Let's Talk Literacy 4 Teacher's Planning Booklet

Let'sTalk

Literacy y English Core Skills r a m i r P

4th 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

39

Unit 2

8

Unit 12

43

Unit 3

11

Unit 13

45

Unit 4

14

Unit 14

48

Unit 5

17

Unit 15

51

Unit 6

21

Unit 16

54

Unit 7

25

Unit 17

57

Unit 8

29

Unit 18

60

Unit 9

33

Unit 19

63

Unit 10

36

Unit 20

66

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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.

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.

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

Comprehension Reading Strategy

Oral Language

Grammar

Writing

Prediction

Dance Class

Word associations. (Pair work.)

Capital letters

Recount

A Visit from the Tusk Fairy

Think of someone who was kind Nouns to you. (Pair discussion.)

Recount

Poem – Brother

Make your own questionnaire.

Question marks and exclamation marks

Cloze – Hello!

Verbs

Cloze – Music and Me

Prediction

Novel extract – A Boy Called Bat Sorting and categorising.

Revision and Assessment November

December

Questioning

Questioning

The Great Explorer

Think of a time when you were Plurals expecting something to happen.

(Class discussion.)

Narrative writing

A Messy Surprise

What do you need for a new dog? Make a list.

Narrative writing

Novel extract – New Neighbours

Imagine you are Polly from the Collective nouns story ‘New Neighbours’. Make a list of questions to ask Lily.

Cloze – Jay the Writer

A Helpful Friend

Let’s get researching!

Characters

Dictionary work

Pronouns

Revision and Assessment

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January

February

March

Comprehension Reading Strategy

Oral Language

Comparing

Novel extract – The Race to Kangaroo Cliff

What might happen next in ‘The Verbs Race to Kangaroo Cliff’? (Class discussion.)

Cloze – Ziggy’s Dream

Do Animals Have Feelings?

How do animals show their feelings? (Pair discussion.)

Contractions

Persuasive writing

Dear Willy Wonka

What is your favourite food?

(Pair discussion.)

Apostrophe

Persuasive writing

Poem – Please Mrs Butler

What do the best-behaved children do in school? (Pair discussion.)

Adverbs

Cloze – Jay Is the one!

Dear Mr Dooley

Think of five reasons why having Conjunctions a class pet is a good idea. (Pair and class discussion.)

Writing to socialise

The Chimp

Imagine the circus master rings Adjectives the ISPCA to complain. (Pair work.)

Writing to socialise

Comparing

Skimming

Grammar

Writing

Revision and Assessment April

May

Skimming

Novel extract – The Sand Dog

List things found by the sea.

(Pair work.)

Homophones

Cloze – Please Say Yes

Clarifying

Why Do Female Elephants Live Together in Families?

We use different tones of voice when we speak. (Pair work.)

Speech marks

Explanation writing

Clarifying

Why Do We Spread Salt on Icy Roads?

Word tennis. (Oral language game in pairs.)

Adjectives

Explanation writing

Poem – My Brother Ate My Smartphone

What frightens you? (Pair discussion.)

Prefixes

Cloze – Fish Can’t Climb Trees Yearly Plan

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June

Comprehension Reading Strategy

Oral Language

Grammar

Writing

Creating Images

Novel extract – Junkyard Jack

Prepositions. (Pair work.)

Prepositions

Cloze – Mrs Fudge to the Rescue

The Chicken Nuggets

Think of a good name for a band. Give reasons for your choice.

Alphabetical order

Narrative writing

Revision and Assessment

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Unit

1

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

4th 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: Word associations, p. 4

3: Social conventions and awareness of others

Reading

Understanding

5 & 6: Acquisition and use of vocabulary

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

CM

Learning Experiences

CM

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

Engage in pair work with a partner to make as many word associations as they can.

Dance Class, p. 2 Comprehension strategy: Prediction, p. 2

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

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

Read and respond to the story Dance Class.

Word Work: Vocabulary development, p. 3

Discuss new vocabulary and complete Word Work activities.

Unit 1 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

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

2: Motivation and choice Understanding

3: Conventions of print and sentence structure 5: Vocabulary

Exploring and using 6: Purpose, genre and voice 7: Creating texts

Word Work: Vocabulary development, p. 3 Grammar: Capital letters, 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 word replacement task 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 first day starting something new.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Plan and write a recount telling the events of your summer holidays.

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.

SESE, Science: Myself and human life; How people move.

Physical Education: With the class group, create a simple dance to your favourite music.

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

Lower and higher order questions.

