Let's Talk Literacy 2 Teacher's Planning Booklet by Edco Ireland

Let'sTalk

Literacy y English Core Skills r a m i r P

2nd Class Teacherâ&#x20AC;&#x2122;s Planning Booklet The Educational Company of Ireland

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Contents Page Introduction

Yearly Plan

Fornightly Planning for Units Unit 1

Unit 11

Unit 2

Unit 12

Unit 3

Unit 13

Unit 4

Unit 14

Unit 5

Unit 15

Unit 6

Unit 16

Unit 7

Unit 17

Unit 8

Unit 18

Unit 9

Unit 19 and 20

Unit 10

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

• • •

Comprehension Vocabulary Grammar

• • •

Phonics Oral language Writing genres and the writing process.

Each book features a variety of fiction and non-fiction texts as well as engaging extracts from novels and poems. The series introduces interesting characters to guide pupils through each book. A continuous story is developed through cloze and comprehension activities. Comprehension strategies are explained before reading tasks. The pupil is encouraged to use these strategies. The vocabulary explored in each unit is sourced from the comprehension piece, allowing the pupil to see the words in context. A selection of lower and higher order questions also follow each comprehension piece. A comprehensive approach to the teaching of phonics is provided in both the First and Second Class textbooks. Grammar points are developed gradually throughout the whole series and pupils are regularly provided with extension activities for both phonics and grammar to reinforce and consolidate learning. Oral language is addressed independently in each unit. Oral language tasks are integrated with the content of the unit and are also representative of the learning outcomes of the new Primary Language Curriculum. The series has focused on all writing genres and a variety of opportunities has been provided for pupils to engage with each genre. Pupils will develop an awareness of the structure and specific language associated with each genre.

Digital resources are available at www.edcolearning.ie to provide opportunities to reinforce the learning objectives introduced in the textbook. Teacher planning documents are also provided. These documents are reflective of the textbook content and take the new Primary Language Curriculum planning requirements into consideration. They are also fully editable and are easily integrated into personal planning documents.

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Yearly Plan Date: ________________

September

October

Comprehension Strategy

Reading

Oral Language

Grammar

Phonics

Writing

Prediction

Camping

What was the last thing that gave you a fright? (Pair work.)

Capital letters

Short vowel sounds

Recount

Melanie’s Catapult

What can you do when you feel bored? (Pair and group discussion.)

Nouns

Initial blends

Recount

Poem – The Love Song Performing poem for the of Harry Hippo class. (Group work.)

Question marks

Final consonant blends

Cloze – Danny Dragon

Novel extract – Miss Daisy Is Crazy!

Capital letters

Magic e

Cloze – Dr Firebreath

Prediction

People do lots of different jobs. Describe a job without naming it. (Pair work.)

Book covers November

Making Connections

Letters

What is your favourite party game? (Pair work.)

Verbs

–ck words

Writing to socialise – letters

Sharing messages. Whole class activity.

Nouns

Final sounds –ch, –sh

Writing to socialise – emails

Let’s Talk Literacy 2nd Class – Teacher’s Planning Booklet

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December

Comprehension Strategy

Reading

Oral Language

Grammar

Phonics

Writing

Making Connections

Novel extract – Mr Gum and the Biscuit Billionaire

Oral language game – ‘I Spy’ using nouns in the classroom. (Pair work.)

Proper nouns

The long a sound – ai, ay, a–e

Cloze – Boss Babies

Characters Dragon Land

January

Scanning

Novel extract – The House with Six Legs

Revision

Mystery animal oral language Past tense activity. (Pair work.)

Revision

The long i sound – ie, y, i–e

Cloze – Dex and Dragon Land

Book reviews

February

Scanning

How to Use a SauceSquirting Gun

Imagine you are an inventor. Describe your invention.

Adjectives

More long a sounds Explanation – eigh, ey, ei writing

What Are Volcanoes?

What are volcanoes? (Group oral presentation.)

Alphabetical order

Final sounds –ch, –tch

Explanation writing

Poem – Montague Michael

Oral presentation of poem. Creating poem using new rhyming words.

Plurals

–tion and –sion make the shun sound

Cloze – What Will I Do?

Yearly Plan

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March

April

Comprehension Strategy

Reading

Oral Language

Grammar

Phonics

Writing

Asking questions

Children Should Be Allowed to Drive Cars

Children should be allowed to work. (Reasoning and justifying in pairs.)

Compound words

Hard and soft sounds

Persuasive writing

Brainwashing Is the Best Superpower

Imagine you could be a superhero for a day. (Pair discussion.)

Exclamation marks

Silent letters

Persuasive writing

Novel extract – Queen Munch

Pretend you are a news reporter. (Pair work.)

Speech marks

The long u sound – ue, u–e, ew

Cloze – Proud Daddy

Creating images

Menus May

June

Creating images

Storm

Weather words. (Pair work.)

Paragraphs

Oy says the oi sound Narrative writing

The Grumpy Toad

What makes you grumpy? What cheers you up? (Pair discussion.)

Contractions

The long o sound – o, ow, o–e, oa

Narrative writing

Poem – Wiggly Woo

List things found in the garden. (Pair work.)

Past and future tense

ir, ur, er

Cloze – No More Secrets

Night-time in the Cave

Revision

Reading Assessment

Assessment

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Unit

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

2nd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 3

2: Motivation and choice

Understanding Exploring and using

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

Pair discussion: What was the last thing that gave you a fright?, p. 5

Learning Experiences

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

Complete word association activities with the class to develop vocabulary.

Engage in pair work with a partner. Pupil recounts the last time they got a fright and shares the experience with their partner.

