Let's Talk Literacy 5 Teacher's Planning Booklet by Edco Ireland

Let'sTalk

Literacy y English Core Skills r a m i r P

5th 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

Unit 10

Unit 20

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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

Comprehension Strategy Reading

Oral Language

Grammar

Writing

Prediction

Think about a job that you would like to have when you grow up. (Pair discussion.) Your dream holiday destination. (Oral class presentation.) Slogans are short phrases about a topic. Write an anti-bullying slogan. (Pair work.) Research your name. (Oral class presentation.)

Capital letters

Recount

Punctuation

Recount

Nouns

Cloze – Paige Turner

Dictionary work

Cloze – Free Boris!

Syllables

Procedural writing

Verbs

Procedural writing

Plurals

Cloze – Best Friends

Synonyms and antonyms

Characters

A Day in the Life of a Vet

The Best Holiday Ever October

Prediction

Poem – Homework

Novel extract – The Battle of Blighty Bling

Revision and Assessment November

Declunking

Stuffed Jacket Potatoes Sound Waves

December

Declunking

Novel extract – The Invitation Tullabogey

Preparing your favourite snack. (Pair work.) Imagine that you are an inventor. (Pair work.) Have you ever been invited to a birthday party? (Pair work.) Think of a character in Tullabogey. (Questioning in pairs.)

Revision and Assessment

Let’s Talk Literacy 5th Class – Teacher’s Planning Booklet

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January

Comprehension Strategy Reading

Oral Language

Grammar

Writing

Making connections

Brainstorm titles for books. (Pair work.)

Quotation marks

Cloze – Strike One

Debate ‘Homework should be banned’. (Group work.) Imagine the conversation. (Pair work.)

Adjectives

Writing to socialise

Verbs

Writing to socialise

Perform the poem. (Small group work.)

Prepositions

Cloze – Strike Two

Describe a sea creature. (Pair work.) Debate ‘Animals should not be kept in a zoo’. (Group work.)

Pronouns

Report writing

Adverbs

Report writing

Determining importance Novel extract – Welcome Create a chant. (Group work.) to Nowhere

Contractions

Cloze – Suspects

Scanning

Ugly Feet

Adjectives

Narrative writing

Scanning

The Fox and the Crow

Apostrophe

Narrative writing

Novel extract – Jason Banks and the Pumpkin of Doom Letter writing

February

Making connections

March

Poem – Colonel Fazackerley ButterworthToast Determining importance Green Sea Turtles Wolverines

Revision and Assessment April

May

June

Synthesising Synthesising

Imagine the conversation. (Pair work.) Retell a fable. (Pair work.)

Poem – Suzie Bitner Was Make a list of phobias. (Pair work.) Conjunctions Afraid the Drain Novel extract – The Brainstorm questions to ask a tree Homophones Storm Keeper’s Island in your area.

Cloze – Wally

Mystery Solved!

Characters

Imagine that you are Garda Illcatchya. Prepare and present a statement for the press.

Compound words

Cloze – New Arrivals

Revision and Assessment Yearly Plan

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Unit

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. 3

2: Motivation and choice

Think about a job that you would like to have when you grow up, p. 5

Understanding

5th Class

5 & 6: Vocabulary/ Demonstration of understanding

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story A Day in the Life of a Vet.

Engage in pair discussion with a partner to tell them about a job they would like to have when they grow up. Use questions to stimulate discussion.

Let’s Talk Literacy 5th Class – Teacher’s Planning Booklet

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

Understanding

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

A Day in the Life of a Vet, p. 2

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

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

Learning Experiences

Pupils will be enabled to: Use the illustration and title of the story to make predictions. Read and respond to the story A Day in the Life of a Vet. Discuss new vocabulary and complete Word Work activities.

Word Work: Vocabulary development, p. 3 Writing

Communicating

1: Engagement

Understanding

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

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

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

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

Word Work: Vocabulary development, p. 3

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

Grammar: Capital letters, p. 4 Writing genre: Recount, p. 5

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 a day when something out of the ordinary happened.

Unit 1 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Plan and write a recount telling about a trip you went on recently.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Vocabulary written tasks

SESE, Geography: Living in the local community. People living and working in the local area – veterinary surgeons.

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

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

Lower and higher order questions. Story vocabulary Differentiation of written tasks and use of extension activities depending on pupil ability.

typical, extraction, infection, amputated, investigate

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

Let’s Talk Literacy 5th Class – Teacher’s Planning Booklet

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Unit

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

5th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 7

Reading

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

Your dream holiday destination, p. 9

Communicating

1: Engagement

The Best Holiday Ever, p. 6

Understanding

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

Comprehension strategy: Prediction, p. 6

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

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story The Best Holiday Ever. Draw and describe their dream holiday destination. Present their work to the class, giving reasons for their choices.

