growth.

Creative writing tasks

questions, common noun, proper noun, procedural writing, sequence

Lower and higher order questions.

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

lukewarm, temperature, massage, patience

Grammar PCM 9 and PCM 10: Common nouns and proper nouns.* *Grammar resources are available for download at www.edcolearning.ie

18

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Unit

6

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

3rd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 25

2: Social conventions and awareness of others Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 7: Requests, questions and interactions

Pair work: How many questions can you come up with on the subject of dogs?, p. 26

CM

Learning Experiences

CM

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

Engage in pair work to think of questions on the topic of dogs.

Use appropriate question words – who, what, when, where, why, how.

Unit 6 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print and sentence structure

How to Build a Volcano, p. 24

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

Comprehension strategy: Questioning, p. 24 Comprehension questions: Quiz Time!, Think About It!, p. 25 Word Work: Vocabulary development, p. 25 Comprehension questions: Quiz Time!, Think About It!, p. 25 Word Work: Vocabulary development, p. 25 Grammar: Question marks and exclamation marks, p. 26 Writing: Procedure genre, p. 27

CM

Learning Experiences

CM

Pupils will be enabled to: Think of questions to ask before, during and after reading the text.

Read and respond to the procedure How to Build a Volcano.

Discuss new vocabulary and complete Word Work activity.

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

Use a dictionary to look up the meaning of words.

Complete a cloze activity to show understanding of new vocabulary.

Understand when a question mark and an exclamation mark is used in writing. Choose the correct punctuation to complete sentences.

Recognise features of the procedural writing genre.

Plan and write a procedure explaining how to play snakes and ladders.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

SESE: Use the procedural planning template to write an experiment from your science class.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Vocabulary written tasks

Creative writing tasks

Lower and higher order questions.

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

questions, question mark, exclamation mark, procedural writing, title, materials, instructions

Story vocabulary layer, mould, funnel, erupt

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

Grammar PCM 11 and PCM 12: Question marks and exclamation marks.* *Grammar 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

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 29

Reading

2: Motivation and choice Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 8: Categorisation

Pair work: Imagine that you are going on a picnic. Write a shopping list, p. 31

Communicating

1: Engagement

Understanding

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

Cherry Green Story Queen, p. 28

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

22

3rd Class

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract Cherry Green Story Queen.

Write a list of items needed for a picnic. Read the list to a partner and see how many items they can recall.

Comprehension strategy: Questioning, p. 28 Comprehension questions: Quiz Time!, Think About It!, p. 29 Word Work: Vocabulary development, p. 29

Pupils will be enabled to: Think of questions to ask before, during and after reading the text.

Read and respond to the story extract Cherry Green Story Queen.

Discuss new vocabulary and complete Word Work cloze.

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 29

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. 29

Grammar: Speech marks and commas, p. 30

Cloze procedure: Reading and Writing, p. 31

CM

Learning Experiences

CM

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

Complete a cloze activity and create sentences to show understanding of new vocabulary.

Understand when speech marks are used. Write sentences correctly inserting speech marks where appropriate.

Recognise that commas are used to separate things in a list. Write sentences correctly using commas when necessary.

Complete cloze procedure.

Unit 7 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Literacy: Recall the writing process for procedures. Plan and write a procedure explaining how to make hot chocolate.

Written tasks

With a partner, write a list of tips to help Ziggy improve his reading and writing.

Cloze procedure

question, speech marks, commas, imagine, cloze

Lower and higher order questions.

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

foster, impressed, giggled, foreign

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

Grammar PCM 13 and PCM 14: Speech marks and commas.* *Grammar 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: ________________

3rd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 33

2: Motivation and choice

Pair work: Think of a talent, p. 34

3: Social conventions and awareness of others Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 7: Requests, questions and interactions Reading

Communicating

1: Engagement

Understanding

3: Conventions of print and sentence structure

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

CM

Learning Experiences

CM

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

Engage in pair discussion to explain a talent, something that they are learning to do or something that they love doing.