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

blaring, surrounded, frantic, routine

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

Unit 1 Fortnightly Plan

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Unit

2

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. 7

Understanding

Reading

2: Motivation and choice 5 & 6: Acquisition and use of vocabulary

Think of someone who helped you or was kind to you, p. 9

Exploring and using

7: Requests, questions and interactions

Communicating

1: Engagement

A Visit from the Tusk Fairy, p. 6

Understanding

2: Motivation and choice 3: Conventions of print

Comprehension strategy: Prediction, p. 6

6: Reading vocabulary

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

Exploring and using

8

4th Class

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

Word Work: Vocabulary development, p. 7

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story A Visit from the Tusk Fairy.

Engage in pair discussion.

Use questions to help them tell their partner about a time that someone helped them or was kind to them.

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

Read and respond to the story A Visit from the Tusk Fairy.

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. 7

2: Motivation and choice Understanding

3: Conventions of print and sentence structure 5: Vocabulary

Exploring and using

6: Purpose, genre and voice 7: Creating texts

Word Work: Vocabulary development, p. 7 Grammar: 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.

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

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

Recognise features of the recount genre.

Plan and write a short recount story about a young puppy named Bob.

Unit 2 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Plan and write a recount story about a boy who lost his ball at a match while trying to get it signed by his favourite sportsperson.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions Vocabulary written tasks 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, proper noun, recount, genre

Lower and higher order questions.

Story vocabulary

SESE, Geography: Living things; Plants and animals in the savannah.

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

savannah, swamp, acacia, jab

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PMC 3 and PMC 4: Capital letters and punctuation.*

*Grammar 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: ________________

4th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 11

Reading

2: Motivation and choice Understanding 5 & 6: Acquisition and use of vocabulary Exploring and using 7: Requests, questions and interactions

Pair work: Make your own questionnaire, p. 12

Communicating Understanding

Brother, p. 10

1: Engagement 3: Conventions of print 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 poem Brother.

Engage in pair work to write a list of questions. Use the questionnaire to gather information from others in the class.

Comprehension strategy: Prediction, p. 10 Comprehension questions: Quiz Time!, Think About It!, p. 11 Word Work: Vocabulary development, p. 11

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

Read and respond to the poem Brother.

Discuss new vocabulary and complete Word Work activities.

Unit 3 Fortnightly Plan

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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

Grammar: Question marks and exclamation marks, p. 12

Cloze procedure: Hello!, p. 13

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, finish sentences and create sentences to show understanding of new vocabulary.

Identify question marks and exclamation marks.

Recognise if a sentence is a statement, a question or an exclamation.

Complete the cloze procedure introducing the character of Ziggy.

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Assessment

Linkage/Integration

Teacher questions

Literacy: Identify the rhyming words Reading tasks will be completed within the poem Brother. Remove with varying levels of support. the last line from each verse of the poem and with the class group, write a suitable alternative.

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

SPHE: Myself and others; Myself and my family. Recognise the roles of different family members.

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

Comprehension questions

Vocabulary tasks

Teacher observation of questionnaires: how successful were pupils in gathering information.

Differentiation

Vocabulary Key vocabulary predict, title, illustration, question mark, consonant blend

Poem vocabulary amber, sunlit, sparkling, tumbled

Grammar PCM 5 and PCM 6: Question marks and exclamation marks.* *Grammar resources are available for download at www.edcolearning.ie

Unit 3 Fortnightly Plan

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Unit

X 4

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

4th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 15

2: Motivation and choice

When we organise things we sort them into boxes, p. 17

Understanding

3: Social conventions and awareness of others 5: Vocabulary

Communicating

1: Engagement

A Boy Called Bat, pp. 14–15

Understanding

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

Comprehension strategy: Prediction, p. 14

6:Vocabulary Exploring and using 9: Comprehension

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

14

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract A Boy Called Bat. Engage in pair work. Imagine they are packing up items in their house and must sort these into specific boxes.

Exploring and using 8: Categorisation Reading

CM

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

Read and respond to the story extract A Boy Called Bat. Read and 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. 15

2: Motivation and choice Understanding

3: Conventions of print and sentence structure

5: Vocabulary

Word Work: Vocabulary development, p. 15

Grammar: Verbs, p. 16

Grammar: Revision, p. 18

Cloze procedure: Music and Me, p. 17

CM

Learning Experiences

CM

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

Use a dictionary to look up the definition of new vocabulary.

Answer true or false questions based on those definitions.

Understand that a verb is an action word. Unscramble the action words. Choose the correct verb to complete each sentence. Make a list of verbs associated with school break time activities.

Complete the cloze procedure.

Unit 4 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Bat’s room was his favourite place. Ask pupils to write about their favourite place.

Encourage them to give reasons for their choice. Allow time for pupils to share their work with a partner.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Vocabulary written tasks

Cloze procedure

Assessment, p. 19

Predict, title, illustration, verb, action, organise, cloze

Lower and higher order questions.