Unit 1 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print

Camping, p. 2

4: Phonological and phonemic awareness

5: Phonics, word recognition and word study

Exploring and using

Comprehension strategy: Prediction, p. 2

Learning Experiences

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

Read the story Camping. Comprehension questions: Quiz Time!, Think About It!, p. 3

Word Work: Vocabulary 6: Vocabulary 8 & 9: Response and author’s intent/ development, p. 3 Comprehension Phonics: Short vowel sounds, p. 5

Discuss new vocabulary and complete Word Work activity.

Become familiar with short vowel sounds. Read words with short vowel sounds.

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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 Word Work: Vocabulary structure development, p.3

Exploring and using

5: Vocabulary 6: Purpose, genre and voice

7: Writing process

Grammar: Capital letters, p. 4

Learning Experiences

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

Complete a cloze activity to show understanding of new vocabulary.

Phonics: Short vowel sounds, p. 5

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

Writing: Recount genre, pp. 6â&#x20AC;&#x201C;7

Write the missing vowel sound.

9: Handwriting

Develop an understanding of the recount genre.

Plan and write a short recount story.

Unit 1 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Write a list of all the items you would need when going camping.

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, 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.

bottom, climbed, pretended, howl

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

Grammar PCM 1 and PCM 2: Capital letters

Phonics PCM 1 and PCM 2: Short vowel sounds.* *Grammar and phonics resources are available for download at www.edcolearning.ie

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Unit

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________ Strand

Element

Oral Language

Communicating

Learning Outcome

1: Engagement, listening and attention Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 7: Requests, questions and interactions

2nd Class

Topic Word Work: Vocabulary acquisition, p. 9

Pair discussion: What do you do when you are bored?, p. 11

11: Information giving, explanation and justification Reading

Communicating Understanding

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

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

Melanie’s Catapult, p. 8 Comprehension strategy: Prediction, p. 8 Comprehension questions: Quiz Time!, Think About It!, p. 9 Word Work: Vocabulary development, p. 9 Phonics: Initial blends, p. 11

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story Melanie’s Catapult. Engage in pair work with a partner. Use questions to initiate a discussion around when we buy presents. Pupils will be enabled to: Use the illustration and title of the story to make predictions. Read the story Melanie’s Catapult. Discuss new vocabulary and complete Word Work activity. Identify initial blends.

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. 9

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. 9

Learning Experiences

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

Create sentences to show understanding of new vocabulary.

Grammar: Nouns, p. 10

Phonics: Initial blends, p. 11

Writing: Report genre, pp. 12–13

Understand that nouns are naming words and complete written activities.

Write initial blends to correspond with each picture.

Recognise features of the recount genre.

Plan and write a short recount story: My Day Out.

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Assessment

Linkage/Integration

Teacher questions

Literacy: Rainy day games. With Reading tasks will be completed a partner, write and draw an with varying levels of support. explanation for a simple game suitable for a rainy day. Present it to your class. Put all suggestions into Lower and higher order questions. a jar for the next rainy day lunch break. Differentiation of written tasks and use of extension activities SESE, Science: Energy and forces; depending on pupil ability. Design and make paper airplanes.

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.

Differentiation

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

Story vocabulary bored, catapult, instructions, balloons

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

Grammar PCM 3 and PCM 4: Nouns

Phonics PCM 3 and PCM 4: Initial blend.* *Grammar and phonics resources are available for download at www.edcolearning.ie

Unit 2 Fortnightly Plan

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Unit

3 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________ Strand Oral Language

Element Communicating Exploring and using

Reading

Communicating Understanding

Exploring and using

Learning Outcome 1: Engagement, listening and attention 11: Information giving, explanation and justification

2nd Class

Topic Group work: Performing the poem The Love Song of Harry Hippo, p.16

1: Engagement 3: Conventions of print

Discussion questions based The Love Song of Harry Hippo, p. 14 The Love Song of Harry Hippo, p. 14

4: Phonological and phonemic awareness

Comprehension strategy: Prediction, p. 14

5: Phonics, word recognition and word study

Phonics: Final consonant blends, p. 16

Learning Experiences Pupils will be enabled to: Engage in group work.

Experiment with different voices when saying the poem The Love Song of Harry Hippo. Perform poem for the class group. Pupils will be enabled to: Use the illustration and title of the story to make predictions.

Read the poem The Love Song of Harry Hippo.

Identify final consonant blends.

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

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Strand Writing

Element Communicating

Learning Outcome 1: Engagement

Topic Question marks, p. 15

Understanding

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

Phonics: Final consonant blends, p. 16

5: Vocabulary Exploring and using

6: Purpose, genre and voice

7: Writing process

Cloze activity: Danny Dragon, p. 17

Learning Experiences CM Pupils will be enabled to: Understand that a question mark is used at the end of a sentence that asks a question. Fill in the missing question marks and write questions based on a picture of Danny Dragon.

Write words with the correct final consonant blend underneath each picture. Choose the correct word to complete each sentence.

Complete the cloze activity to tell the story Danny Dragon.

Unit 3 Fortnightly Plan

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Assessment

Linkage/Integration

Teacher questions

Literacy: Write three things that you Reading tasks will be completed learned about Danny Dragon. Draw with varying levels of support. Danny at school.

Comprehension questions Drama: Perform the poem The Love Song of Harry Hippo.

Differentiation

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

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

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

Grammar PCM 5 and PCM 6: Question marks

Phonics PCM 5: Final consonant blend.* *Grammar and phonics resources are available for download at www.edcolearning.ie

Let’s Talk Literacy 2nd Class – Teacher’s Planning Booklet

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Unit

X 4

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________ Strand Oral Language

Element Communicating

Learning Outcome 1: Engagement, listening and attention

2nd Class

Topic Word Work: Vocabulary acquisition, p. 19

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

Pair work: Describing jobs, p. 21

Learning Experiences Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract Miss Daisy Is Crazy!

Describe a personâ&#x20AC;&#x2122;s job without naming it to their partner. Partner should use the description to guess the job.