Zigmin, p. 32 Comprehension strategy: Questioning, p. 32 Comprehension questions: Quiz Time!, Think About It!, p. 33 Word Work: Vocabulary development, p. 33

Pupils will be enabled to: Think of questions to ask before, during and after reading the text.

Read the story Zigmin.

Discuss new vocabulary and complete Word Work cloze.

Unit 8 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 33

Understanding

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

Word Work: Vocabulary development, p. 33

5: Vocabulary Exploring and using 7: Writing process and creating texts Grammar: Irregular plurals, p. 34

Grammar: Revision, p. 36

Writing genre: Character, p. 35

CM

Learning Experiences

CM

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

Complete a cloze activity, answer questions and create sentences to show understanding of new vocabulary.

Understand that plural means more than one.

Recognise that some plural words are irregular.

Match singular words with irregular plural words.

Choose the correct plural to complete each sentence.

Explore and describe the character of Ziggy. Create a YouTube Kids profile for Ziggy.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Choose another character from your favourite novel/story.

Create a profile for that character.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Vocabulary written tasks

Assessment – Twenty questions

question, plural, irregular plural, singular, talent, character, profile

Lower and higher order questions.

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

dedicated, original, create, talent

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

Grammar PCM 15 and PCM 16: Irregular plurals.* *Grammar resources are available for download at www.edcolearning.ie

Unit 8 Fortnightly Plan

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Unit

9 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

3rd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 39

2: Motivation and choice 3: Social conventions and awareness of others Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 7: Requests, questions and interactions

28

Pair work: Do you like...?

Questioning task, p. 41

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract The Nothing to See Here Hotel.

Engage with a partner to ask a variety of questions. The answer to each question cannot be ‘yes’ or ‘no’.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print and structure sentence

The Nothing to See Here Hotel, p. 38

6: Vocabulary Exploring and using 7: Purpose, genre and voice 8 & 9: Response and author’s intent/Comprehension

Comprehension strategy: Comparing, p. 38 Comprehension questions: Quiz Time!, Think About It!, p. 39 Word Work: Vocabulary development, p. 39

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of the comprehension strategy of comparing. Think of another story to make comparisons with The Nothing to See Here Hotel.

Read and respond to the story extract The Nothing to See Here Hotel.

Discuss new vocabulary and complete Word Work cloze.

Writing

Communicating

1: Engagement

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure 5: Vocabulary

Comprehension questions: Quiz Time!, Think About It!, p. 39 Word Work: Vocabulary development, p. 39 Grammar: Compound words, p. 40 Cloze procedure: A Bad Day, p. 41

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

Complete sentences and create sentences to show understanding of new vocabulary.

Recognise how compound words are formed. Create compound words by combining smaller words.

Use these compound words to complete sentences.

Complete cloze procedure.

Unit 9 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Create your own dream hotel. Write a description and draw a picture. Use the following questions to help you: Where would you build the hotel? What special features would it have?

What activities would take place there?

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Written vocabulary tasks

Cloze procedure

compare, similarities, differences, compound words, combine, cloze

Lower and higher order questions.

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

laundry, sewer, destination, manager

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

Grammar PCM 17 and PCM 18: Compound words.* *Grammar 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: ________________

3rd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 43

2: Motivation and choice 3: Social conventions and Pair work: Think of awareness something that you feel Understanding 5 & 6: Vocabulary/Demonstration should be banned, p. 44 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 story Girl, Aged 9, Elected President of Ireland.

Engage with a partner to choose something that you feel should be banned. Explain your choice to the class and give reasons for your choice.

