Hansfield - Literacy 16/10/2018 Whole School Plan for - Hansfield Educate Together NS
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Hansfield
Educate Together National School
Barnwell Road, Hansfield, D15 H1FC.
01-8614720 www.hansfieldetns.com 085-8722323 hansfieldetns@gmail.com
16/10/2018
Whole School Plan for
Literacy
Whole School Literacy Plan
Introductory Statement and Rationale
(a) Introductory Statement
This English whole school plan was reviewed & prepared by the staff of Hanfield ETNS
during the academic year of 2017/18. It will be implemented in full in 2018/19. It will
be reviewed in June 2019.
(b) Rationale
In Hansfield ETNS we are committed to the holistic development of all pupils. We see
the development of their fluency in English as central to this process. We believe the
ability of our pupils to communicate effectively & confidently will contribute greatly
to the development of their self-esteem & personal growth. We believe also that
their academic progress depends largely on their ability to communicate orally &
through the written word. In our school we attach a high priority to giving pupils a
command of English.
Vision and Aims
(a) Vision
At Hansfield ETNS we strive every day to create a warm, happy and safe environment
to enhance our children’s learning. We cherish difference and respect ourselves and
others. By living the ethos of Educate Together we support each other to become the
best that we can be in school and in life.
(b) Aims
To enable the children to listen, speak, read & write independently & effectively.
To foster an enjoyment & appreciation of the English language.
Curriculum Planning
1. Strands and Strand Units
a) Primary Language Curriculum; Junior Infants – 2nd Class
- Oral Language; https://www.curriculumonline.ie/Primary/Curriculum-
Areas/Language/Learning-Outcomes-English-and-Irish/Learning-Outcomes
- Reading; https://www.curriculumonline.ie/Primary/Curriculum-
Areas/Language/Learning-Outcomes-English-and-Irish/Learning-Outcomes
- Writing; https://www.curriculumonline.ie/Primary/Curriculum-
Areas/Language/Learning-Outcomes-English-and-Irish/Learning-Outcomes
b) Primary School Curriculum; 3rd – 6th Class
*To be updated when Primary Language Curriculum is introduced in the senior end
of the school.
- https://www.curriculumonline.ie/getmedia/5b514700-e65c-46a7-a7d0-
c8e05e115bf9/PSEC01a_English_Curriculum.pdf
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2. Approaches and Methodologies
Teachers in HETNS include the following methodologies in their approach to
teaching Literacy;
- Talk and discussion
- Active learning
- Collaborative learning
- Problem solving
- Skills through content
- Using the environment
- Use of ICT
- Drama
See appendices;
1. Assessment Timetable
2. List of Diagnostic Tests
3. Homework
4. Literacy resources available at each class level.
5. Phonics
6. Punctuation
7. Grammar
8. Genre Writing
9. Spelling and dictation
10. Handwriting and penmanship
11. Building Bridges of Understanding
12. Reading and Comprehension
13. Big Books
14. Aistear Themes
3. Assessment and Record Keeping
Class Teachers in Hansfield ETNS monitor and track students’ learning of English
using a ring-binder folder. This folder holds samples of individual children’s work
and copies of tests that have been completed.
Records of scores and results along with IEPs, IPLPs and Pupil Profiles are stored in
locked filing cabinets in the SENCO’s SET Room.
Teachers carry out in-class, mid-term and end-of-term assessments. Teachers also
carry out weekly spelling/dictation tests.
Standardised tests are carried out as per Appendix 1.
Other diagnostic tests available to the staff in Hansfield ETNS are listed in
Appendix 2.
4. Children with Different Needs
Learning Support:
Children with learning differences and/or Special Needs who do not receive
Resource teaching hours are catered for under the Special Education Teaching
Allocation model. Students for Learning Support allocation include those students
3
with:
- Speech & Language Difficulties
- Dyslexia
- Children under the 12th Percentile in Numeracy.
- Children under the 12th Percentile in Literacy.
- Children with social, emotional or behavioural challenges.
Children who are allocated Learning Support will have an Individual School
Support Plan (previously IPLP) formulated for them. This is drawn up by the Class
Teacher in consultation with the Learning Support Teacher. Other consultation
may include other services such as occupational therapist or speech & language
therapist.
Learning Support takes place on a withdrawal basis in small groups or one-to-one.
Learning Support aims to in integrate and include children with special needs
through station-teaching and team-teaching within the classroom.
Resource Teaching:
Students who have been assessed with a Special Need(s), following of a
psychological assessment, will be allocated hours with a Resource Teacher.
Children attending Resource Teaching will have a School Support Plus plan
(Individual Education Plan) drawn up for them. This gives a detailed account of
priority learning needs as well as short term learning targets for the pupil in
question. An IEP is drawn up and formulated by the Resource teacher in
consultation with the class teacher, principal, parents and any other external
agencies i.e. Occupational Therapist, Speech & Language Therapist,
Physiotherapist, Psychologist etc.
