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Notes and Guidance

Text

Comprehension Teacher Information

• In Irish folklore, a leprechaun is a small, mischievous sprite.

• Pupils may need a dictionary to complete questions 1–3.

Introduction

Introduction

• Teachers should point out to pupils that the poem is a text that imparts information, as well as being entertaining. Non-fiction texts may be structured in many different ways. Write a list of things that pupils know about leprechauns as a result of reading this poem; for example, his job, his clothes, his hobbies.

• Ask pupils to tell things that they learnt about leprechauns as a result of reading the poem.

Development

• Remind pupils how to use a dictionary efficiently; i.e. alphabetical order and retrieval by 1st, 2nd and 3rd letters. Give each pupil, or pair of pupils, a dictionary. Write words from the text onto the board for pupils to find. • Discuss the comprehension activities on page 86, then allow pupils to complete the page independently. Differentiated Individual/Paired/Group Work

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• Read and discuss the poem with the pupils to gauge their understanding of what they have listened to or read. Encourage pupils to utilise phonic knowledge and skills while reading so that decoding becomes automatic and reading more fluent. Correct inaccuracies during reading and question pupils to ensure they are making sense of the text. Highlight common exception words so pupils become more familiar with these, which will aid fluency. While reading, observe to see how pupils use phonic skills and knowledge to decode words. Assist those having difficulty decoding words.

• Assist pupils to identify the rhyming pattern of the poem. List the rhyming words; for example, see/he, trade/made.

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• Have pictures of leprechauns, from books or the Internet, to show to pupils.

Development

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Teacher Information

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• During discussion of the poem, encourage pupils to employ courteous listening skills such as turn-taking and listening to the points of views of others. Pupils may like to compare the poem to others they have read or listened to.

• Pupils write an acrostic poem about leprechauns. • Less able pupils could use the word ‘gold’ or ‘rainbow’ and more able pupils ‘leprechaun’. Review

• As a class, pupils can share their acrostic poems. • Which letters did they find the hardest to use?

Differentiated Individual/Paired/Group Work

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• In groups, share ideas for words that could be used in a poem about leprechauns; for example, fairy, elf, rainbow, pot of gold, green clothes, red hair, wishes.

• Pupils should use these words to write a shape poem in the shape of a rainbow. The poem will need seven lines, as there are seven colours in the rainbow.

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• Less able pupils could just write one or two descriptive words per rainbow line, whereas more able pupils could write whole lines/ sentences. Review

• Pupils should present their poems neatly, using the different rainbow colours for each line, and share them with the class.

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Reading – Comprehension and Word Reading

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2976IR Reading Comprehension and Word Reading 2nd class  
2976IR Reading Comprehension and Word Reading 2nd class