Unit 10 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

Understanding

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

Girl, Aged 9, Elected President of Ireland, p. 42

6: Vocabulary 7: Purpose, genre and voice 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

Comprehension strategy: Comparing, p. 42 Comprehension questions: Quiz Time!, Think About It!, p. 43 Word Work: Vocabulary development, p. 43 Comprehension questions: Quiz Time!, Think About It!, p. 43 Word Work: Vocabulary development, p. 43 Grammar: Present tense and past tense, p. 44 Writing to socialise, p. 45

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of the comprehension strategy of comparing. How does this article compare with news articles in real newspapers?

Read the story Girl, Aged 9, Elected President of Ireland.

Discuss new vocabulary and complete Word Work cloze.

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

Choose the correct word to match each definition and complete sentences to show understanding of new vocabulary.

Understand how to write verbs in the present and past tenses. Write words in the present tense and past tense.

Identify which tense is used in sentences.

Understand the purpose of writing to socialise.

Choose a title and create a newspaper article.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: With a partner, list all the ways that we communicate with others in the world around us.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Vocabulary written tasks

Creative writing tasks

Lower and higher order questions.

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

compare, present tense, past tense, verb, banned, forbidden, writing to socialise

Story vocabulary ban, active, areas, provided

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

Grammar PCM 19 and PCM 20: Present tense and past tense.* *Grammar resources are available for download at www.edcolearning.ie

Unit 10 Fortnightly Plan

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Unit

11

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

3rd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 47

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

34

Pair work: Draw a picture.

Describe it, p. 48

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story Bedtime to Be Decided by Children, Not Parents.

Draw a picture without your partner seeing. Describe the picture to a partner and ask them to recreate the picture. Compare the two pictures. Note the similarities and differences.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print and sentence structure

Bedtime to Be Decided by Children, Not Parents, p. 46

6: Vocabulary 7: Purpose, genre and voice Exploring and using 8 & 9: Response and author’s intent/ Comprehension

Comprehension strategy: Comparing, p. 46 Comprehension questions: Quiz Time!, Think About It!, p. 47 Word Work: Vocabulary development, p. 47

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of the comprehension strategy of comparing.

Compare this article to the article in Unit 10. List the similarities and the differences.

Read and respond to the story Bedtime to Be Decided by Children, Not Parents.

Discuss new vocabulary and complete Word Work activity.

Unit 11 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

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

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. 47 Grammar: Irregular verbs – past tense, p. 48 Writing to socialise, p. 49

CM

Learning Experiences

CM

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

Choose the correct word to match each definition.

Complete sentences to show understanding of new vocabulary.

Recognise the correct past tense of irregular verbs.

Understand the purpose of writing to socialise.

Choose a headline and create a newspaper article.

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Assessment

Linkage/Integration

Teacher questions

Literacy: Create a simple Reading tasks will be completed newspaper with your class to share with varying levels of support. information about your school activities with other classes and the wider school community.

Lower and higher order questions.

Comprehension questions Vocabulary written tasks Creative writing tasks

Differentiation

Vocabulary Key vocabulary compare, irregular verbs, past tense, writing to socialise Story vocabulary

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

Minister, equipped, refreshed, electronic

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 21 and PCM 22: Irregular verbs – past tense.* *Grammar resources are available for download at www.edcolearning.ie

Unit 11 Fortnightly Plan

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Unit

12

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

3rd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 51

2: Motivation and choice 5 & 6: Vocabulary/ Demonstration of understanding

Pair work: List adjectives to describe the pictures, p. 53

1: Engagement 3: Conventions of print and sentence structure

A Pizza the Size of the Sun, p. 50

Understanding

Reading

Communicating Understanding

6: Vocabulary

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the poem A Pizza the Size of the Sun. Study a picture. List adjectives to describe the picture. Compare your list with your partner’s list.

Comprehension strategy: Comparing, p. 50

Comprehension questions: 7: Purpose, genre and voice Exploring and using 8 & 9: Response and author’s Quiz Time!, Think About It!, p. 51 intent/Comprehension

Pupils will be enabled to: Develop an understanding of the comprehension strategy of comparing. Compare this poem to the poem A Happy Day in Unit 3.