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

miscellaneous, reorganise, encyclopaedia, content

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

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Unit

X 5

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

4th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 21

2: Motivation and choice

Can you think of a time when you were expecting something to happen?, p. 23

3: Social conventions and awareness of others Understanding

5: Vocabulary

Exploring and using 12: Description, prediction and reflection

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the procedure The Great Explorer.

Recall a time when they looked forward to something with a sense of excitement. Share this experience with the class.

Unit 5 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

The Great Explorer, p. 20

Understanding

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

Comprehension strategy: Questioning, p. 20

6: Vocabulary Exploring and using 9: Comprehension

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

Word Work: Vocabulary development, p. 21

CM

Learning Experiences

CM

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

Think of questions to ask before, during and after reading the text.

Read and respond to the story The Great Explorer.

Read and 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. 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: Plurals, p. 22

Writing: Narrative 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 plural means more than one.

Recognise the different ways in which words are written in plural form.

Identify irregular plural words.

Recognise the features of a narrative text.

Plan and write a narrative text about a child who gets lost.

Unit 5 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Make a list of questions that you would like to ask an astronaut.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

SESE, Science: Planet Earth in space.

Vocabulary written tasks

Creative writing tasks

Lower and higher order questions.

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

questions, plural, irregular, narrative, real, imagined, order, sequence

Story vocabulary witness, sudden, launch, simulator

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

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Unit

6

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

4th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 25

2: Motivation and choice

Pair discussion: Make a list of what a family would need for a new pet dog, p. 26

3: Social conventions and awareness of others Understanding

5: Vocabulary

Exploring and using

8: Categorisation

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the procedure A Messy Surprise.

Engage in pair work to list items that a dog would need. Write tips to help train a dog.

11: Information giving, explanation and justification

Unit 6 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

A Messy Surprise, p. 24

2: Motivation and choice

Comprehension strategy: Questioning, p. 24

Understanding

3: Conventions of print and sentence structure 6: Vocabulary

Exploring and using

9: Comprehension

Comprehension questions: Quiz Time!, Think About It!, p. 25 Word Work: Vocabulary development, p. 25

CM

Learning Experiences

CM

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

Think of questions to ask before, during and after reading the text.

Read and respond to the story A Messy Surprise.

Read and 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. 25

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. 25 Grammar: Dictionary work, p. 26 Writing: Narrative genre, p. 27

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 using new vocabulary.

Create sentences showing understanding of new vocabulary.

Understand when we need to use a dictionary. Use a dictionary to look up the definition of a word.

Recognise the features of a narrative text.

Plan and write a narrative text about a pet shop owner who loses the keys to his shop.

Unit 6 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

SESE: Invite a member of your local animal rescue to come and visit your class. Talk to them about how to be a responsible pet owner.

Think of questions to ask them about their job.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Oral language task: pupils sharing their list of items and tips.

Comprehension questions

Lower and higher order questions.

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

question, dictionary, definition, narrative, real, imagined, order, sequence Story vocabulary chattered, pleaded, disarray, flustered

Vocabulary written tasks Creative writing tasks

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 11 and PCM 12: Dictionary work.*

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

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Unit

7

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

4th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 29

2: Motivation and choice Understanding

5: Vocabulary

Exploring and using 7: Requests, questions and interactions

Pair discussion: Imagine that you are Polly from the story ‘New Neighbours’, p. 31

CM Learning Experiences

CM

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

Imagine they are the character Polly from the story ‘New Neighbours’.

Make a list of questions to ask the new neighbours.

Share them with your partner.

Unit 7 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

New Neighbours, p. 28

2: Motivation and choice

Comprehension strategy: Questioning, p. 28

Understanding

3: Conventions of print and sentence structure 6: Vocabulary

Exploring and using 9: Comprehension

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

CM Learning Experiences

CM

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

Think of questions to ask before, during and after reading the text.

Read and respond to the story extract New Neighbours.

Read and discuss comprehension questions.

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

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. 29 Grammar: Collective nouns, p. 30 Cloze procedure: Jay the Writer, p. 31

CM Learning Experiences

CM

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

Complete sentences using new vocabulary. Choose a suitable word to replace the underlined word in each sentence. Create sentences to show understanding of new vocabulary.

Understand that a collective noun is a word that names a group of people, animals or things.

Complete cloze procedure.

Unit 7 Fortnightly Plan

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Assessment

Linkage/Integration

Literacy: Recall the writing process for narrative texts. Plan and write a narrative about moving to a new house. When you reach the house Oral language task: peer you discover that there is a door assessment of pupil’s questions.

Discuss in pairs if the questions are at the end of the hall upstairs that cannot be opened. What happens open ended or closed. next?