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

Pupils will be enabled to: Use the illustration and title of the story to make predictions. Read and respond to the story The Best Holiday Ever. Discuss new vocabulary and complete Word Work activities.

Unit 2 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

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

Understanding

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

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

Word Work: Vocabulary development, p. 7 Grammar: Punctuation, p. 8 Writing genre: Recount, p. 9

Learning Experiences

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 what the term punctuation refers to. Write sentences using the correct punctuation. Recognise features of the recount genre. Plan and write a short recount story about a holiday.

Let’s Talk Literacy 5th Class – Teacher’s Planning Booklet

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Assessment Teacher questions Comprehension questions

Linkage/Integration Literacy: Create a brochure for your favourite holiday destination. List the information that you need to include; Plan and write a recount story about your last trip to the dentist.

Vocabulary written tasks Teacher observation of pupils reading independent writing aloud to peers

Differentiation Reading tasks will be completed with varying levels of support. Lower and higher order questions. Differentiation of written tasks and use of extension activities depending on pupil ability.

Vocabulary Key vocabulary predict, title, illustration, punctuation, full stop, question mark, exclamation mark, comma, recount, genre, past tense Story vocabulary online, autopilot, turquoise, phenomenal, dispense

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

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

Unit 2 Fortnightly Plan

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Unit

X 3

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

5th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 11

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

Think of a slogan for a placard protesting about bullying in schools, p. 12

Understanding

Exploring and using 11: Information giving, explanation and justification. Reading

Communicating Understanding

1: Engagement 3: Conventions of print and sentence structure

Homework, p. 10 Comprehension strategy: Prediction, p. 10

6: Vocabulary Exploring and using 8 & 9: Response and author’s Comprehension questions: Quiz Time!, Think About It!, intent/Comprehension p. 11 Word Work: Vocabulary development, p.11

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the poem Brother. Engage in pair work to create a slogan for a placard protesting against bullying in schools. Share the slogan with the class and explain what it means. Pupils will be enabled to: Use the illustration and title of the poem to make predictions. Read and respond to the poem Homework. Discuss new vocabulary and complete Word Work activities.

Let’s Talk Literacy 5th 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. 11

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. 11

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

5: Vocabulary

Learning Experiences

Grammar: Nouns, p. 12

Cloze procedure: Paige Turner, p. 13

Understand that nouns are naming words. Differentiate between common and proper nouns. Complete the written tasks based on nouns.

Complete the cloze procedure introducing the character of Paige Turner.

Unit 3 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Write a simple poem about homework. Start by brainstorming some rhyming words that are associated with homework.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Vocabulary tasks

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:

predict, title, illustration, common noun, proper noun, slogan, protestor, cloze

Poem vocabulary suspicious, force, blushes, youth, deny

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

Let’s Talk Literacy 5th Class – Teacher’s Planning Booklet

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Unit

X 4

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

5th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 15

2: Motivation and choice

Oral presentation: Research the meaning of your name, p. 16

Understanding Exploring and using Reading

Communicating Understanding

Exploring and using

3: Social conventions and awareness of others 5: Vocabulary 11: Information giving, explanation and justification 1: Engagement 2: Motivation and choice 3: Conventions of print and sentence structure 6: Vocabulary 9: Comprehension

The Battle of the Blighty Bling, pp. 14â&#x20AC;&#x201C;15 Comprehension strategy: Prediction, p. 14 Comprehension questions: Quiz Time!, Think About It!, p. 15 Word Work: Vocabulary development, p. 15

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract The Battle of the Blighty Bling. Research the meaning or origin of their name. Orally report the findings to the class. Pupils will be enabled to: Use the illustration and title of the story to make predictions. Read and respond to the story extract The Battle of the Blighty Bling. Read and discuss comprehension questions. Discuss new vocabulary and complete Word Work activity. Unit 4 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 15

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. 15

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

5: Vocabulary

Grammar: Dictionary work, p. 16

Grammar: Revision, p. 18

Cloze procedure: Free Boris!, p. 17

Learning Experiences

Understand when we use a dictionary. Note that words in a dictionary are listed in alphabetical order. Put word in alphabetical order. Explore a dictionary to find words to match the clues and look up definitions.

Complete the cloze procedure.

Let’s Talk Literacy 5th Class – Teacher’s Planning Booklet

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

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

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Vocabulary written tasks

Cloze procedure

Assessment, p. 19

Lower and higher order questions.

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

predict, title, illustration, dictionary, alphabetical order, definition, origins, cloze

Story vocabulary treasure, imagination, fibbing, afloat, collection

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

Grammar PCM 7 and PCM 8: Dictionary work.* *Grammar resources are available for download at www.edcolearning.ie

Unit 4 Fortnightly Plan

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Unit

5 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

5th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 21

2: Motivation and choice

Pair work: What is your favourite snack?, p. 23

Understanding

3: Social conventions and awareness of others 5: Vocabulary

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the procedure Stuffed Jacket Potatoes. Identify their favourite snack. Give a partner stepby-step instructions on how to prepare the snack or meal.