List the similarities and the differences between the two poems.

Read and respond to the poem A Pizza the Size of the Sun. Discuss new vocabulary and complete Word Work activity.

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Strand

Element

Learning Outcome

Topic

CM

Learning Experiences

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 51

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

Word Work: Vocabulary development, p. 51

Choose the correct word to match each definition. Complete sentences to show understanding of new vocabulary.

CM

Grammar: Adjectives, p. 52

Cloze procedure: A Song at Last, p. 53

Understand that adjectives are describing words. Identify the adjectives in each sentence.

Complete the cloze procedure.

Unit 12 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Write a poem about your favourite food.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Vocabulary written tasks

compare, adjectives, describing, nouns, opposite, cloze

Lower and higher order questions.

Poem vocabulary Differentiation of written tasks depending on pupil ability.

ton, resplendent, galore, delectable

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

Grammar PCM 23 and PCM 24: Adjectives.* *Grammar resources are available for download at www.edcolearning.ie

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Unit

X 13

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

3rd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 55

2: Motivation and choice

Group work: List five facts about Ireland, p. 56

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

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the report Buenos Días!

Work in a small group to think of five facts about Ireland. Present your facts to the whole class group.

Communicating

1: Engagement

Buenos Días!, p. 54

Understanding

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

Comprehension strategy: Skimming, p. 54

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

CM

Comprehension questions: Quiz Time!, Think About It!, p. 55 Word Work: Vocabulary development, p. 55

Pupils will be enabled to: Develop an understanding of the comprehension strategy Skimming. Skim the report and share one fact from the report with a partner.

Read and respond to the report Buenos Días!

Discuss new vocabulary and complete Word Work activity.

Unit 13 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 55

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. 55

Grammar: Contractions, p. 56

Writing: Report genre, p. 57

CM

Learning Experiences

CM

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

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

Answer questions and create sentences to show understanding of new vocabulary.

Understand that a contraction is a shorter way of saying two words. Identify the correct contractions for each pair of words. Identify the contractions in sentences.

Recognise features of the report writing genre.

Record facts about the Arctic using a mind map. Write a report about the Arctic.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy, SESE: Choose another place in the world. Research and record facts about that place. Write a report and present your report orally to the class.

Reading tasks will be completed with varying levels of support.

Key vocabulary

SESE, Geography: Human environments; People and other lands.

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

Teacher observation of group oral presentation of facts about Ireland

Comprehension questions

Lower and higher order questions.

Vocabulary written tasks

Creative writing tasks

skim, contractions, facts, report, information, research, title, introduction, paragraphs, present tense, mind map

Story vocabulary capital, climate, dormant, endangered

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

Grammar PCM 25 and PCM 26: Contractions.* *Grammar resources are available for download at www.edcolearning.ie

Unit 13 Fortnightly Plan

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Unit

14

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

3rd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 59

Reading

2: Motivation and choice Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 8: Categorisation

Pair work: Animals and their young, p. 60

Communicating

1: Engagement

Kangaroos, p. 58

Understanding

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

Comprehension strategy: Skimming, p. 58

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

CM

Learning Experiences

CM

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

Engage in pair work to name as many animals and their young as they can in one minute. The pair with the longest list wins.

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

Pupils will be enabled to: Develop an understanding of the comprehension strategy Skimming. Skim the report and share one fact from the report with a partner.

Word Work: Vocabulary development, p. 59

Read and respond to the report Kangaroos.

Discuss new vocabulary and complete Word Work activity.

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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. 59

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

Word Work: Vocabulary development, p. 59 Grammar: Pronouns, p. 60 Grammar: Revision, p. 62 Writing: Report genre, p. 61

CM

Learning Experiences

CM

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

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

Complete sentences and create new sentences to show understanding of new vocabulary.

Recognise that a pronoun takes the place of a noun.