EAL: English as an Additional Language
The purpose of this EAL section is to provide guidelines to school staff on the
delivery of English as an additional language. Students receive two years of English
as an Additional Language support upon arriving to our school from a country
where English is not the first language. Support continues until children reach B1
on the English language proficiency benchmark. It provides a structure with is
consistent and of high quality while also allowing for flexibility in the teaching of
EAL. Our aim is to ensure that our pupils become confident and competent using
the English language across all the curriculum subjects and outside of school in
their daily lives.
We aim to:
- Promote and facilitate inclusion and diversity in Hansfield ETNS
- Develop pupils’ proficiency in the English Language to allow them access to the
Primary School Curriculum.
- Ensure that children are encouraged to celebrate their own culture and
language.
At Hansfield ETNS we are committed to providing appropriate provision of
teaching and resources for pupils for whom English is an additional language and
for raising the achievement of all pupils.
We aim to identify and respond to the EAL learner's individual needs and recognise
the talents and skills they bring to the school. We also aim to support EAL learners
in accessing and engaging in the National Curriculum of Ireland.
The primary role of the language support teacher is to promote the pupils’
4
development of English language proficiency so that he or she can gradually gain
access to all aspects of the curriculum. The pupil’s learning remains the
responsibility of the mainstream class teacher who will work closely with the EAL
support teacher ensuring that the content being taught is reflected in both their
plans and appropriate to the child’s needs and learning style.
The language support teacher will (in collaboration with parents and the
mainstream class teacher);
- Identify pupils requiring additional language support using the Primary School
Assessment Kit.
- Use the Up and Away Programme as an EAL thematic teaching programme.
- Record and monitor each pupil's progress.
- Share each child’s progress with the child, class teacher and parents.
5. Equality of Participation and Access
We are committed to the provision of equal opportunities to all our pupils in the
implementation of our English programme. Equal opportunities are provided to all
pupils to participate in discussions, debates, reading and writing activities etc.
Attention is afforded to developmental differences and remedial action is taken
where appropriate. We take developmental differences into consideration when
planning and teaching. We have a solid structure in place to help all children
reach their full potential through support teaching (See SEN Policy)
Organisational Planning
6. Timetable
A weekly minimum of three hours is allocated to literacy in the Infant Classes.
This extends to four hours in classes 1st – 6th. Extra discretionary curricular time is
allocated to literacy where the need is greatest as determined by the SENCO,
class teachers, parents and support teachers. Extra-curricular time is allocated to
literacy through integration with; SESE, SPHE, Learn Together and drama.
7. Homework
See Appendix 3.
8. Resources and ICT
See Appendix 4.
Library
In our school, a library is located in each classroom. Libraries contain a variety of
genres, fiction & non-fiction. Each library is organised by the respective class
teacher **libraries are swapped with partner classes termly**. Infant libraries are
well stocked with a wide range of books with the senior libraries extending this
range to include factual and reference books. Pupils change their books as often
as required. A reading culture is promoted in the school by regular use of DEAR
Time. Our stock of books is regularly updated through funds raised by the yearly
book fair.
5We also have a well-stocked main library where books are organised according to
class level.
Library Colour Codes
Junior/ Senior Infants Yellow
1st / 2nd Class Pink
3rd / 4th Class Orange
5th / 6th Class Blue
Fact Books Green
Classes are timetabled to visit the school library once a week and they can return
the book that they have read and borrow a new one.
Fingal County Council Mobile Library also visits the school on a fortnightly basis
and pupils visit this monthly according to the timetable.
9. Individual Teachers’ Planning and Reporting
Partner teachers meet on the last Wednesday of each month to plan the curricular
content, methods/ resources for the following month. This plan is reviewed
fortnightly
10. Staff Development
Staff development needs are identified through review and discussion at staff
meetings. When needs are identified, an action plan is devised to ensure that
such needs are adequately addressed. The needs may be addressed by the
organisation of a staff development day / session, engagement of external
expertise, attendance by members of staff at specific in-service and / or the
provision of required resource materials. Notices of upcoming courses are
circulated to each staff member via e-mail. Staff members who have attended PD
courses will be given opportunities to report back to other staff members during
staff meetings or staff development days.
11. Parental Involvement
We acknowledge the crucial role that parents play in their children’s language
development and the following strategies are employed to enhance such
involvement;
- Welcome Meeting - Our initial meeting for parents of the incoming Junior
Infant pupils. Classroom routines, homework, lunches, & books are all
discussed with parents. The importance of parents speaking with and reading
with their child is also emphasised.
- Annual parent/teacher meetings allow for discussion of an individual student’s
progress.
- Informal parent/teacher meetings convened at the request of parent or
6teacher.
- Written communications via the child’s homework journal/communication
notebook.
- The use of certificates to communicate a child’s achievements.
