ArdfieldNationalSchool
English - WholeSchool plan
Introductory Statement
This English whole school plan was prepared by the staff of Scoil an Aird during the academic year 2010-2011 and will be presented to the Board of Management for ratification in September 2011. It willbe implemented in full from September 2011. It was reviewed in 2013.
Rationale
We have decided to formulate a whole school plan at this time as a logical follow-on from having participated in in-service in the Revised English Curriculum.
Relationship to the Characteristic Spirit of the School
In Scoil an Aird, we are committed to the holistic development of all pupils in order to assist them to contribute and play a fulfilling role in their own community. We see the development of their language sills as being central to this process. We believe that the ability of our pupils to communicate fluently, confidently and effectively will contribute greatly to the development of their self-esteem and their personal growth. We also believe that their academic progress depends to a large extent on their ability to communicate orally and thence through the written word. In our school, we attach a high priority to giving pupils a command of the English language.
General Aims
The aims of this policy is to provide a structured and sequential programme for teachers to enable children to:
- To enable the children to speak, read and write independently and effectively.
- To foster enjoyment and appreciation of the English language.
- Read with confidence, functionally and for pleasure.
- Locate and retrieve information on a given topic.
- Experience success through reading.
- Read, appreciate and respond to a wide range of poetry.
- Experience and respond to a wide range of texts, expository, narrative and
representational.
- Develop higher order comprehension skills.
- See books as exciting, pleasurable and interesting.
- Use a wide vocabulary competently and confidently.
- Be aware of and use the correct grammatical structures when writing.
- Acquire a love and appreciation of literature, poetry and drama.
- Read for pleasure and for information.
- Understand the conventions of print.
- Use a library.
Broad Objectives, Content and Methodologies
The broad objectives, content and methodologies for the teaching and learning of oral language, reading and writing are detailed on pages two to thirty-one. Each of these areas is presented under the four strand headings of the Revised English Curriculum.
Oral Language: Junior Infants to Rang VI
Broad Objectives
The aim of this plan is to provide a structured sequential programme for teachers to enable children to:
- Gain pleasure and fulfilment from language activity
- Develop the capacity to express intuitions, feelings, impressions, ideas and reactions in response to real and imaginary situations through talk and discussion, and the development of ideas.
- Develop fluency, explicitness and confidence in communication.
- Develop listening skills, language conventions, vocabulary, aesthetic response and language manipulation.
READING
Broad Objectives
The aim of this plan is to provide a structured and sequential programme for teachers to enable children to:
- Develop print awareness, phonemic awareness, word identification strategies and sight vocabulary.
- Develop their comprehension and analytical strategies.
- Expand their understanding and usage of grammar, syntax and punctuation.
- Develop their appreciation of the richness and diversity of reading material.
- Experience the pleasure and fulfilment to be gained from reading.
Phonics
General Principles
- This programme is taken from Jolly Phonics, My Spelling Workbook Scheme, Alpha to Omega and Sounds OK Workbooks
- An ideal lesson should follow these steps:
1Review of sight words containing the sound, shop, ship etc
2Isolation and identification of the sound: sh
3Blending of the sound with known endings, e.g. sh-ape, sh-ade etc
4Spelling the new words
5Activities, e.g word building sh______
- In building up a sight vocabulary, pupils should be introduced to the major
phonic elements within each word, eg stand= st sound =+–nd sound
- It is desirable that the phonic programme should be integrated with the
spelling programme
- From Rang 1 upwards, phonic instruction will be based on sight words
from the Reading Scheme and My Spelling Workbook Scheme.