Teacher questions

Comprehension questions Written tasks Cloze procedure

Differentiation

Vocabulary

Reading tasks will be completed with varying levels of support.

Key vocabulary question, collective noun, group, cloze

Lower and higher order questions.

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

resentful, ornaments, glowered, pester

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 13 and PCM 14: Collective nouns.*

*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: ________________

4th 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: Let’s get researching, p. 34

Understanding

3: Social conventions and awareness of others 5: Vocabulary

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 A Helpful Friend.

Understand what it means to research a topic. Work with a partner to research an unfamiliar topic. Find five pieces of new information to share with the class.

Unit 8 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

A Helpful Friend, p. 32

Understanding

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

Comprehension strategy: Questioning, p. 32

6: Vocabulary Exploring and using 9: Comprehension

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

Word Work: Vocabulary development, p. 33

CM

Learning Experiences

CM

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

Think of questions to ask before, during and after reading the text.

Read the story A Helpful Friend.

Read and discuss comprehension questions.

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. 33

2: Motivation and choice Understanding

3: Conventions of print and sentence structure

5: Vocabulary Exploring and using 7: Writing process and creating texts

Word Work: Vocabulary development, p. 33

Grammar: Pronouns, p. 34

Grammar: Revision, p. 36

Writing: Characters, p. 35

CM

Learning Experiences

CM

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

Choose the correct word for each definition.

Complete sentences using new vocabulary.

Create sentences to show understanding of new vocabulary.

Understand that a pronoun is a word that can take the place of a noun. Identify a suitable pronoun to replace a noun in a sentence.

Choose a pronoun to complete each sentence.

Recognise that a character is a person in a story, play or film. Create a character by answering the questions.

Plan and write a narrative using their new character.

Unit 8 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Choose a character from your favourite story, cartoon or film. Write a description of your character. Use the questions on p. 35 to help you.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Vocabulary written tasks

Assessment, p. 37

Lower and higher order questions.

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

questions, pronoun, noun, research, topic, information, character, personality

Story vocabulary member, reserves, researching, major

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

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

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Unit

X 9

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

4th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 39

2: Motivation and choice

Read The Race to Kangaroo Cliff again. What happens next?, p. 41

3: Social conventions and awareness of others Understanding 5 & 6: Acquisition and use of vocabulary Exploring and using 7: Requests, questions and interactions

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract The Race to Kangaroo Cliff.

Read The Race to Kangaroo Cliff.

Think about what might happen next in the story. Share these ideas with the class.

Unit 9 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print

The Race to Kangaroo Cliff, p. 38

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

Writing

Communicating

1: Engagement

Understanding

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

Comprehension strategy: Comparing, p. 38

CM

Learning Experiences Pupils will be enabled to: Develop an understanding of the comprehension strategy of comparing. Think of another story to make comparisons with The Race to Kangaroo Cliff.

Comprehension questions: Quiz Time!, Think About It!, p. 39

Read and respond to the story extract The Race to Kangaroo Cliff.

Word Work: Vocabulary development, p. 39

Discuss new vocabulary and complete cloze procedure.

Comprehension questions: Quiz Time!, Think About It!, p. 39

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

Word Work: Vocabulary development, p. 39

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

Grammar: Verbs, p. 40 Cloze procedure: Ziggy’s Dream, p. 41

CM

Understand that a verb is an action word. Choose a verb to complete each sentence.

Understand that verbs can be used in the past, present and future tense.

Complete cloze procedure.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Think about what will happen next in the story. Write the next two paragraphs.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Written vocabulary tasks

Cloze procedure

Lower and higher order questions.

SESE: Investigate St Brendan. Write five facts that you have learned and share them with your class.

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

compare, similarities, differences, verbs, present tense, past tense, future tense, cloze

Story vocabulary skipper, conversation, immediately, damage

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

Grammar PCM 17 and PCM 18: Verbs.* *Grammar resources are available for download at www.edcolearning.ie

Unit 9 Fortnightly Plan

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Unit

10 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. 43

2: Motivation and choice

Do you think animals have feelings?, p. 44

Communicating

3: Social conventions and awareness of others 5 & 6: Acquisition and use of vocabulary 11: Information giving, explanation and justification 1: Engagement

Understanding

2: Motivation and choice 3: Conventions of print

Understanding Exploring and using Reading

6: Vocabulary Exploring and using

36

4th Class

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

Do Animals Have Feelings?, p. 42 Comprehension strategy: Comparing, p. 42 Comprehension questions: Quiz Time!, Think About It!, p. 43 Word Work: Vocabulary development, p. 43

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story Do Animals Have Feelings?

Engage with a partner to discuss how animals show that they have feelings.

Share ideas with the class group. As part of the class group create a list of ways to look after the animals living in the local environment.