Exploring and using 7: Requests, questions and interactions

Let’s Talk Literacy 5th Class – Teacher’s Planning Booklet

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

Stuffed Jacket Potatoes, p. 20

Understanding

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

6: Vocabulary Exploring and using 9: Comprehension

Comprehension strategy: Declunking, p. 20 Comprehension questions: Quiz Time!, Think About It!, p. 21 Word Work: Vocabulary development, p. 21

Learning Experiences

Pupils will be enabled to: Develop an understanding of the comprehension strategy of declunking. Check the text for difficult words that may need declunking. Read and respond to the procedure Stuffed Jacket Potatoes. Read and discuss comprehension questions. Discuss new vocabulary and complete Word Work activity.

Unit 5 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. 21

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

Word Work: Vocabulary development, p. 21 Grammar: Syllables, p. 22 Writing: Procedure genre, p. 23

Learning Experiences

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 a syllable is an unbroken sound found in words. Join syllables to form words. Identify how many syllables are in a word. Recognise three syllable words. Understand the purpose of procedural writing. Identify the features of procedural writing. Rewrite the procedure ensuring the steps are in the correct sequence. Write a procedure explaining how to make pitta bread pizzas.

Let’s Talk Literacy 5th Class – Teacher’s Planning Booklet

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

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

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

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

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:

declunking, syllables, instructions, procedural writing, order, ingredients, method Story vocabulary lukewarm, temperature, massage, patience

Grammar PCM 9 and PCM 10: Syllables.* *Grammar 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: ________________ 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: Imagine that you are an inventor, p. 26

Understanding

3: Social conventions and awareness of others 5: Vocabulary

Exploring and using 7: Requests, questions and interactions

5th Class

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the procedure Sound Waves. Imagine that they are an inventor and have successfully completed an invention. Tell a partner the name of the inventions and what it does.

Let’s Talk Literacy 5th Class – Teacher’s Planning Booklet

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

Sound Waves, p. 24

Understanding

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

Comprehension strategy: Declunking, p. 24

6: Vocabulary Exploring and using 9: Comprehension

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

Learning Experiences

Pupils will be enabled to: Develop an understanding of the comprehension strategy of declunking. Check the text for difficult words that may need declunking. Read and respond to the procedure Sound Waves. Read and discuss comprehension questions. Discuss new vocabulary and complete Word Work activity.

Unit 6 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. 25

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

Word Work: Vocabulary development, p. 25 Grammar: Verbs, p. 26 Writing: Procedure genre, p. 27

Learning Experiences

Pupils will be enabled to: Complete written answers to lower and higher order questions. Use a dictionary to look up the meaning of words. Complete sentences to show understanding of new vocabulary. Understand that a verb is an action word. Recognise that verbs can be used in the past tense, present tense and future tense. Recognise features of the procedural writing genre. Write the procedure How to Make a Lava Lamp correctly. With the class group, research how to create a tornado in a bottle. Write the procedure.

Let’s Talk Literacy 5th Class – Teacher’s Planning Booklet

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

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

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

SESE, Science: Sound. Vocabulary written tasks Creative writing tasks

Lower and higher order questions. Differentiation of written tasks and use of extension activities depending on pupil ability.

declunking, verb, inventor, procedural writing, title, materials, instructions Story vocabulary centimetres, vibrations, eardrum, interprets, solid

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 11 and PCM 12: Verbs.* *Grammar resources are available for download at www.edcolearning.ie

Unit 6 Fortnightly Plan

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Unit

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________ Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 29

2: Motivation and Choice 5: Vocabulary

Pair discussion: Have you ever been invited to a birthday party?, p. 30

Understanding

Exploring and using 8: Categorisation

5th Class

Learning Experiences

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

Tell a partner about a time they were invited to a birthday party. With their partner, make a list of the details needed when writing an invitation.

Let’s Talk Literacy 5th Class – Teacher’s Planning Booklet

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

The Invitation, pp. 28â&#x20AC;&#x201C;29

Understanding

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

6: Vocabulary Exploring and using 9: Comprehension

Comprehension strategy: Declunking, p. 28

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

Word Work: Vocabulary development, p. 29

Learning Experiences

Pupils will be enabled to: Develop an understanding of the comprehension strategy of declunking. Check the text for difficult words that may need declunking.

Read and respond to the story extract The Invitation.

Read and discuss comprehension questions.

Discuss new vocabulary and complete Word Work cloze.

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. 29

Understanding

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

Exploring and Using

Word Work: Vocabulary development, p. 29

5: Vocabulary 6: Purpose, genre and voice

Grammar: Plural, p. 30

7: Writing process and creating text

Cloze procedure: Best Friends, p. 31

Learning Experiences

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

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

Understand that plural means more than one. Recognise the different ways to write a word in plural form. Identify irregular plural words.