Glossary of terms
Phonic method
An approach to reading instruction where the emphasis is placed upon the sound value of letters as a means of word recognition
Analysis
Breaking down a word into its individual letter sounds, e.g. ship = sh+I+p
Blending
Linking together the individual sounds to form the whole word, sh+ee+p
Digraph
Two letters, vowel or consonant, which combine to make one sound:
chinmeat
Diphthong
Two vowels blending to make one sound:oil
Assessment
Assessment in phonics will mainly be informal teacher observation. Assessment can also be monitored through the use of a variety of activities and games. In addition, the following strategies will be used:
Junior & Senior Infants – formal assessment. Check if each child knows letter sounds on his/her own
Rang 1- 6: Teacher monitors individual children through the daily reading and writing activities. Pupils will be assessed by the Learning Support Teacher if a teacher is concerned about a pupil’s reading and writing
Homework
Homework in Phonics will not be given in isolation, as it will come under spellings and functional writing
Communication with parents
Particular problems will be documented informally and parents will be orally notified. They will be encouraged to help the child, and will be shown how to support their child’s learning in this area, eg through work lists, word games, strategies etc. Notes should be made in the child’s file of any such consultations with parents
Phonic Scheme
Junior & Senior Infants
- Informal introduction to the idea that words are made up of sounds and certain symbols represent these sounds.
This is achieved by
a) making children aware of sounds
b) training children to hear initial sounds
c) teaching sound values of basic letter symbols
(Within words)
- Developing ability to discriminate between likenesses and differences of sounds in words
e.g.catfatballmat
mousesandmammymonkey.
- Consonants in initial positions (names and sounds) s, t, p, n, c, k, h, r, m, d, g, l, f, b, j, z, v, y, x, qu (as in Jolly Phonics Programme)
- Short vowels in initial positions (names and sounds).
Blending of initial sounds when 3 sounds taught, i.e. s-a-t = sat
- Short vowels in medial positions = familiarization with short vowel sounds
- Continue blending to make 3 letter words, e.g. cab
- Building up work families (cat, bat, mat etc)
- Introduction of onset and rime, e.g. c = at
Rang 1
- Consonants in initial positions :
- g(hard)kvyj(fun, king etc)
- Final double consonants:-ss-ll (mass, hill etc)
- Common endings:-ed-ing-s(singing, sings etc)
- Initial blendsblclflglplslspst
- Final blends : -nd-st-nt-ft
- Initial diagraphs:ch-sh-th-
- Final diagraphs-ch-sh-ng
- Common irregular words: taken from reading scheme
- Long vowels with silent e
Rang 2
- Long vowels with silent e: mane, fine, bone, cure
- Double e:-ee , bee etc
- Initial blends:sm-sn-sc-sk-sw-tw-br-cr-dr-fr- pr- gr- tr-
- Final blends:-lt-sp-ld-sk-ly
- Word endings:-er-estd-ly
- Initial diagraphs:qu-wh-ph-
- Final diagraphs:-th-tch-st-th-ck
- Vowel diagraphs:-ay--ea--ie-oe-
Teach: when 2 vowels go walking, the first one does the talking
- Simple two-syllable words:kitchenhotel
- Common irregular words, e.g. cough, ghost etc based on reading scheme
Rang 3
- Vowel digraphs and combinations:-ue--oe--igh--ew--ur-
- Initial blends:scr-str-thr-shr-spl-sch-
- Soft c and soft g:city, gentle
- Diphthongs:-oe--oy--ou--ow (bow tie/bow your head)
- Endings:-le-ble-dle-pleetc
- Compound words:lighthouse, searchlight etc
- Simple homonyms:their/theresee/seano/knowtwo/to/too etc
- Words with silent letter:wr (write)kn(know)-mb(lamb)-t-(listen) etc
- -oo--ow-combinations:soon/booktown/gown
- three and four syllable words:aeroplanetelevision
Rang 4
As in rang 3, plus
- Vowel digraphs and combinations:-ue--oe--igh--ew--ur-
- Initial blends:scr-str-thr-shr-spl-sch-
- Soft c and soft g:city, gentle
- Diphthongs:-oe--oy--ou--ow
- Endings:-le-ble-dle-pleetc
- Compound words:lighthouse, searchlight etc
- Simple homonyms:hole/wholeeight/atedeer/dearnot/knot
- Words with silent letter:wr (write)kn(know)-mb(lamb)-t-(listen) etc
- -oo--ow-combinations:soon/booktown/gown
- Irregular words: busy etc. take irregular words from scheme
Rang 5
- Root families e.gexpress/expressing/expression
- Prefixes
- Suffixes
- Syllabication
- Compound words
- Simple homonyms: extension of work in Rang 3 and Rang 4. More challenging groups
- Irregular words based on reading scheme
Rang 6
- Root families
- Prefixes
- Suffixes
- Syllabification
- Compound words
- Simple homonyms: revise earlier work, plus more challenging lists
- Irregular words based on reading programme
Reading Resources
In addition to the class text books, the following resources will be used:
Class Libraries
All classes are supplied with a class library,
Shared Reading
It is hoped to introduce a shared reading programme in Term 2, academic year 2011-2012.