Pupils will be enabled to: Develop an understanding of the comprehension strategy of comparing. How does this story compare with other persuasive texts?

Read the story Do Animals Have Feelings?

Discuss new vocabulary and complete cloze procedure.

Let’s Talk Literacy 4th Class – Teacher’s Planning Booklet

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

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

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. 43

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

Exploring and using

5: Vocabulary 6: Purpose, genre and voice 7: Creating texts

Grammar: Contractions, p. 44 Writing: Persuasive genre, p. 45

CM

Learning Experiences

CM

Understand that a contraction is a shorter way of saying two words.

Recognise and use common contractions.

Understand the purpose of persuasive writing.

Plan and write a persuasive piece of writing outlining why dogs make good pets.

Unit 10 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Choose a book from the class library. Read a chapter from your book and note the contractions used in the text.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions Vocabulary written tasks

compare, contraction, apostrophe, persuasive, opinion, evidence

Lower and higher order questions.

SESE: Plants and animals in the local environment.

Creative writing tasks

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

emotions, enemies, generation, optimistic

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 19 and PCM 20: Contractions.* *Grammar resources are available for download at www.edcolearning.ie

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Unit

11

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

4th 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: Acquisition and use of vocabulary Exploring and using 11: Information giving, explanation and justification

Pair work: What is your favourite food?, p. 48

CM

Learning Experiences

CM

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

Tell a partner about their ideal breakfast, lunch and dinner. Listen to a partner describe their favourite meals. Design a menu for their partners.

Unit 11 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print

Dear Willy Wonka, p. 46

6: Vocabulary

Comprehension strategy: Comparing, p. 46

7: Purpose, genre and voice Exploring and using 8 & 9: Response and author’s intent/ Comprehension questions: Comprehension Quiz Time!, Think About It!, p. 47 Word Work: Vocabulary development, p. 47

40

CM

Learning Experiences

CM

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

Compare this article to the persuasive text in Unit 10.

List the similarities and the differences.

Read and respond to the story Dear Willy Wonka.

Discuss new vocabulary and complete Word Work activity.

Let’s Talk Literacy 4th Class – Teacher’s Planning Booklet

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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

Word Work: Vocabulary development, p. 47 Grammar: Apostrophe, p. 48 Writing: Persuasive genre, 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 that an apostrophe and the letter s is used to show ownership.

Write phrases and sentences correctly using ’s when appropriate.

Understand the purpose of persuasive writing.

Plan and write a persuasive piece of writing outlining why all children should be allowed to have mobile phones.

Unit 11 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: What is your dream job?

Would you like to play soccer for Manchester United, taste test chocolate for Cadbury, or become an astronaut? Think about why you would be a good candidate for your dream job. Write a letter explaining why you should have your dream job.

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, apostrophe, ownership, persuasive, opinion, evidence, argument Story vocabulary assistant, consider, devoted, staff

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

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Unit

12

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

4th 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: Acquisition and use of vocabulary 11: Information giving, explanation and justification 1: Engagement 3: Conventions of print

What do the best behaved children do in school?, p. 52

Understanding Exploring and using

Reading

Communicating Understanding

6: Vocabulary

Exploring and using

Please Mrs Butler, p. 50 Comprehension strategy: Comparing, p. 50

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

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the poem Please Mrs Butler.

With a partner, identify examples of good behaviour and good manners.

Share these with the class.

Pupils will be enabled to: Develop an understanding of the comprehension strategy of comparing. Compare this poem to the poem Brother in Unit 3. List the similarities and the differences between the two poems.

Read and respond to the poem Please Mrs Butler.

Discuss new vocabulary and complete Word Work activity.

Unit 12 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

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

2: Motivation and choice Understanding

CM

3: Conventions of print and Word Work: Vocabulary sentence structure development, p.51

Grammar: Adverbs, p. 52 Cloze procedure: Jay Is the One, p. 53

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. Write sentences using new vocabulary.

Understand that an adverb tells us more about a verb. Identify the adverbs in each sentence.

Complete the cloze procedure.

Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Highlight the rhyming pattern in the poem Please Mrs Butler. Identify the parts of the poem that are repeated. Imagine that Derek Drew is causing another problem. Write two more verses for the poem following the existing pattern.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions Vocabulary written tasks Cloze procedure

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:

compare, adverbs, verbs, examples, cloze Poem vocabulary sink, vest, rude, cupboard

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

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Unit

X 13

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

4th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 55

2: Motivation and choice

A Class Pet, p. 56

Understanding

Reading

3: Social conventions and awareness of others 5 & 6: Acquisition and use of vocabulary 11: Information giving, explanation and justification

Communicating

1: Engagement

Letter: Dear Mr Dooley, p. 54

Understanding

2: Motivation and choice 3: Conventions of print

Comprehension strategy: Skimming, p. 54

6: Vocabulary

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

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 letter Dear Mr Dooley.