Unit 4 Fortnightly Plan

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Strand Reading

Element Communicating Understanding

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

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

Topic Miss Daisy Is Crazy!, p. 18 Comprehension strategy: Prediction, p. 18 Comprehension questions: Quiz Time!, Think About It!, p. 19 Word Work: Vocabulary development, p. 19 Phonics: Magic e, p. 21

Writing

Communicating

1: Engagement 2: Motivation and choice

Understanding

3: Conventions of print and sentence structure

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

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

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

Discuss new vocabulary and complete Word Work activity. Develop an understanding of the Magic e rule. Read Magic e words. Pupils will be enabled to: Complete written answers to lower and higher order questions. Complete a cloze activity to show understanding of new vocabulary.

Grammar: Capital letters, p. 20

Understand when capital letters should be used and rewrite sentences correctly.

Cloze activity: Dr Firebreath, p. 22 Book cover, p. 23

Read the story extract Miss Daisy Is Crazy!

Word Work: Vocabulary development, p. 19

Phonics: Magic e, p. 21

Write Magic e words. Complete the cloze activity to tell the story Dr Firebreath. Recognise features of a book cover. Plan and design a book cover.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Discuss features of other book covers looking at books from the class library.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Writing tasks

Oral presentation of book cover: checklist of ability naming all features of book covers.

predict, title, illustration, capital letters, book cover

Lower and higher order questions.

Visual Arts: Design an alternative book cover for a popular class story. Present your work to the class. Differentiation of written tasks and use of extension activities depending on pupil ability.

Story vocabulary continued, comfortable, wonderful, terrible

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

Grammar PCM 7 and PCM 8: Capital letters â&#x20AC;&#x201C; names

Phonics PCM 6: Magic e.* *Grammar and phonics resources are available for download at www.edcolearning.ie

Unit 4 Fortnightly Plan

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Unit

5 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

2nd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 25

2: Motivation and choice 3: Engagement, listening and attention Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 11: Information giving, explanation and justification

Pair discussion: What is your favourite party game?, p.27

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the letter. Engage in pair work with a partner. Tell their partner about their favourite party game. Describe the rules of the game and what items they need to play the game. Explain why they enjoy the game.

Let’s Talk Literacy 2nd Class – Teacher’s Planning Booklet

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print

Letter, p. 24

4: Phonological and phonemic awareness

5: Phonics, word recognition and word study

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

Comprehension strategy: Making connections, p. 24

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

Word Work: Vocabulary development, p. 25

Phonics: –ck word endings, p. 27

Learning Experiences

Pupils will be enabled to: Use previous experiences to make connections with the story. Read and discuss the letter to Mike. Discuss new vocabulary and complete Word Work activity. Create sentences using new vocabulary. Identify and say the ck sound. Read words with the –ck ending.

Unit 5 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

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

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. 25

Learning Experiences

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

Complete a cloze activity to show understanding of new vocabulary.

Grammar: Verbs, p. 26

Phonics: –ck word endings, p. 27

Writing to socialise: Letter writing, pp. 28–29

Understand that the word ‘verb’ is used to name action words. Read and identify verbs.

Write the correct –ck word under each picture.

Understand the purpose of procedural writing.

Identify the features of a letter. Write a simple letter.

Let’s Talk Literacy 2nd Class – Teacher’s Planning Booklet

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Pretend that you have a friend in another country. Write a short letter to them telling them about your school. What questions will you ask about their school?

Reading tasks will be completed with varying levels of support.

Key vocabulary

SESE, Geography: People at work; The postman and the story of a letter.

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

Comprehension questions

Writing tasks

Lower and higher order questions.

connections, verbs, writing to socialise, body, address, greeting, signature, date, closing

Story vocabulary birthday, brilliant, cousin, cinema

Grammar PCM 10 and PCM 11: Verbs

Phonics PCM 7 and PCM 8: â&#x20AC;&#x201C;ck words.* *Grammar and phonics resources are available for download at www.edcolearning.ie

Unit 5 Fortnightly Plan

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Unit

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

2nd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 31

Understanding

Exploring and using

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

Group work: Sharing messages, p. 33

Learning Experiences

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

Complete word association activities with the class to develop vocabulary.

Engage in group work with the class.

Let’s Talk Literacy 2nd Class – Teacher’s Planning Booklet

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print

Email, p. 30

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

Writing

Exploring and using

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

Communicating

1: Engagement 2: Motivation and choice

Understanding

Exploring and using

Comprehension strategy: Making connections, p.30 Comprehension questions: Quiz Time!, Think About It!, p. 31 Word Work: Vocabulary development, p. 31 Phonics: Final sounds –ch, –sh, p. 33 Comprehension questions: Quiz Time!, Think About It!, p. 31

3: Conventions of print and sentence structure

Word Work: Vocabulary development, p. 31

5: Vocabulary 6: Purpose, genre and voice

Grammar: Nouns, p. 32

7: Writing process

Phonics: Final sounds –ch, –sh p. 33 Writing to socialise: Emails, pp. 34–35

Learning Experiences

Pupils will be enabled to: Use personal experiences to make connections with comprehension topic. Read the email to the Tooth Fairy. Discuss new vocabulary and complete Word Work activity. Become familiar with the –ch and –sh sounds at the end of words. Pupils will be enabled to: Complete written answers to lower and higher order questions. Complete a cloze activity to show understanding of new vocabulary. Understand that a noun is a naming word. Read and write words ending with the –ch and –sh sounds. Recognise features of the writing to socialise genre in relation to writing emails. Plan and write a short email. Read it aloud to the class. Unit 6 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Plan and write an email to your cousin inviting them to visit your house.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Written tasks

SPHE: Media education; Internet safety.

Lower and higher order questions.