Complete cloze procedure.

Let’s Talk Literacy 5th Class – Teacher’s Planning Booklet

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

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

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Written tasks

Literacy: Design a birthday invitation.

Cloze procedure

declunking, plural, irregular plural, singular, cloze

Lower and higher order questions. Story vocabulary Differentiation of written tasks and use of extension activities depending on pupil ability.

entire, invitation, boil, daydream, barrage

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

Grammar PCM 13 and PCM 14: Plural.* *Grammar 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: ________________ Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 33

2: Motivation and choice

Pair work: Think of a character in Tullabogey, p. 35

Understanding

3: Social conventions and awareness of others 5: Vocabulary

Exploring and using 7: Requests, questions and interactions

5th Class

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story Tullabogey. Think of a character in Tullabogey. Allow a partner to ask five questions to try and discover the character. The answers must only be yes or no.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

Tullabogey, p. 32

Understanding

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

Comprehension strategy: Declunking, p. 32

6: Vocabulary Exploring and using 9: Comprehension

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

Learning Experiences

Pupils will be enabled to: Develop an understanding of the comprehension strategy of declunking. Check the text for difficult words that may need declunking. Read the story Tullabogey. Read and discuss comprehension questions. Discuss new vocabulary and complete Word Work cloze.

Unit 8 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

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. 33 Word Work: Vocabulary development, p. 33

Choose the correct word for each definition, complete a cloze activity, and create sentences to show understanding of new vocabulary.

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

Grammar: Synonyms and antonyms, p. 34 Grammar: Revision, p. 36 Writing: Setting, p. 35

Learning Experiences

Understand that a synonym is a word that has a similar meaning to another word and an antonym is a word that has the opposite meaning to another word. Identify synonyms and antonyms for words. Recognise that a story setting refers to where the events are taking place. Draw a picture of the story setting described. Choose another setting in Tullabogey, write a description of the setting, draw a picture of the setting and include the character that one would expect to see there. Share the work with a partner.

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Assessment

Linkage/Integration

Teacher questions

Reading tasks will be completed Literacy: Choose a setting from with varying levels of support. another story that you are familiar with. Write a description of the setting and draw a picture to accompany your work. Share it with Lower and higher order questions. the class.

Comprehension questions Vocabulary written tasks Assessment, p. 37

Differentiation

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

Vocabulary Key vocabulary declunking, synonym, antonym, opposite, character, setting, location, description, illustration Story vocabulary village, detective, smugglers, blackmail, nightfall

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 15 and PCM 16: Synonyms and antonyms.* *Grammar resources are available for download at www.edcolearning.ie

Unit 8 Fortnightly Plan

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Unit

9 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________ Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 39

2: Motivation and choice

Pair work: Do you think ‘The Pumpkin of Doom’ is a good name for the story?, p. 40

Understanding

3: Social conventions and awareness of others 5: Vocabulary

Exploring and using 8: Categorisation

5th Class

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract Jason Banks and the Pumpkin of Doom.

Engage with a partner to discuss the suitability of The Pumpkin of Doom as a title for a story. Brainstorm other titles for stories. Include a fruit or a vegetable in the title.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print

Jason Banks and the Pumpkin of Doom, p. 38

6: Vocabulary

Comprehension strategy: Making connections, p. 38

Exploring and using 7: Purpose, genre and voice 9: Comprehension

Learning Experiences

Pupils will be enabled to: Develop an understanding of the comprehension strategy of making connections. Discuss if they have ever encountered someone who was bullied or was bullying others.

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

Read and respond to the story extract The Pumpkin of Doom.

Word Work: Vocabulary development, p. 39

Read and discuss comprehension questions. Discuss new vocabulary and complete Word Work cloze.

Writing

Communicating

1: Engagement

Understanding

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

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

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

Word Work: Vocabulary development, p. 39

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

Grammar: Quotation marks, p. 40 Cloze procedure: Strike One, p. 41

Recognise when quotation marks are used. Rewrite sentences using quotation marks where appropriate. Complete cloze procedure.

Unit 9 Fortnightly Plan

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Assessment

Linkage/Integration

Teacher questions

Literacy: Discuss with a partner Reading tasks will be completed who may be responsible for the with varying levels of support. robbery in Tullabogey. Record your predictions for what will happen next and present them to the class. Lower and higher order questions.

Comprehension questions

Written vocabulary tasks

Cloze procedure

Differentiation

Vocabulary Key vocabulary connections, quotation marks, speech marks, comma, cloze

Story vocabulary SPHE: Myself and others; My Differentiation of written tasks friends and other people – bullying. and use of extension activities depending on pupil ability.

pale, glared, bright, doom

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

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

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Unit

X 10

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

5th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 43

2: Motivation and Choice

Group work: Debate: Homework should be banned, p. 44

Understanding

3: Social conventions and awareness 5: Vocabulary

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 letter to the President of Ireland.