Work with a partner to think of five reasons outlining why having a class pet is a good idea. Share these reasons with the class.

Exploring and using

Exploring and using

CM

Word Work: Vocabulary development, p. 55

Pupils will be enabled to: Develop an understanding of the comprehension strategy of skimming. Skim the letter and explain what the letter is about.

Read and respond to the letter Dear Mr Dooley.

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

Understanding

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

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

Exploring and using

5: Vocabulary 6: Purpose, genre and voice 7: Creating texts

Word Work: Vocabulary development, p. 55 Grammar: Conjunctions, p. 56 Writing to Socialise, 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.

Complete sentences to show understanding of new vocabulary. Write sentences using new vocabulary.

Understand that a conjunction is a joining word. Choose a suitable conjunction to join two short sentences.

Recognise variations of the writing to socialise genre.

Identify the features of a letter.

Sort parts of a letter and write the letter correctly.

Pretend that you are Ziggy. Write a letter to Jay explaining why you want him to be in the band.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Who is your hero? Maybe it is someone famous, or someone from your history lessons or perhaps it is your mum or dad.

Write a letter to your hero telling them why they are so great.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Teacher observation of group Oral presentation of facts about Ireland

Lower and higher order questions.

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

Comprehension questions Vocabulary written tasks

skim, conjunctions, reason, writing to socialise, invitation, letter, note, email, address, date, greeting, opening, closing, signature Story vocabulary nibble, democracy, valuable, insisted

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

Creative writing tasks Grammar PCM 25 and PCM 26: Conjunctions.* *Grammar resources are available to download at www.edcolearning.ie

Unit 13 Fortnightly Plan

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Unit

14 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

4th 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: Acquisition and use of vocabulary Exploring and using 7: Requests, questions and interactions

Imagine that the circus master rings the ISPCA to complain, p. 60

Communicating

1: Engagement

Hi Seán, p. 58

Understanding

2: Motivation and choice 3: Conventions of print

Comprehension strategy: Skimming, p. 58

6: Vocabulary

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

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

Word Work: Vocabulary development, p. 59

48

CM

Learning Experiences

CM

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

Engage in pair work to act out the conversation that takes place between the circus ring master and an ISPCA worker.

Pupils will be enabled to: Develop an understanding of the comprehension strategy of skimming. Skim the email and tell your partner what it is about.

Read and respond to the email Hi Seán.

Discuss new vocabulary and complete Word Work activity.

Let’s Talk Literacy 4th Class – Teacher’s Planning Booklet

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions, p. 59

Understanding

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

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

Word Work: Vocabulary development, p. 59 Grammar: Adjectives, p. 60 Grammar: Revision, p. 62

7: Creating texts Writing to Socialise, 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 to show understanding of new vocabulary. Write sentences using new vocabulary.

Recognise that an adjective is a describing word.

Understand that adjectives tell us more about nouns.

Choose an adjective to complete each sentence.

Recognise variations of the writing to socialise genre.

Identify the features of an email. Complete the informal email.

Use the template to write an email to your dad.

Unit 14 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Imagine something unusual or extraordinary happened to you. Write an email to your friend to tell them about it.

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, adjective, noun, imagine, complain, conversation, writing to socialise, invitation, email, letter, note, greeting, opening, closing, signature Story vocabulary incident, hijacked, native, donations

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: Adjectives.* *Grammar resources are available to download at www.edcolearning.ie

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Unit

X 15

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

4th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 65

2: Motivation and choice

Pair work: Make a list of things found by the sea, p. 66

3: Social conventions and awareness of others Understanding 5 & 6: Acquisition and use of vocabulary Exploring and using 8: Categorisation Reading

Communicating

1: Engagement

Understanding

2: Motivation and choice 3: Conventions of print 6: Vocabulary

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

The Sand Dog, p. 64 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 Sand Dog. Engage in pair work to list things that are found by the sea. Share the list with the class group.

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

Skim the story extract and tell a partner what the story is about.

Read and respond to the story extract The Sand Dog. 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

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. 65

Use a dictionary to find the definition of new vocabulary.

Complete sentences to show understanding of new vocabulary.

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

CM

Learning Experiences

CM

Grammar: Homophones, p. 66 Cloze procedure: Please Say Yes!, p. 67

Recognise that homophones are words that sound the same but are spelled differently and have different meanings.

Complete the cloze procedure.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: What’s the spelling? Pupil A must choose a homophone to put into a sentence. The pupil says their sentence aloud and Pupil B must write the homophone using the correct spelling.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions Written vocabulary tasks Cloze procedure

SESE: Living things; Plants and animals. Investigate turtles and their habitat.