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

connections, noun, final sound, writing to socialise, email, internet, subject

Story vocabulary middle, problem, reasons, lazy

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

Grammar PCM 12 and PCM 13: Nouns

Phonics PCM 9 and PMC 10: Final sounds –ch, –sh.* *Grammar and phonics resources are available for download at www.edcolearning.ie

Let’s Talk Literacy 2nd Class – Teacher’s Planning Booklet

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Unit

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________ Strand

Element

Oral Language

Communicating

Reading

Learning Outcome

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

Communicating Understanding

2nd Class

Topic Word Work: Vocabulary acquisition, p. 37 Pair work: I Spy: Oral language game using nouns from the classroom, p. 39

1: Engagement 3: Conventions of print

Mr Gum and the Biscuit Billionaire, p. 36

4: Phonological and phonemic awareness

Comprehension strategy: Making connections, p. 36

5: Phonics, word recognition and Comprehension questions: Quiz Time!, Think About It!, word study p. 37 6: Vocabulary Word Work: Vocabulary Exploring and using 8 & 9: Response and author’s development, p. 37 intent/Comprehension Phonics: The long a sound – ai, ay, a–e, p. 39

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract Mr Gum and the Biscuit Billionaire. Engage in pair work to identify nouns in the classroom. Pupils will be enabled to: Use personal experiences to make connections with comprehension topic. Read the story extract Mr Gum and the Biscuit Billionaire. Discuss new vocabulary and complete Word Work cloze. Understand that ai, ay and a–e make the long a sound. Identify words with the long a sound.

Unit 7 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

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

2: Motivation and choice Understanding

3: Conventions of print and sentence structure 5: Vocabulary

Word Work: Vocabulary development, p.37 Grammar: Proper nouns, p. 38 Phonics: The long a sound – ai, ay, a–e, p. 39 Cloze writing activity: Boss Babies, p. 40 Characters, p. 41

Learning Experiences

Pupils will be enabled to: Complete written answers to lower and higher order questions. Complete a cloze activity to show understanding of new vocabulary. Create sentences to show understanding of new vocabulary. Understand and identify proper nouns. Think of proper nouns relating to themselves and their interests. Draw pictures to represent words with the long a sound. Complete cloze activity. Understand what a character in a story is. Create a character using the template provided.

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Assessment

Linkage/Integration

Teacher questions

Literacy: Choose a character from Reading tasks will be completed your favourite class story. Write five with varying levels of support. facts about the character and draw a picture. Lower and higher order questions.

Comprehension questions

Written tasks

Differentiation

Vocabulary Key vocabulary connections, proper nouns, characters

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

dusk, moths, goosebumps, entirely

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

Phonics PCM 11: The long a sound â&#x20AC;&#x201C; ai, ay, aâ&#x20AC;&#x201C;e

Grammar PCM 14 and PCM 15: Proper nouns.* *Grammar and phonics resources are available for download at www.edcolearning.ie

Unit 7 Fortnightly Plan

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Unit

8 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

2nd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention 5 & 6: Vocabulary/Demonstration of understanding

Word Work: Vocabulary acquisition, p. 43

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

1: Engagement 3: Conventions of print

Dragon Land, p. 42

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

Understanding

Reading

Communicating Understanding

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

Comprehension strategy: Making connections, p. 42 Comprehension questions: Quiz Time!, Think About It!, p. 43 Word Work: Vocabulary development, p. 43 Phonics: Revision, p. 45

Learning Experiences

Read the story Dragon Land. Discuss new vocabulary and complete Word Work cloze. Complete phonics revision activities. Identify the word to match each picture. Choose the correct magic e word to complete each sentence.

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

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

2: Motivation and choice Understanding

3: Conventions of print and sentence structure 5: Vocabulary

Word Work: Vocabulary development, p. 43

Learning Experiences

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

Grammar: Revision, p. 44 Complete written revision grammar activities. Revision of capital letters, punctuation, nouns and verbs.

Assessment

Linkage/Integration

Teacher questions

Literacy: Read a chapter from Enid Reading tasks will be completed with varying levels of support. Blytonâ&#x20AC;&#x2122;s The Faraway Tree to learn about different lands. Encourage pupils to think of their own magical land. Write a description of the land Lower and higher order questions. and draw a picture.

Comprehension questions Written revision tasks

Differentiation

Vocabulary Key vocabulary connections, revision, capital letters, full stops, common nouns, proper nouns, verbs Story vocabulary surprise, dream, frightened, battles

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Unit

9 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

2nd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 47

2: Motivation and choice

Understanding

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

Work in pairs to discover the mystery animal your partner is thinking of: Asking questions, p. 49

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract The House with Six Legs.

Complete word association activities with the class to develop vocabulary.

Ask questions to discover what animal their partner is thinking of. Questions must have a yes or no answer.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

Understanding

3: Conventions of print

The House with Six Legs, p. 46

4: Phonological and phonemic awareness

Comprehension strategy: Scanning, p. 46

5: Phonics, word recognition and word study

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

6: Vocabulary Exploring and using

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

Word Work: Vocabulary development, p. 47

Phonics: The long i sound – ie, y, i–e, p. 49

Learning Experiences

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

Read the story extract The House with Six Legs.

Discuss new vocabulary and complete Word Work cloze.

Understand that ie, y and i–e can make the long i sound. Read words with the long i sound.

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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

Word Work: Vocabulary development, p. 47

6: Purpose, genre and voice

Grammar: Past tense, p. 48

7: Writing process

Phonics: The long i sound – ie, y, i–e, p. 49

Learning Experiences

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

Develop an understanding of how to write words in the past tense using –ed or –d. Develop an awareness of when to double the consonant before adding –ed.

Complete cloze activity. Cloze writing activity: Dex and Dragon Land, p. 50

Write a book review using their favourite book.