Class Novels
Class novels will be used from Rang 4 to Rang 6. . When selecting a class novel, the following issues will be considered
- Suitability for reading level/age of pupils
- Suitability of content/subject
- Teacher’s own interest in a particular novel
- Interests of a particular class
The class novels are currently banded according to class level. If teachers wish to use a novel other than those on their own class bands, they are asked to source a new title rather than using a novel from a different band.
The Special Duties teacher with responsibility for Library will assist any teacher wishing to select a new novel.
Use of Dictionaries
Dictionaries will be used from Third Class up. Formal time will be devoted to teaching the children how to use a dictionary correctly. For this purpose, a child friendly dictionary will be selected, and all pupils will be encouraged to obtain the same publication. The dictionary selected for use is Fallons Children’s Oxford Dictionary, Irish Edition.
Rang 5 and Rang 6 will also have some class copies of a more sophisticated dictionary and an appropriate thesaurus, and pupils will be encouraged to use these.
Internet Resources for book related activities
Reading/Writing Content
Due to the fact that the school has designed its own very specific programme in relation to the acquisition of both reading and writing for the junior infant programme, the content of both will be shown together on this plan. Reading and Writing content for all other class levels will then be explored separately.
Junior Infants Reading and Writing Acquisition
Phonemic approach used incorporating the 42 Jolly Phonics sounds
Reading
Child will be enabled to:
Begin the Jolly phonics reading programme immediately in September
Learn new sounds at a rate of 2 or 3 per week depending on the ability and needs of the class
Consolidate phonics learning at home with Jolly phonics sounds copies.
Blend sounds together to read simple cvc words.
Begin to read Jolly phonics wordbox words after a few weeks at school when group one sounds have been covered.
Learn new sounds using stories, actions games and songs from Jolly phonics for the white board
Practise sounds on a daily basis
From November read a different graded shared reader at home and in school, each day with one word per page from a selection of graded readers
Writing
Child will be enabled to
Learn and practise letter formation immediately in September as each jolly phonics sound is taught
Trace letters in sand, on sand paper, practise on white boards, work books, copies and handwriting copies.
Practise daily finger strengthening activities and fine motor skills
Practise writing their own name by tracing it on dots or writing it into worksheets printed with Comic Sans –outline font.
Use The Write Here programme, Burgers Book of Sounds, Exercise your English 1 and Jolly phonics finger phonics books to practise letter formation
Term 2
Reading
Child will be enabled to
Learn new Jolly Phonics sounds at a rate of 2 or 3 per week.
Consolidate phonics learning at home with Jolly phonics sounds copies.
Learn new sounds using stories, actions, games and songs from Jolly phonics for the white board
Practise sounds on a daily basis
Read from the class graded reading scheme; Reading Zones.
Read and practise daily, sight word cards to accompany Reading Zones readers
Read a shared reader from appropriate level graded readers eg. one simple sentence per page, these are changed nightly
Read a new set of Jolly phonics wordbox words every fortnight.
Writing
Child will be enabled to
Write their own name independently
Trace on dots three simple news sentences
Copy simple 3 simple sentences from the line above in news copy and then at end of term in handwriting copy
Learn and practise new letter formations as each jolly phonics sound is taught.
Practise daily finger strengthening activities and fine motor skills
At end of term 2 write short piece of writing with one to one help in accordance with genre being covered in school eg. short book reports, cards, lists, postcards for display in class.
At the end of term 2 make short written contributions to written class writing collections eg. Ted’s diary.