Lower and higher order questions.

Differentiation of written tasks depending on pupil ability.

skim, homophone, different, cloze Story vocabulary cove, clumsy, island, sign

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 29 and PCM 30: Homophones.* *Grammar 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: ________________

4th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 69

2: Motivation and choice

Pair work: How would you speak?, p. 70

3: Social conventions and awareness of others Understanding 5 & 6: Acquisition and use of vocabulary Exploring and using 10: Playful and creative use of language.

Reading

Communicating

1: Engagement

Understanding

2: Motivation and choice 3: Conventions of print 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 Why Do Female Elephants Live Together in Families?

Develop an understanding of using different tone of voice when speaking. Work with a partner to read sentences taking into account how each sentence has been phrased.

Why Do Female Elephants Live Together in Families?, p. 68

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

Comprehension strategy: Clarifying, p. 68

Read the story Why Do Female Elephants Live Together in Families?

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

Discuss new vocabulary and complete Word Work activity.

Word Work: Vocabulary development, p. 69

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

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

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. 69

Complete sentences to show understanding of new vocabulary.

Write sentences using new vocabulary.

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

7: Creating texts

CM

Learning Experiences

CM

Grammar: Speech marks, p. 70

Writing: Explanation genre, p. 71

Identify speech marks and recognise when speech marks should be used.

Note words that can be used instead of ‘said’.

Recognise features of the explanation writing genre.

Research, plan and write an explanation piece outlining how bees make honey.

Unit 16 Fortnightly Plan

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Assessment

Linkage/Integration

Teacher questions

Literacy: Choose your favourite Reading tasks will be completed book or a book from the class with varying levels of support. library. Read five pages and note all the words the author uses instead of the word ‘said’. Share them with Lower and higher order questions. your class.

Comprehension questions

Written vocabulary tasks

Teacher observation of oral language task between pupils

SESE: Living things; Plants and animals. Elephants and their habitats. The lifecycle of a bee.

Differentiation

Differentiation of written tasks depending on pupil ability.

Vocabulary Key vocabulary clarify, speech marks, tone, explanation, introduction, technical vocabulary, diagram, research

Story vocabulary crouched, maximum, startled, mesmerised

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

Grammar PCM 31 and PCM 32: Speech marks.* *Grammar resources are available for download at www.edcolearning.ie

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Unit

17

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

4th 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: Word tennis, p. 74

3: Social conventions and awareness of others Understanding 5 & 6: Acquisition and use of vocabulary Exploring and using 8: Categorisation

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the explanation text Why Do We Spread Salt on Icy Roads?

Play a game of word tennis listing items that can be added to food.

10: Playful and creative use of language

Unit 17 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

Why Do We Spread Salt on Icy Roads?, p. 72

Understanding

2: Motivation and choice 3: Conventions of print 6: Vocabulary

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

Comprehension strategy: Clarifying, p. 72 Comprehension questions: Quiz Time!, Think About It!, p. 73 Word Work: Vocabulary development, p. 73

Communicating

1: Engagement

Understanding

2: Motivation and choice 3: Conventions of print and Word Work: Vocabulary development, p. 73 sentence structure 5: Vocabulary

Exploring and using 6: Purpose, genre and voice 7: Creating texts

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

Grammar: Adjectives, p. 74 Writing: Explanation genre, p. 75

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of the clarifying comprehension task.

Read and respond to the explanation text Why Do We Spread Salt on Icy Roads?

Discuss new vocabulary and complete Word Work activity.

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

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

Understand that an adjective is a describing word. Recognise that when we compare two nouns we use comparative adjectives.

Recognise the features of explanation writing.

Research, plan and write an explanation text outlining why earthquakes occur.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Pupil A says a noun, Pupil B must give three adjectives to describe the noun.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions Written vocabulary tasks

SESE: Materials; Materials and change: effect of salt on ice; Natural environments: earthquakes.

Creative writing tasks

Lower and higher order questions.

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

clarifying, adjective, comparative adjective, explanation, introduction, technical vocabulary, diagram, research Story vocabulary sprinkle, dissolves, grains, prevent

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 33 and PCM 34: Adjectives.* *Grammar resources are available to 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: ________________ 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: What frightens you?, p. 79

Understanding Exploring and using

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3: Social conventions and awareness of others 5 & 6: Acquisition and use of vocabulary 7: Requests, questions and interactions

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the poem My Brother Ate My Smartphone.