Book reviews, p. 51

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

SPHE: Myself; Taking care of my body.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Written tasks

Lower and higher order questions.

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

scan, past tense, cloze, book review, title, author, illustrator, character

Story vocabulary adventure, tumbled, bramble, surprise

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

Grammar PCM 16 and PCM 17: Past tense

Phonics PCM 12: The long i sound â&#x20AC;&#x201C; ie, y, iâ&#x20AC;&#x201C;e.* *Grammar and phonics 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: ________________

2nd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 53

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

5 & 6: Vocabulary/Demonstration of understanding

Pair work: Imagine you are an inventor, p. 55

Learning Experiences

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

Complete word association activities with their class to develop vocabulary.

Imagine they are an inventor and have created a new invention. Describe the invention to their partner.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print

How to Use a SauceSquirting Gun, p. 52

4: Phonological and phonemic awareness

Comprehension strategy: scanning, p. 52

Pupils will be enabled to: Develop an understanding of the comprehension strategy of scanning. Scan the text and identify what is being explained in the text.

5: Phonics, word recognition and word study

Comprehension questions: Quiz Time!, Think About It!, p. 53

Read the explanation text How to Use a SauceSquirting Gun.

Word Work: Vocabulary development, p. 53

Discuss new vocabulary and complete Word Work cloze.

6: Vocabulary

7: Purpose, genre and voice Exploring and using

8 & 9: Response and authorâ&#x20AC;&#x2122;s intent/ Phonics: More long a sounds Comprehension â&#x20AC;&#x201C; eigh, ey, ei, p. 55

Learning Experiences

Become familiar with alternative ways to make the long a sound. Read words when eigh, ey and ei make the long a sound.

Unit 10 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement 2: Motivation and choice

Comprehension questions: Quiz Time!, Think About It!, p. 53

3: Conventions of print and sentence structure

Word Work: Vocabulary development, p. 53

5: Vocabulary

Grammar: Adjectives, p. 54

Complete a cloze activity to show understanding of new vocabulary.

6: Purpose, genre and voice

Phonics: More long a sounds –eigh, ey, e, p. 55

Understand that adjectives are describing words.

Writing: Explanation genre, pp. 56–57

Choose the correct adjective to describe pictures and complete sentences.

Understanding

Exploring and using

7: Writing process

Learning Experiences

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

Identify and write long a words in the correct list. Choose the correct word to complete sentences. Understand the purpose of explanation writing. Sequence steps to write an explanation on how tadpoles lose their tails. As a class, write an explanation to show how a seed grows.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Adjective alphabet. Think of an adjective for every letter of the alphabet.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Written tasks

SESE, Science: Living things; The life cycle of a frog.

Lower and higher order questions.

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

scan, adjectives, noun, explanation

Story vocabulary invented, sauce, type, spill

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

Grammar PCM 18 and PCM 19: Adjectives

Phonics PCM 13 and PCM 14: More long a sounds â&#x20AC;&#x201C; eigh, ey, ei, The long a sound.* *Grammar and phonics resources are available for download at www.edcolearning.ie

Unit 10 Fortnightly Plan

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Unit

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

2nd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 59

2: Motivation and choice.

Group work: What Are Volcanoes?, p. 61

Reading

3: Social conventions and awareness of others Understanding 5 & 6: Vocabulary/ Demonstration of understanding Exploring and using 11: Information giving, explanation and justification Communicating 1: Engagement Understanding 3: Conventions of print 4: Phonological and phonemic awareness

What Are Volcanoes?, p. 58 Comprehension strategy: Scanning, p. 58

Comprehension questions: 5: Phonics, word recognition and Quiz Time!, Think About It!, p. 59 word study 6: Vocabulary 7: Purpose, genre and voice Exploring and using 8 & 9: Response and author’s intent/Comprehension

Word Work: Vocabulary development, p. 59 Phonics: Final sounds –ch, –tch, p. 61

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story. Work as part of a small group to create an oral presentation on volcanoes.

Pupils will be enabled to: Develop an understanding of the comprehension strategy of scanning. Scan the explanation text and answer the questions. Read the explanation text What Are Volcanoes? Discuss new vocabulary and complete Word Work activity. Read words with –ch and –tch endings.

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Strand

Element

Learning Outcome

Topic

Learning Experiences

Writing

Communicating

1: Engagement

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

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

Word Work: Vocabulary development, p. 59

Complete a cloze activity to show understanding of new vocabulary.

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

Grammar: Alphabetical order, p. 60

Phonics: Final sounds –ch and –tch, p. 61

Writing: Explanation genre, pp. 62–63

Develop an understanding of alphabetical order. Put letters and words in the correct alphabetical order.

Read sentences with –tch and –ch words. Draw pictures to represent the sentences.

Understand the purpose of explanation writing. Plan and write an explanation text outlining the life cycle of a butterfly.

Unit 11 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Alphabetical order. Find an item in the classroom for every letter of the alphabet.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Written tasks

SESE, Science: Living things. The life cycle of a butterfly.

Visual arts.

Lower and higher order questions.

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

scan, alphabet, alphabetical order, explanation, investigate, explain, label

Story vocabulary surface, explode, extinct, future

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

Grammar PCM 20 and PCM 21: Alphabetical order

Phonics PCM 15 and PCM 16: Final sounds –ch, –tch.* *Grammar and phonics resources are available for download at www.edcolearning.ie

Let’s Talk Literacy 2nd Class – Teacher’s Planning Booklet

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Unit

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

2nd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Class/Pair discussion, p. 64

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

Pair work: Rhyming words, p. 66

Learning Experiences

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

Identify rhyming words within the poem. Use alternative rhyming words to create a new poem. Perform the poem for the class.