Choose pronouns to replace nouns in sentences.

Identify the pronoun in a sentence.

Recognise features of the report writing genre.

Choose an animal.

Research the animal under the headings Appearance, Habitat, Food,Interesting Facts. Write a report.

Unit 14 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Plan and write another persuasive piece of writing entitled Junk Food Should be Banned in All Schools.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions Written vocabulary tasks Self-assessment of creative writing: pupil reads their writing aloud and explains an aspect they are proud of and something they will do better in their next task.

Lower and higher order questions.

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

skim, pronoun, noun, report, research, information, title, introduction, paragraph, present tense Story vocabulary mammal, venture, explore, regurgitate

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

Assessment, p. 63 Grammar PCM 27 and PCM 28: Pronouns.* *Grammar 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: ________________

3rd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 65

2: Motivation and choice

Understanding

3: Social conventions and awareness of others.

4: Sentence structure and grammar

Pair work: Making sentences, p. 67

5 & 6: Vocabulary/Demonstration of understanding Reading

Communicating

1: Engagement

Understanding

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

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

The Small Wee Hours, pp. 64–5 Comprehension strategy: Skimming, p. 64 Comprehension questions: Quiz Time!, Think About It!, p. 65 Word Work: Vocabulary development, p. 65

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract The Small Wee Hours.

Engage in pair work to create as many different sentences as possible using nouns and adjectives assigned to them by the teacher.

Pupils will be enabled to: Develop an understanding of the comprehension strategy Skimming. Skim the story extract and tell a partner what the story is about.

Read and respond to the story extract The Small Wee Hours.

Discuss new vocabulary and complete Word Work activities.

Unit 15 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 65

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

CM

Word Work: Vocabulary development, p. 65 Grammar: Adjectives, p. 66 Cloze procedure: A Great Day, p. 67

Learning Experiences

CM

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

Use a dictionary to find the definition of new vocabulary.

Complete a cloze activity to show understanding of new vocabulary.

Recognise that adjectives are describing words. Identify adjectives of similar meanings.

Categorise adjectives.

Complete the cloze procedure.

Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Divide the children into small groups. Ask a child from each group to use adjectives to describe an animal without naming it. The other children must guess the animal. Each child may take a turn.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Written vocabulary tasks

Cloze procedure

Lower and higher order questions.

skimming, adjectives, similar, positive, negative, cloze

Differentiation of written tasks depending on pupil ability.

Story vocabulary

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

nursery, crumpled, shocked, fountain

Grammar PCM 29, PCM 30 and PCM 31: Adjectives.* *Grammar resources are available for download at www.edcolearning.ie

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Unit

16

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

3rd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 69

2: Motivation and choice

Understanding Exploring and using

3: Social conventions and awareness of others 5 & 6: Vocabulary/Demonstration of understanding 7: Requests, questions and interactions

Pair work: Imagine the conversation, p. 70

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story The Hundred-Mile-AnHour Dog. Imagine the conversation that takes place between two friends. One friend has lost their dog and rings the other to tell them what happened.

Unit 16 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

Understanding

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

The Hundred-Mile-An-Hour Dog, p. 68

6: Vocabulary

Writing

Exploring and using

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

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

Comprehension strategy: Clarifying, p. 68 Comprehension questions: Quiz Time!, Think About It!, p. 69 Word Work: Vocabulary development, p. 69 Comprehension questions: Quiz Time!, Think About It!, p. 69 Word Work: Vocabulary development, p. 69 Grammar: Alphabetical order, p. 70 Writing: Narrative genre, p. 71

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of the comprehension strategy Clarifying.

Read the story The Hundred-Mile-An-Hour Dog. Discuss new vocabulary and complete Word Work activity.

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

Complete a cloze activity and create sentences to show understanding of new vocabulary.

Develop an understanding of alphabetical order.

Write groups of words in alphabetical order.