Engage in pair work to make a list of frightening things. Explain why these are scary.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

My Brother Ate My Smartphone, p. 78

Understanding

2: Motivation and choice 3: Conventions of print 6: Vocabulary

Exploring and using

Writing

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: Clarifying, p. 76 Comprehension questions: Let’s discuss, p. 77

CM

Learning Experiences

CM

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

Read and respond to the poem My Brother Ate My Smartphone.

Discuss new vocabulary and complete Word Work activities.

Comprehension questions: Quiz Time!, Think About It!, p. 77 Word Work: Vocabulary development, p. 77 Grammar: Prefixes, p. 78 Cloze procedure: Fish Can’t Climb Trees, p. 79

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

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

Understand a prefix is a group of letters that can be added to the start of a word. A prefix changes the meaning of a word.

Complete cloze procedure.

Unit 18 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Read the first two verses of My Brother Ate My Smartphone again.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Teacher observation or oral language task Comprehension questions

Imagine the author’s brother ate something different. How would this change verse two? Rewrite the first two verses.

Lower and higher order questions.

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

clarifying, prefix, root word, cloze Poem vocabulary shrewd, astounding, calculated, expertise

Written vocabulary tasks Cloze procedure

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 35 and PCM 36: Prefixes.*

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

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Unit

X 19

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

4th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 81

2: Motivation and choice 4: Sentence structure and grammar

Pair work: Name a preposition, p. 83

Understanding

5 & 6: Acquisition and use of vocabulary Exploring and using 8: Categorisation Reading

Learning Experiences

CM

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

Engage in pair work. Pupil A names a preposition which Pupil B must use in a sentence.

Communicating

1: Engagement

Junkyard Jack, p. 80

Understanding

2: Motivation and choice 3: Conventions of print

Comprehension strategy: Creating Images, p. 80

6: Vocabulary

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

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

CM

Word Work: Vocabulary development, p. 81

Pupils will be enabled to: Read and respond to the story Junkyard Jack.

Develop an understanding of creating images relating to the story. Imagine how Junkyard Jack looks when he licks his own elbows.

Draw the picture.

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

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

Understanding

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

Word Work: Vocabulary development, p. 81 Grammar: Prepositions, p. 82 Cloze procedure: Mrs Fudge to the Rescue, p. 83

CM

Learning Experiences

CM

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

Complete written answers to lower and higher order questions.

Understand that prepositions are words that tell us the position of a person, place or thing.

Identify the preposition in each sentence. Choose the correct preposition to complete each sentence.

Complete cloze activity.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: With a partner discuss what you know about the character Junkyard Jack. Explore with your partner why Jack may live in a cupboard. Share your ideas with the class.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions Written vocabulary tasks

create images, imagine, preposition, position, cloze

Lower and higher order questions.

Story vocabulary Differentiation of written tasks depending on pupil ability.

double jointed, gap, contained, swore

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 37 and PCM 38: Prepositions.* *Grammar resources are available to download at www.edcolearning.ie

Unit 19 Fortnightly Plan

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Unit

20 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. 85

2: Motivation and choice

Pair discussion: Think of a good name for a band, p. 86

Reading

3: Social conventions and awareness of others Understanding 5 & 6: Acquisition and use of vocabulary Exploring and using 7: Requests, questions and interactions Communicating 1: Engagement The Chicken Nuggets, p. 84 Understanding

2: Motivation and choice 3: Conventions of print 6: Vocabulary

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

66

4th Class

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 new vocabulary through discussion of the story The Chicken Nuggets.

Work with a partner to think of a suitable name for a band. Draw a picture of the band showing their name. Explain your choice to the class giving a description of the band.

Pupils will be enabled to: Develop an understanding of creating images relating to the story. Imagine Mrs Fudge’s guitar. Draw the image in their copybook.

Read and respond to the story The Chicken Nuggets.

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: Creating texts

Word Work: Vocabulary development, p. 85 Grammar: Alphabetical order, p. 86

CM

Learning Experiences

CM

Pupils will be enabled to: Choose the correct word to match each definition and complete sentences to show understanding of new vocabulary. Create sentences using new vocabulary.

Complete written answers to lower and higher order questions.

Grammar: Revision, pp. 88–89

Understand that alphabetical order is a way of sorting a list of items. Write lists using alphabetical order.

Writing: Narrative genre, p. 87

Recognise the features of the narrative genre.

Plan and write a narrative text about a little girl who only eats jelly worms.

Unit 20 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: The Chicken Nuggets have entered a song competition.

Design a poster for the competition. Include the important information, i.e. competition name, location, date, entry fee.

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.

create images, create, alphabetical order, narrative, setting, characters, problem, event, solution Story vocabulary musical, proper, makeshift, jealous

Reading assessment, pp. 90–91 Assessment – Twenty questions, p. 92

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 39 and PCM 40: Alphabetical order.*

*Grammar resources are available to download at www.edcolearning.com

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