Unit 12 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print

Montague Michael, p. 64

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

Writing

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

Understanding

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

Comprehension strategy: Scanning, p. 64 Let’s Discuss: Comprehension questions, p. 64 Phonics: tion and sion make the shun sound, p. 66

Grammar: Plurals, p. 65 Phonics: tion and sion makes the shun sound, p. 66 Cloze writing activity: What Will I Do?, p. 67

Learning Experiences

Pupils will be enabled to: Develop an understanding of the comprehension strategy of scanning, scan the poem and find the information requested. Read the poem Montague Michael. Understand that tion and sion make the shun sound. Read words with tion and sion. Pupils will be enabled to: Understand that the word plural means more than one. Write the plural of words adding –s, –es or –ies when appropriate. Read words where tion and sion make the shun sound. Rewrite sentences correctly omitting the unnecessary word in each sentence. Complete cloze activity.

Let’s Talk Literacy 2nd Class – Teacher’s Planning Booklet

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Assessment

Linkage/Integration

Teacher questions

Literacy: With your class choose Reading tasks will be completed another poem. Identify the rhyming with varying levels of support. words, replace these with other rhyming words to make a new poem. Lower and higher order questions.

Comprehension questions

Written tasks

Differentiation

Vocabulary Key vocabulary scan, discuss, rhyme, plural, cloze

Differentiation of written tasks depending on pupil ability.

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

Grammar PCM 20 and PCM 21: Alphabetical order

Phonics PCM 17: tion and sion make the shun sound.* *Grammar and phonics resources are available for download at www.edcolearning.ie

Unit 12 Fortnightly Plan

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Unit

13 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

2nd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 69

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 discussion: Children Should Be Allowed to Work, p. 68

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the persuasive writing piece Children Should Be Allowed to Drive Cars.

Discuss and think of three reasons for and against the topic Children Should Be Allowed to Work. Share with the class.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print

Children Should Be Allowed to Drive Cars, p. 68

4: Phonological and phonemic awareness

Comprehension strategy: Asking questions, p. 68

5: Phonics, word recognition and word study

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

6: Vocabulary Exploring and using 8 & 9: Response and authorâ&#x20AC;&#x2122;s Word Work: Vocabulary development, p. 69 intent/Comprehension Phonics: Hard and soft sounds, p. 71

Learning Experiences

Pupils will be enabled to: Think of questions to ask before, during and following their reading of the persuasive writing piece Children Should Be Allowed to Drive Cars.

Read Children Should Be Allowed to Drive Cars.

Discuss new vocabulary and complete Word Work activity.

Become familiar with the hard and soft sounds heard with the letters c and g.

Unit 13 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

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

Understanding

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

Comprehension questions: Quiz Time!, Think About It!, p. 69 Word Work: Vocabulary development, p. 69

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

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

Grammar: Compound words, p. 70 Phonics: Hard and soft sounds, p. 71 Writing: Persuasive genre, pp. 72–73

Learning Experiences

Create sentences using new vocabulary. Develop an understanding of the term ‘compound word’. Combine smaller words to write compound words. Read sentences with hard and soft c and g sounds. Draw pictures to represent sentences. Recognise features of the persuasive writing genre. Read a persuasive text and identify the reasoning outlined in the text. With the class, plan and write a simple persuasive writing piece entitled Why Children Should Have a Smartphone.

Let’s Talk Literacy 2nd Class – Teacher’s Planning Booklet

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Redraft writing and display in the classroom. Plan and write another persuasive piece entitled Schoolbooks Should Be Replaced with iPads.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Written tasks

Lower and higher order questions.

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

questions, compound word, hard and soft sounds, persuasive, argue, point of view, reason

Story vocabulary allowed, reason, useful, responsible

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

Grammar PCM 24 and PCM 25: Compound words

Phonics PCM 18 and PCM 19: Hard and soft sounds.* *Grammar and phonics resources are available for 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: ________________

2nd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention 5 & 6: Vocabulary/Demonstration of understanding

Word Work: Vocabulary acquisition, p. 75

Understanding

Pair discussion: Imagine you could be a superhero for a day, p. 77

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the persuasive writing piece, Brainwashing Is the Best Superpower.

Imagine they could be a superhero for a day and think of three things that they could do. Share these activities with a partner.

Let’s Talk Literacy 2nd Class – Teacher’s Planning Booklet

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3. Conventions of print

Brainwashing Is the Best Superpower, p. 74

4: Phonological and phonemic awareness

Comprehension strategy: Asking questions, p. 74

5: Phonics, word recognition and word study

Comprehension questions: Quiz Time!, Think About It!, p. 75

6: Vocabulary Exploring and using 8 & 9: Response and authorâ&#x20AC;&#x2122;s intent/ Comprehension

Word Work: Vocabulary development, p. 75

Phonics: Silent letters, p. 77

Learning Experiences

Pupils will be enabled to: Think of questions to ask before, during and following their reading of the persuasive writing piece, Brainwashing Is the Best Superpower.

Read Brainwashing Is the Best Superpower.

Discuss new vocabulary and complete Word Work activity.

Understand that sometimes the letters k, c, w and b are silent in words. Read words with silent letters.

Unit 14 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. 75

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

Word Work: Vocabulary development, p. 75 Grammar: Exclamation marks, p. 76 Phonics: Silent letters, p. 77 Writing: Persuasive genre, pp. 78–79

Learning Experiences

Pupils will be enabled to: Complete written answers to lower and higher order questions. Complete a cloze activity to show understanding of new vocabulary. Identify and name exclamation marks. Understand when exclamation marks and question marks are used in writing. Write words with silent letters. Choose the correct word to complete sentences. Recognise features of the persuasive writing genre. Plan and write a simple persuasive writing piece entitled Why Teachers Should Not Give Homework. Present the writing to the class.