Develop an understanding of debating. Work as part of a group to form reasons for or against the statement â&#x20AC;&#x2DC;Homework should be bannedâ&#x20AC;&#x2122; and present their argument to the rest of the class.

Unit 10 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

Letter, p. 42

Understanding

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

Comprehension strategy: Making connections, p. 42

6: Vocabulary

7: Purpose, genre and voice Exploring and using 9: Comprehension

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

Word Work: Vocabulary development, p. 43

Learning Experiences

Pupils will be enabled to: Develop an understanding of the comprehension strategy of making connections. Discuss if they have ever written or received a letter.

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

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. 43

Understanding

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

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

7: Writing process and creating texts

Word Work: Vocabulary development, p. 43

Grammar: Adjectives, p. 44

Learning Experiences

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

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

Writing to Socialise, p. 45 Understand that adjectives are describing words. Recognise that comparative adjectives compare two nouns and superlative adjectives compare more than two nouns. Identify adjectives in a sentence.

Understand the purpose of writing to socialise.

Discuss different sections of a letter. Write a letter of complaint to a restaurant. Unit 10 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Write a letter to your local toy shop complaining about a toy that you bought recently. The toy was damaged when you took it out of the box and you would like a refund. Make sure you include all the correct details in your letter.

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.

connections, adjectives, comparative adjectives, superlative adjectives, debating, writing to socialise, complaint

Story vocabulary maintaining, atrocities, sensible, neutral, worthwhile

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

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

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Unit

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

5th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 47

2: Motivation and choice

Pair work: Imagine the discussion, p. 48

Understanding

3: Social conventions and awareness of others 5: Vocabulary

Communicating Understanding

1: Engagement 3: Conventions of print 6: Vocabulary

7: Purpose, genre and voice Exploring and using 9: Comprehension

Learning Experiences

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

Read and respond to the email.

Email, p. 46 Comprehension strategy: Making connections, p. 46

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the email. Imagine the ‘Bean an Tí’ has read the emails criticising her cooking. Imagine the conversation that takes place between the ‘Bean an Tí’ and Rachel. Act out the conversation with a partner. Pupils will be enabled to: Develop an understanding of the comprehension strategy of making connections. Discuss if they have ever written an email and how emails are sent.

Exploring and using 7: Requests, questions and interactions

Reading

Discuss new vocabulary and complete Word Work activity. Unit 11 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

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

Understanding

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

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

7: Writing process and creating text

Word Work: Vocabulary development, p. 47

Grammar: Verbs, p. 48

Writing to Socialise, p. 49

Learning Experiences

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

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

Recognise that verbs can be written in different tenses. Write regular and irregular verbs in the past tense.

Understand the purpose of writing to socialise.

Identify the features of an email. Write an email to a friend asking them for help with homework.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Write an email to your friend sharing the events of your weekend.

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.

connections, regular verb, irregular verb, past tense, writing to socialise, email, communication, subject

Story vocabulary jealous, extreme, emergency, vlog, routine

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

Grammar PCM 21 and PCM 22: Irregular verbs â&#x20AC;&#x201C; past tense.* *Grammar resources are available for download at www.edcolearning.ie

Unit 11 Fortnightly Plan

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Unit

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

5th 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: Vocabulary

Perform the poem for your class, p. 53

Understanding

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the poem Colonel Fazackerley Butterworth-Toast. Work in groups, assigning different roles/characters to each pupil in the group. Perform the poem for the class.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print and sentence structure

Colonel Fazackerley Butterworth-Toast, pp. 50â&#x20AC;&#x201C;51

6: Vocabulary

Exploring and using

7: Purpose, genre and voice 9: Comprehension

Comprehension strategy: Making Connections, p. 50 Comprehension questions: Quiz Time!, Think About It!, p. 51

Learning Experiences

Pupils will be enabled to: Develop an understanding of the comprehension strategy of making connections. Discuss stories that they may have heard about a haunted castle and recall when we tell stories about ghosts and ghouls. Read and respond to the poem Colonel Fazackerley Butterworth-Toast. 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

Understanding

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

Word Work: Vocabulary development, p. 51 Grammar: Prepositions, p. 52 Cloze procedure: Strike Two, p. 53

Learning Experiences

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. Understand that prepositions are words that connect a noun or a pronoun to a verb or adjective. Choose prepositions to complete sentences and identify the preposition in each sentence. Complete the cloze procedure.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Write a poem about a haunted house.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions Vocabulary written tasks

connections, prepositions, narrate, perform

Lower and higher order questions. Poem vocabulary Differentiation of written tasks depending on pupil ability.

declare, spectre, conceive, monocle

Cloze procedure Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 23 and PCM 24: Prepositions.* *Grammar 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: ________________

5th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 55

2: Motivation and Choice

Pair work: Think of a sea creature, p. 57

Understanding

Reading

3: Social conventions and awareness of others 5: Vocabulary

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

Understanding

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

6: Vocabulary Exploring and using 9: Comprehension

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the report Green Sea Turtles! Work in pairs. Take turns describing sea creatures, partners must guess what creature is being described.