Recognise features of the narrative genre. Plan and write a narrative.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Imagine that you have a pet with a special talent. Write a description of your pet and what makes them so special. Draw a picture to accompany your work.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions Written vocabulary tasks Teacher observation of oral language task

Lower and higher order questions.

Differentiation of written tasks depending on pupil ability.

clarify, understand, alphabetical order, conversation, narrative, sequence Story vocabulary crouched, maximum, startled, mesmerised

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 32 and PCM 33: Alphabetical order.*

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

Unit 16 Fortnightly Plan

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Unit

17

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

3rd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 73

2: Motivation and choice

Pair work: Opposites, p. 74

Understanding

3: Social conventions and awareness of others 4: Sentence structure and grammar

Communicating

1: Engagement

Billy Mack, p. 72

Understanding

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

Comprehension strategy: Clarifying, p. 72

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

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Learning Experiences

CM

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

Think of three sentences using different adjectives.

Ask a partner to repeat the sentences using the opposite of each adjective.

5 & 6: Vocabulary/Demonstration of understanding Reading

CM

Comprehension questions: Quiz Time!, Think About It!, p. 73 Word Work: Vocabulary development, p. 73

Pupils will be enabled to: Develop an understanding of the comprehension strategy Clarifying.

Read and respond to the story Billy Mack.

Discuss new vocabulary and complete Word Work activity.

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 73

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. 73

Grammar: Antonyms, p. 74

Writing: Narrative genre, p. 75

CM

Learning Experiences

CM

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

Complete a cloze activity, answer questions and create sentences to show understanding of new vocabulary.

Understand that an antonym is a word that means the opposite to another word. Identify the antonym to a variety of words.

Recognise the features of narrative writing.

Plan and write a simple narrative about a superhero teacher.

Unit 17 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Redraft your narrative about the superhero teacher. Read the story aloud for the rest of the class.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Written vocabulary tasks

Creative writing tasks

Lower and higher order questions.

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

clarifying, antonym, opposite, narrative, character, setting, problem, events, solution

Story vocabulary groceries, surrounded, explained, thoughtful

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

Grammar PCM 34 and PCM 35: Antonyms.* *Grammar resources are available for download at www.edcolearning.ie

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Unit

18 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

3rd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 77

2: Motivation and choice

Pair work: Imagine the conversation, p. 78

3: Social conventions and awareness of others Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 7: Requests, questions and interactions Reading

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the poem Zed’s Sled.

Read the poem. Imagine Zed’s friend returns the sled and apologises to Zed. Act out the conversation between Zed and his friend.

Communicating

1: Engagement

Zed’s Sled, p. 76

Understanding

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

Comprehension strategy: Clarifying, p. 76

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

CM

Comprehension questions: Quiz Time!, Think About It!, p. 77

Pupils will be enabled to: Develop an understanding of the comprehension strategy Clarifying.

Read and respond to the poem Zed’s Sled.

Discuss new vocabulary and complete Word Work activities.

Unit 18 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 77

2: Motivation and choice Understanding

3: Conventions of print and sentence structure

Word Work: Vocabulary development, p. 77 Grammar: Conjunctions, p. 78 Cloze procedure: My Song, p. 79

CM

Learning Experiences

CM

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

Complete a cloze activity, answer questions and create sentences to show understanding of new vocabulary.

Understand that conjunctions are words that join short sentences together. Write sentences using conjunctions.

Complete cloze procedure.

Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: In small groups discuss how you would perform the poem Zed’s Sled. What tone of voice would you use? How would this change during the poem? Perform the poem with your group for the rest of the class.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Teacher observation or oral language task Comprehension questions Written vocabulary tasks Cloze procedure

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:

Clarifying, conjunctions, imagine, conversation, cloze Poem vocabulary sled, bawl, slick, natty

Grammar PCM 36 and PCM 37: Conjunctions.* *Grammar resources are available for download at www.edcolearning.ie

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Unit

X 19

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

3rd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 81

Reading

2: Motivation and choice Understanding 5 & 6: Vocabulary/ Demonstration of understanding Exploring and using 8: Categorisation

Pair work: Alphabetical order, p. 83

Communicating

1: Engagement

Me and Mister P, p. 80

Understanding

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

Comprehension strategy : Creating images, p. 80

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

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract Me and Mister P. Engage in pair work to choose a topic. Take turns naming words beginning with each letter of the alphabet associated with that topic.

Pupils will be enabled to: Read and respond to the story Me and Mister P.

Comprehension questions: Quiz Time!, Think About It!, p. 81

Develop an understanding of creating images relating to the story. Imagine what Mister P looks like on a normal day. Draw the picture.

Word Work: Vocabulary development, p. 81

Discuss new vocabulary and complete Word Work activity.

Unit 19 Fortnightly Plan

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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. 81

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

Word Work: Vocabulary development, p. 81

Complete written answers to lower and higher order questions.

Grammar: Dictionary work, p. 82

Understand why and how we use a dictionary. Match words to the correct definition. List words in the correct alphabetical order.

5: Vocabulary

CM

Learning Experiences

Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Ask each pupil in the class to choose a word they are unfamiliar with from the dictionary.

Pupils take turns to stand up, read the word, state if it is a noun, verb, adjective, etc; and explain the definition. Quiz pupils on the new words at the end of the lesson.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Written vocabulary tasks

Lower and higher order questions.

Differentiation of written tasks depending on pupil ability.

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

CM

create images, imagine, dictionary, alphabetical order, cloze

Story vocabulary tournament, coiled, gushed, spluttered

Grammar PCM 38 and PCM 39: Dictionary work.* *Grammar resources are available for download at www.edcolearning.ie

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Unit

20 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

3rd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 85

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

5 & 6: Vocabulary/Demonstration of understanding Exploring and using 7: Requests, questions and interactions

Pair discussion: Think of a time that you felt excited, p. 87

CM

Learning Experiences

CM

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

Think of a time they felt excited or were looking forward to something.

Share this memory with a partner including details about where they were, who they were with, what they were doing and why it was so exciting.

Unit 20 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

My Big Night, p. 84

Understanding

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

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

Comprehension strategy: Creating images, p. 84

Comprehension questions: Quiz Time!, Think About It!, p. 85

Word Work: Vocabulary development, p. 85

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of creating images relating to the story. Imagine how Ziggy feels at the end of the story. Draw a picture of Ziggy.

Read and respond to the story My Big Night.

Discuss comprehension questions.

Discuss new vocabulary and complete Word Work activity.

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 85

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. 85

Grammar: Homophones, p. 86

Grammar: Revision, p. 88

Writing: Story settings, p. 87

CM

Learning Experiences

CM

Pupils will be enabled to: Complete a cloze activity, answer questions and create sentences to show understanding of new vocabulary.

Complete written answers to lower and higher order questions.

Understand that homophones are words that sound the same but are spelled differently.

Choose the correct word to complete each sentence.

Complete grammar revision activities.

Identify three story settings from the stories about Ziggy. Predict what will happen to Ziggy next.

Unit 20 Fortnightly Plan

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Assessment

Linkage/Integration

Teacher questions

Literacy: Imagine that Ziggy has Reading tasks will be completed been selected to appear on a TV with varying levels of support. singing competition. Design a poster encouraging people to watch his show and vote for him.

Lower and higher order questions.

Comprehension questions

Written vocabulary tasks

Differentiation

Vocabulary Key vocabulary create images, imagine, homophones, setting, prediction

Story vocabulary Differentiation of written tasks depending on pupil ability.

pretended, somersaults, trance, performance

Reading assessment, pp. 90–1

Assessment: Twenty questions, p. 92

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 40 and PCM 41: Homophones.*

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

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