Let’s Talk Literacy 2nd Class – Teacher’s Planning Booklet

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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 tasks

Self-assessment: 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.

questions, exclamation mark, question mark, full stop, silent letter, superhero, persuasive writing, reason, opinion

Story vocabulary vision, imagine, hero, allow

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

Grammar PCM 26 and PCM 27: Exclamation marks

Phonics PCM 20 and PCM 21: Silent letters.* *Grammar and phonics resources are available for download at www.edcolearning.ie

Unit 14 Fortnightly Plan

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Unit

15 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________ Strand

Element

Learning Outcome

Oral Language

Communicating

1: Engagement, listening and Word Work: Vocabulary attention acquisition, p. 81 2: Motivation and choice

Understanding

Exploring and using Reading

Communicating Understanding

3: Social conventions and awareness of others 5 & 6: Vocabulary/ Demonstration of understanding 11: Information giving, explanation and justification. 1: Engagement 3: Conventions of print 4: Phonological and phonemic awareness 5: Phonics, word recognition and word study

Exploring and using

2nd Class

Topic

Pair work: Pretend you are a news reporter, p. 83

Queen Munch, p. 80 Comprehension strategy: Creating images, p. 80 Comprehension questions: Quiz Time!, Think About It!, p. 81

Word Work: Vocabulary 6: Vocabulary 8 & 9: Response and author’s development, p. 81 intent/Comprehension Phonics: The long u sound –ue, u–e, ew, p. 83

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract Queen Munch. Engage in pair work to take turns being a news reporter and ask questions of Queen Munch.

Pupils will be enabled to: Develop an understanding of creating images relating to the story. Imagine what Queen Munch’s palace looks like and draw a picture. Read the story extract Queen Munch. Discuss new vocabulary and complete Word Work activities. Understand that ue, u–e, and ew can make the long u sound. Read words with the long u sound.

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

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

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

Word Work: Vocabulary development, p. 81

Complete a cloze activity to show understanding of new vocabulary.

Grammar: Speech marks, p. 82

Create sentences using new vocabulary.

Phonics: The long u sound –ue, u–e, ew, p. 83

Develop an understanding of when speech marks should be used.

Cloze writing activity: Proud Daddy, p. 84

Writing words with the long u sound.

2: Motivation and choice Understanding

3: Conventions of print and sentence structure

Exploring and using

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

Menus, p. 85

Learning Experiences

Complete cloze activity. Create a simple menu for Queen Munch.

Assessment

Linkage/Integration

Teacher questions

Literacy: Practice your Reading tasks will be completed with varying interview with Queen Munch. levels of support. Record it and play it for your Lower and higher order questions. class. Differentiation of written tasks and use of Gaeilge: Biachlár. extension activities depending on pupil ability.

Comprehension questions Written tasks Cloze procedure

Differentiation

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

Vocabulary Key vocabulary create images, speech marks, news reporter, cloze, menu Story vocabulary ketchup, ginger, scarlet, maids

Grammar PCM 28 and PCM 29: Speech marks Phonics PCM 22: The long u sound – ue, u–e, ew.* *Grammar and phonics resources are available for download at www.edcolearning.ie Unit 15 Fortnightly Plan

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Unit

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

2nd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 87

2: Motivation and choice

Understanding

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

Pair work: Think of weather words, p. 89

Learning Experiences

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

Complete word association activities with their class to develop vocabulary.

Engage in pair work to list as many different types of weather as they can think of.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print

Storm, p. 86

4: Phonological and phonemic awareness

Comprehension strategy: Creating images, p. 86

Comprehension questions: Quiz Time!, Think About It!, 5: Phonics, word recognition and word study p. 87 6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension Writing

Communicating

1: Engagement 2: Motivation and choice

Understanding

Word Work: Vocabulary development, p. 87 Phonics: oy says the oi sound, p. 89 Comprehension questions: Quiz Time!, Think About It!, p. 87

3: Conventions of print and Word Work: Vocabulary sentence structure development, p. 87 5: Vocabulary Grammar: Paragraphs, p. 88 Exploring and using 6: Purpose, genre and voice Phonics: oi says the oy 7: Writing process

sound, p. 89

Writing: Narrative genre, pp. 90–91

Learning Experiences

Pupils will be enabled to: Develop an understanding of creating images relating to the story. Imagine how the image would have looked on a summer’s day. Read the narrative Storm. Discuss new vocabulary and complete Word Work activity. Understand that oy says the oi sound. Read words with the oi sound. Pupils will be enabled to: Complete written answers to lower and higher order questions Complete a cloze activity to show understanding of new vocabulary. Develop an understanding of paragraphs. Write a paragraph about cats. Choose the correct oi/oy word to match each picture. Recognise features of the narrative genre. Read Storm and identify the features of a narrative. Focus on story setting. Develop an understanding of what the word ‘setting’ refers to within the narrative genre. Draw and write about a familiar story setting. Unit 16 Fortnightly Plan

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Assessment

Linkage/Integration

Teacher questions

Literacy: In groups choose a short Reading tasks will be completed story from the class library. Identify with varying levels of support. the main characters and two settings in the story. Share this with your class. Lower and higher order questions.

Comprehension questions

Written tasks

SESE, Geography: Natural environments; Weather.

Oral presentation based on settings

Differentiation

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

Vocabulary Key vocabulary create images, imagine, illustration, paragraphs, narrative, character, setting, problem, solution

Story vocabulary February, fetch, terrified, gigantic

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

Grammar PCM 30 and PCM 31: Paragraphs

Phonics PCM 23 and PCM 24: Phonics – oi says the oy sound.* *Grammar and phonics resources are available for download at www.edcolearning.ie

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Unit

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

2nd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 93

2: Motivation and choice Pair discussion: Tell your partner about what makes you grumpy and what cheers 5 & 6: Vocabulary/ you up, p. 95 Demonstration of understanding

3: Social conventions and awareness of others Understanding

Exploring and using 11: Information giving, explanation and justification

Learning Experiences

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

Complete word association activities with their class to develop vocabulary.