Green Sea Turtles, p. 54 Comprehension strategy: Determining importance, p. 54 Comprehension questions: Quiz Time!, Think About It!, p. 55 Word Work: Vocabulary development, p. 55

Pupils will be enabled to: Develop an understanding of the comprehension strategy of determining importance. Read the text and pick out four important facts. Read and respond to the report Green Sea Turtles. 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. 55

Understanding

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

Word Work: Vocabulary development, p. 55

Grammar: Pronouns, p. 56 5: Vocabulary Exploring and using 6: Purpose, genre and voice Writing: Report genre, p. 57 7: Writing process and creating texts

Learning Experiences

Pupils will be enabled to: Complete written answers to lower and higher order questions. Read definitions and identify the correct word from the list to match each definition. Complete sentences and create sentences to show understanding of new vocabulary. Understand that a pronoun can take the place of a noun. Recognise personal and possessive pronouns. Choose the correct personal pronoun to take the place of nouns in a sentence. Recognise features of the report writing genre. Examine how facts can be recorded under different headings. List facts relating to an animal of their choice. Plan and write a report on that animal.

Unit 13 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy, SESE: Choose a native Irish animal from the local environment. Research and record facts about that animal. Write a report and present your report orally to another class in the school.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Vocabulary written tasks

Creative writing tasks

SESE, Geography: Natural environments.

Lower and higher order questions.

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

determine, important, pronoun, personal pronoun, possessive pronoun, collective noun, report, research, title, introduction, paragraphs, present tense

Story vocabulary populations, hue, migrate, predator, shallow

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

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

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Unit

X 14

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

5th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 59

2: Motivation and choice 5: Vocabulary

Group work: Debate: Animals should not be kept in a zoo, p. 60

Understanding

Exploring and using 8: Categorisation

Reading

Communicating

1: Engagement

Wolverines, p. 58

Understanding

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

Comprehension strategy: Determining importance, p. 58

6: Vocabulary Exploring and using 9: Comprehension

Comprehension questions: Quiz Time!, Think About It, p. 59 Word Work: Vocabulary development, p. 59

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the report Wolverines. Engage in group work to give reasons for and against the motion â&#x20AC;&#x2DC;Animals should not be kept in a zoo.â&#x20AC;&#x2122; Pupils will be enabled to: Develop an understanding of the comprehension strategy of determining importance. Read the text and identify four important facts about wolverines. Read and respond to the report on wolverines. Discuss new vocabulary and complete Word Work activity. 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. 59

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

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

Learning Experiences

Pupils will be enabled to: Complete written answers to lower and higher order questions Read definitions and identify the correct word from the list to match each definition. Complete sentences and create new sentences to show understanding of new vocabulary. Recognise that an adverb tells us more about a verb. Identify ways in which adverbs are written. Recognise features of the report writing genre. Understand how a mind map helps us to record facts on a topic. Create a mind map to record facts on a country of the pupil’s choice. Plan and write a report about that country.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Plan and write a report about your county.

Reading tasks will be completed with varying levels of support.

Key vocabulary

SESE, Geography: Human environments.

Lower and higher order questions.

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.

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

determine, importance, adverb, report, research, information, title, introduction, paragraph

Story vocabulary solitary, carcass, complimentary, glutton, territorial

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

Unit 14 Fortnightly Plan

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Unit

X 15

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

5th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 65

2: Motivation and choice

Imagine that your cousin owns a sweet shop. Create a chant, p. 66

Reading

Understanding

3: Social conventions and awareness of others. 5: Vocabulary

Communicating

1: Engagement

Understanding

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

6: Vocabulary Exploring and using 9: Comprehension

Welcome to Nowhere, pp. 64–65 Comprehension strategy: Determining importance, p. 64 Comprehension questions: Quiz Time!, Think About It!, p. 65 Word Work: Vocabulary development, p. 65

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract Welcome to Nowhere. Work in a small group to create a chant that would attract customers to a sweet shop. Pupils will be enabled to: Develop an understanding of the comprehension strategy of determining importance. Read the text and take note of specific information – setting, characters and events. Read and respond to the story extract Welcome to Nowhere. 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. 65

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. 65

Grammar: Contractions, p. 66

Cloze procedure: Suspects, p. 67

Learning Experiences

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

Use a dictionary to find the definition of new vocabulary. Choose the correct word to complete each sentence.

Recognise that a contraction is a shorter way of writing two words. Identify contractions in sentences. Write sentences replacing words with a suitable contraction.