Term 3
Reading
Revise jolly phonics sounds
Continue to read jolly phonics wordbox words
Read from the class graded reading scheme; Reading Zones and when finished use Magic Emerald readers
Read and practise daily, sight word cards to accompany Reading Zones and Magic Emerald readers
Writing
Revise and consolidate letter formation
Attempt to copy 3 lines of news from the board
Attempt to write one line of own news by end of term
Practise daily finger strengthening activities and fine motor skills
Write, with one to one help short pieces of writing in accordance with genre being covered in school eg. account of school tours, beach days, sports days, make short written contributions to class projects eg Sherkin Island.
Use a writing box (full of appealing writing materials) in turn to produce a short piece of writing at home for a real purpose
Writing : Broad Objectives
The aim of this plan is to provide a structured and sequential programme for teachers to enable children to:
- Write clearly, correctly and fluently.
- Use a wide range of vocabulary.
- Use grammar and punctuation appropriately.
- Write in a wide variety of genres encompassing differing styles, purposes, audiences and level of formality.
- Experience opportunities to develop presentation, editing and publishing skills.
- Engage in collaborative writing experiences.
- Develop a high standard of penmanship.
Penmanship
Left Handed PupilsChildren’s hand dominance will not be influenced.
- Children will be encouraged to find a pencil grip that is comfortable, and allows good writing.
- In senior classes, ball point pens may be more suitable for left handed children than ink pens.
Senior Infants
- Children will be encouraged to write and draw frequently throughout the year
- Emphasis on proper pencil grip
- Posture will be encouraged
- Greater emphasis on left-right orientation
September – December
Revise lower case letters and introduce Capital letters in conjunction with the junior infant jolly phonic programme.
From Halloween
Writing homework from blackboard
Copy words from the environment
January to June
- Write labels to name families, people and things
- Write his/her full name
- Awareness of lower case and capital letters and full stops
- Awareness of ascenders and descenders
- Awareness of spacing between words
- Trying to keep writing on the line
Resources
Pupils – Hugger pencils
Just Write B
B2 Handwriting copy
First Class
- Consolidation and reinforcement of Senior infant work
- Use of HB pencils
- Emphasis on proper pencil grip
- Emphasis on good writing posture
- Emphasis on proper letter formation
- Emphasis on quality presentation
Resources
Prim Ed. Handwriting
B2 Handwriting Copy
Second Class
- Consolidation and reinforcement of above
- Use of HB pencils
- Emphasis on proper pencil grip
- Emphasis on good writing posture
- Emphasis on proper letter formation
- Emphasis on quality presentation
- Joined writing will be introduced
Resources
Prim Ed. Handwriting
B2 Handwriting Copy
Third Class
- Use of HB pencils
- Emphasis on proper pencil grip
- Emphasis on good writing posture
- Emphasis on proper letter formation
- Emphasis on quality presentation
- Revision and consolidation of joining
- Introduction of script writing
Resources
Prim Ed. Handwriting
B4 Handwriting Copy
Fourth Class
- Emphasis on proper pencil grip
- Emphasis on good writing posture
- Emphasis on proper letter formation
- Emphasis on quality presentation
- Use of pen to be introduced in late 4th Class
- Use of ink pen rather than ballpoint biro to facilitate good handwriting
- Use of brackets plus one line to correct errors.
- Introduction of cursive writing
Resources
Prim Ed. Handwriting
B4 Handwriting Copy
Fifth and Sixth Classes
- Emphasis on proper pencil grip
- Emphasis on good writing posture
- Emphasis on proper letter formation
- Emphasis on quality presentation
- Ink pens rather than ball points to be used
- Develop a fluent personal style of handwriting
- Write for more sustained periods
Development and practise of script writing using Handwriting copies and some exercises from Prim. Ed Workbook D
Functional Writing
Rang 1
Sentence construction
Use of capital letters at beginning of sentences and full stops at the end of sentences
Parts of Speech
The children will be introduced to the concept of Proper Nouns and Common Nouns, without use of formal terminology.
‘Special’ names such as John, Mary, Rex and Mallow get capital letters, while ‘ordinary’ words such as boy, girl, dog and town get lower case letters.
Rang 2
Sentence construction
Use of capital letters at beginning of sentences and full stops at the end of sentences.
Use of the question mark.