Engage in pair work to complete discussion about what makes them grumpy or cheerful.

Unit 17 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print

The Grumpy Toad, p. 92

4: Phonological and phonemic awareness

Comprehension strategy: Creating images, p. 92

Comprehension questions: 5: Phonics, word recognition and Quiz Time!, Think About It!, p. 93 word study 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

Word Work: Vocabulary development, p. 93 Phonics: The long o sound –o, ow, o–e, oa, p. 95

Comprehension questions: Quiz Time!, Think About It!, p. 93 Word Work: Vocabulary development, p. 93 Grammar: Contractions, p. 94 Writing: Narrative genre, pp. 96–97

Learning Experiences

Pupils will be enabled to: Develop an understanding of creating images relating to the story. Complete the picture to show the main character in the story. Read the narrative The Grumpy Toad. Discuss new vocabulary and complete Word Work activity. Understand that a contraction is a shorter way to say two words. Read a variety of words and the appropriate contractions. Pupils will be enabled to: Complete written answers to lower and higher order questions. Complete a cloze activity to show understanding of new vocabulary. Identify contractions. Recognise when contractions can be used. Match words to the appropriate contraction. Write the words used to make a contraction. Plan and write a simple narrative entitled The Grumpy Camel.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Plan and write a simple narrative entitled Hop Loses His Carrot. Suggested questions for discussion: What kind of animal do you think Hop is? Where do you think Hop lives? Where will we set our story? How does Hop lose his carrot? Who will help Hop to find his carrot?

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Written tasks

Teacher observation of pupils reading story to peers

Lower and higher order questions.

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

create images, contraction, apostrophe, narrative, character, setting, problem, solution

Story vocabulary swamp, complain, tadpole, join

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

Grammar PCM 32 and PCM 33: Contractions

Phonics PCM 26: The long o sound â&#x20AC;&#x201C; o, ow, oâ&#x20AC;&#x201C;e, oa.* *Grammar and phonics resources are available for download at www.edcolearning.ie

Unit 17 Fortnightly Plan

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Unit

18 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________ Strand

Element

Oral Language

Communicating

Learning Outcome

1: Engagement, listening and attention Exploring and using 8: Categorisation 11: Information giving, explanation and justification

2nd Class

Topic Class/Pair discussion, p. 98

Pair work: Garden items, p. 100

Learning Experiences

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

Engage in pair work to list items that you may find in a garden. The pair with the longest list wins.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print

Wiggly Woo, p. 98

4: Phonological and phonemic awareness

5: Phonics, word recognition and word study

Comprehension strategy: Create images, p. 98

Letâ&#x20AC;&#x2122;s Discuss: Comprehension questions, p. 98

Phonics: ir, ur, er, p. 100 6: Vocabulary Exploring and using 8 & 9: Response and authorâ&#x20AC;&#x2122;s intent/ Comprehension Writing

Communicating

1: Engagement

Understanding

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

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

Complete a picture to accompany the poem.

Read the poem Wiggly Woo.

Read the sounds ir, ur and er. Read sentences recognising words with the ir, ur and er sounds.

Phonics: ir, ur, er p. 100

Pupils will be enabled to: Understand the past and future tense. Read irregular words written in the past tense.

Cloze writing activity: No More Secrets, p. 101

Read and write words with the sounds ir, ur and er.

Grammar: Past and future tense, p. 99

Complete cloze activity.

Unit 18 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Find another poem about an animal. Read it aloud to the class. Encourage the pupils to imagine what the animal looks like and draw a picture. Allow pupils time to share their descriptions with their friends.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Written tasks

Cloze procedure

SESE, Science: Living things; Investigate the garden habitat.

Lower and higher order questions.

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

create images, future tense, cloze

Poem vocabulary garden, wiggle, neighbours, terrible

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

Grammar PCM 34 and PCM 35: Past and future tense

Phonics PCM 27: ir, ur, er.* *Grammar and phonics resources are available for download at www.edcolearning.ie

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Unit

X 19

and

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

2nd Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 103

2: Motivation and choice

Understanding

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

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story Night-time in the Cave.

Complete word association activities with their class to develop vocabulary.

Unit 19 and 20 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print

Night-time in the Cave, p. 102

4: Phonological and phonemic awareness

5: Phonics, word recognition and word study

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

Comprehension strategy: Creating images, p. 102

Comprehension questions: Quiz Time!, Think About It!, p. 103

Word Work: Vocabulary development, p. 103

Grammar: Revision, p. 104

Phonics: Revision, p. 105

Learning Experiences

Pupils will be enabled to: Read the story Night-time in the Cave.

Develop an understanding of creating images relating to the story. Draw the item that is missing in the story.

Discuss new vocabulary and complete Word Work activity.

Complete phonics revision activities. Reading words with alternative sounds and silent letters.

Complete grammar revision activities. Identify the correct compound or plural words to match each picture.

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 103

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. 103

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

Complete written answers to lower and higher order questions.

Grammar: Revision, p. 104 Complete grammar revision activities. Write suitable adjectives for each picture.

7: Writing process

Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Complete a character study of Danny Dragon. Use the following headings: Name, Appearance, Family, Likes, Dislikes. Draw a picture of Danny to accompany your character study.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions Written tasks Reading assessment, p. 106 Rewrite the statements, p. 107

Lower and higher order questions. Differentiation of written tasks.

create images, imagine, revision, adjective, silent letter, alphabetical order Story vocabulary cosy, copy, prefers, slay

Alphabetical order and adjectives, p. 108

Unit 19 and 20 Fortnightly Plan

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Let's Talk Literacy 2 Teacher's Planning Booklet

Articles inside

Introduction