Complete the cloze procedure.

Unit 15 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: In pairs, choose something that you would like to sell to your class. Create a sales pitch or a chant to promote your product. When everyone has completed their task, take a vote to see what product was most popular.

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.

Cloze procedure

determine, important, contractions, apostrophe, chant, suspect

Story vocabulary rhyme, hoard, souvenir, daydream, disaster

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

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

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Unit

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

5th 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: Imagine the conversation, p. 70

Understanding

3: Social conventions and awareness of others 5: Vocabulary

Exploring and using 7: Requests, questions and interactions

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story Ugly Feet. Imagine the conversation that takes place between Tadhg or the woman who owns the house and a neighbour. Understand that the neighbour is unhappy and ringing to complain about the noise, the person filling the role of the woman or Tadhg must placate the neighbour.

Unit 16 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

Ugly Feet, p. 68

Understanding

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

Comprehension strategy: Scanning, p. 68

6: Vocabulary Exploring and using 9: Comprehension

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

Writing

Communicating

1: Engagement

Understanding

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

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

Comprehension questions: Quiz Time!, Think About It!, p. 69 Word Work: Vocabulary development, p. 69 Grammar: Adjectives, p. 70 Writing: Narrative genre, p. 71

Learning Experiences

Pupils will be enabled to: Develop an understanding of the comprehension strategy of scanning. Read the text quickly and find the name of a character and the setting. Read the story Ugly Feet. Discuss new vocabulary and complete Word Work activity. Pupils will be enabled to: Complete written answers to lower and higher order questions. Complete a cloze activity and create sentences to show understanding of new vocabulary. Understand that an adjective is a describing word. Differentiate between a demonstrative adjective and a possessive adjective. Recognise features of the narrative genre. Plan and write a narrative about a boy named Tom and his puppy Ozzie.

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Assessment

Linkage/Integration

Teacher questions

Reading tasks will be completed Literacy: Read Ugly Feet again. Identify the features of the narrative with varying levels of support. genre in that story. Make sure that you name the title, setting, characters, problem, events, Lower and higher order questions. solution and ending.

Comprehension questions Written vocabulary tasks Teacher observation of oral language task between pupils

Differentiation

Differentiation of written tasks depending on pupil ability.

Vocabulary Key vocabulary scan, adjective, noun, demonstrative adjective, possessive adjective, narrative, sequence Story vocabulary tailor, constantly, taunted, entire

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 31 and PCM 32: Adjectives.*

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

Unit 16 Fortnightly Plan

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Unit

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

5th 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: Fables, p. 74

Reading

Understanding

3: Social conventions and awareness of others 5: Vocabulary

Communicating

1: Engagement

The Fox and the Crow, p. 72

Understanding

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

Comprehension strategy: Scanning, p. 72

6: Vocabulary Exploring and using 9: Comprehension

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the narrative The Fox and the Crow. Identify the features of a fable. With a partner, read a fable and retell the fable in their own words to the class.

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

Pupils will be enabled to: Develop an understanding of the comprehension strategy of scanning. Read the text quickly and find the names of the characters in the story. Read and respond to the story The Fox and the Crow. Discuss new vocabulary and complete Word Work activity.

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

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

Understanding

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

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

7: Creating texts

Word Work: Vocabulary development, p. 73

Grammar: Apostrophe, p. 74

Writing: Narrative genre, p. 75

Learning Experiences

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

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

Understand that an apostrophe with an ‘s’ shows ownership. Recognise that an apostrophe that follows an ‘s’ shows ownership of a plural noun. Write sentences correctly.

Recognise the features of narrative writing.

Plan and write a simple narrative about the crow who is determined to seek revenge on Master Fox. Unit 17 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Visual arts: Create a book cover for the fable that the pupil chose to retell in their own words.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Written vocabulary tasks

Creative writing tasks

Lower and higher order questions.

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

scan, apostrophe, ownership, plural, possessive, narrative, character, setting, problem, events, solution

Story vocabulary limb, attention, dainty, splendid, flattering

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

Grammar PCM 33 and PCM 34: Apostrophe.* *Grammar resources are available for download at www.edcolearning.ie

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Unit

18 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

5th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 77

2: Motivation and choice

Pair work: Make a list of phobias, p. 78

Understanding

Reading

3: Social conventions and awareness of others 5: Vocabulary

Exploring and using 7: Requests, questions and interactions Communicating 1: Engagement Understanding

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

6: Vocabulary Exploring and using 9: Comprehension

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the poem Suzie Bitner was Afraid of the Drain. With a partner, research and list phobias that people can suffer from. Share the list with your class.

Suzie Bitner Was Afraid of the Drain, p. 78 Comprehension strategy: Scanning, p. 78 Comprehension questions: Quiz Time!, Think About It!, p. 77

Pupils will be enabled to: Develop an understanding of the comprehension strategy of scanning. Scan the poem and find out what the main character does not like. Read and respond to the poem Suzie Bitner Was Afraid of the Drain. Discuss new vocabulary and complete Word Work activities. Unit 18 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

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

Understanding

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

Word Work: Vocabulary development, p. 77

Grammar: Conjunctions, p. 78

Cloze procedure: Wally, p. 79

Learning Experiences

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

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

Understand that conjunctions are words that join short sentences together. Identify the conjunction in each sentence, choose a conjunction to complete sentences and write sentences using conjunctions.

Complete cloze procedure.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: In small groups discuss how you would perform the poem Zedâ&#x20AC;&#x2122;s Sled. What tone of voice would you use? How would this change during the poem? Perform the poem with your group for the rest of the class.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Written vocabulary tasks

Cloze procedure

scan, conjunctions, phobia, research

Lower and higher order questions. Poem vocabulary Differentiation of written tasks and use of extension activities depending on pupil ability.

consequently, abstained, state, dread, flawless

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

Grammar PCM 35 and PCM 36: Conjunctions.* *Grammar resources are available for download at www.edcolearning.ie

Unit 18 Fortnightly Plan

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Unit

19 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

5th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 81

2: Motivation and choice 5: Vocabulary

Pair work: Trees live for hundreds of years, p. 82

Understanding

Exploring and using 7: Requests, questions and interactions

Reading

Communicating

1: Engagement

Understanding

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

6: Vocabulary Exploring and using 9: Comprehension

Learning Experiences

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract The Storm Keeper’s Island. Understand that trees live for hundreds of years. Engage in pair work to make a list of questions that you could ask a tree in your area. Pay attention to the local history of the area.

The Storm Keeper’s Island, p. 80 Comprehension strategy: Synthesising, p. 80 Comprehension questions: Quiz Time!, Think About It!, p. 81 Word Work: Vocabulary development, p. 81

Pupils will be enabled to: Develop an understanding of the comprehension strategy of synthesising. Identify the main events in the story. Read and respond to the story The Storm Keeper’s Island. 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. 81

Understanding

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

Word Work: Vocabulary development, p. 81 Grammar: Homophones, p. 82 Cloze procedure: New Arrivals, p. 83

Learning Experiences

Pupils will be enabled to: Complete written answers to lower and higher order questions. Choose the correct word to match each definition, complete sentences and create sentences demonstrating understanding of new vocabulary. Understand that homophones are words that sound the same but are spelled differently. Identify pairs of homophones. Choose the correct homophone to complete each sentence. Complete cloze procedure.

Unit 19 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Read the story The Storm Keeper’s Island again. Predict what the island had chosen the boy to do. In your copy, write the next paragraph of the story.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions Written vocabulary tasks

synthesise, understand, homophone, different, cloze

Lower and higher order questions. Story vocabulary Differentiation of written tasks depending on pupil ability.

ancient, gnarled, quiver, unfurled, headland

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

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Unit

X 20

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

5th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 85

2: Motivation and choice

Imagine that you are Garda Illcatchya. Prepare a statement, p. 87

Understanding

3: Social conventions and awareness of others 5: Vocabulary

Exploring and using 7: Requests, questions and interactions

9: Retelling and elaboration

Learning Experiences

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

Pretend they are the character Garda Illcatchya. Retell the events that lead to the mysteries of Tullabogey being solved. Deliver a formal statement to the class and answer questions.

Unit 20 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

Mystery Solved!, p. 84

Understanding

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

6: Vocabulary Exploring and using 9: Comprehension

Comprehension strategy: Synthesising, p. 84

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

Word Work: Vocabulary development, p. 85

Learning Experiences

Pupils will be enabled to: Develop an understanding of the comprehension strategy of synthesising. Identify the section of the text where it becomes clear what had been happening in Tullabogey.

Read and respond to the story Mystery Solved.

Discuss comprehension questions.

Discuss new vocabulary and complete Word Work activity.

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

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

Understanding

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

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

7: Writing process and creating texts

Word Work: Vocabulary development, p. 85

Grammar: Compound words, p. 86

Grammar: Revision, pp. 88â&#x20AC;&#x201C;89

Writing: Characters, p. 87

Learning Experiences

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

Complete written answers to lower and higher order questions.

Understand that compound words are made when two smaller words join together to make a new word. Identify compound words in sentences and write compound words correctly.

Write a description of Paigeâ&#x20AC;&#x2122;s character. Predict what will happen to Paige next.

Unit 20 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Imagine that you are a member of the press. Write questions to ask Garda Illcatchya during his press conference.

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.

Reading assessment, pp. 90–91

Assessment, p. 92

synthesise, different, understand, compound word, statement, character

Story vocabulary precise, bemusement, obvious, sheepish

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

Grammar PCM 39 and PCM 40: Compound words.* *Grammar resources are available for download at www.edcolearning.ie

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