- Other written communications: newsletters, text messages, website posts.
- Parental involvement in the organisation of Book Fairs & other activities.
- Parents are involved in the running & upkeep of our school library.
- Opportunities for the parental community to share their talents and expertise.
- Parent “Cuiditheoirí” are invited into classrooms each year to assist class
teachers. Here they are given insight into the methodologies/resources used in
Literacy instruction.
- Parent open days from Senior Infants to Sixth Class.
12. Community Links
Fingal Co Co Mobile Library.
Visit Blanchardstown library.
7 Success Criteria
How will we know that the plan is being implemented?
- Teachers’ preparation based on this plan.
- Procedures outlined in this plan consistently followed.
How will we know that the plan has achieved its aims? What are the indicators?
- Feedback from teachers/parents/pupils/community.
- Evidence of the children using their learning in all aspects of their lives.
- Inspectors’ suggestions/report
- Pupils’ involvement in activities, such as debating, radio shows, TV shows,
writing in local newspapers, handwriting competitions and being members of
libraries/book clubs.
How has the plan enhanced pupil learning?
- Children have a positive attitude and appreciation of the value of language-
spoken, read and written
- Children have an interest in expression and communication
- Children have an ability to engage appropriately in listener-speaker
relationships
- Children have confidence and competence in listening, speaking, reading and
writing
- Children are engaging with a variety of genre in reading and writing
- A process approach is evident in writing
- Comprehension and higher-order thinking skills are developed through oral
language, reading and writing
- Children’s emotional, imaginative and aesthetic development is enhanced
through oral, reading and writing experiences.
- Children’s vocabulary is expanded through oral language development.
Implementation
(a) Roles and Responsibilities
A meeting will be called for team leaders where the plan is gone through in detail.
The team leaders will use this plan when planning with their class band colleagues.
Each member of staff will have access to a soft copy of the plan as well as having a
hard copy of the plan, including the appendices, in the Plean Scoile folder.
(b) Timeframe
The plan will be fully in place by September 2019.
Review
It will be necessary to review this plan on a regular basis to ensure optimum
implementation of the English curriculum in the school.
(a) Roles and Responsibilities
- Teachers
- Pupils
- Parents
- Post holders/plan co-ordinator
8- BoM/DES/Others.
The post-holder for literacy will oversee the implementation and review of the
Literacy plan. Reviews will be held in June each year, following the Micra-T
Standardised tests.
(b) Timeframe
This plan will be reviewed annually at the end of May/beginning of June.
Ratification and Communication
Ratification by Board of Management at final meeting of academic year.
9Appendix 1. Hansfield ETNS Assessment Timetable
Class Sept. Oct. Nov. Dec. Jan. Feb. March April May June
JI JIAP PSAK JIAP
SI Reading PSAK MIST Micra T Reading
Benchmarking Benchmarking
Assessment Sigma T Assessment
1st Reading Reading PSAK Micra T Reading
Benchmarking Benchmarking Benchmarking
Assessment – Assessment Sigma T Assessment
additional
children
2nd Reading N-NRIT Reading PSAK Micra T Reading
Benchmarking Benchmarking Benchmarking
Assessment – Assessment Sigma T Assessment
additional
children
3rd Reading Reading PSAK Micra T Reading
Benchmarking Benchmarking Benchmarking
Assessment – Assessment Sigma T Assessment
additional
children
4th Reading Reading PSAK Micra T Reading
Benchmarking Benchmarking Benchmarking
Assessment – Assessment Sigma T Assessment
additional
children
5th Reading N-NRIT Reading PSAK Micra T Reading
Benchmarking Benchmarking Benchmarking
Assessment – Assessment Sigma T Assessment
additional
children
6th Reading Reading Micra T Reading
Benchmarking Benchmarking Benchmarking
Assessment – Assessment Sigma T Assessment
additional
children
For additional information regarding the meaning of the above assessments see Special
Educational Needs policy.
10Appendix 2. List of Diagnostic Tests Available
- N-NRIT
- NVRT
- Dyslexia Screening Test
- PM Benchmark 1
- JIAP MIST
- PSAK
- Aston Index
- Expressive and Receptive Language Assessment
- Visual Stress Assessment
For additional information regarding the meaning of the above assessments see Special
Educational Needs policy.
11Appendix 3. Suggested Literacy Homework Activities for each Class
Class Activities
Junior Infants Based on classroom work and therefore progresses and varies throughout the year;
- Initial sounds in sounds wallet (Jolly Phonics Scheme)
- “Just Phonics” – 2pages per week, followed by 1 page per night
- Tricky words list 1-12
- CVC word list
- Pre-writing skills sheets
- Letter formation sheets
- Decodable books
- “Starways” readers
- Nursery rhymes with colouring
Senior Infants - “Just Phonics” one page per night - writing exercise based on sounds
- Tricky word lists – no decoding, recognise by sight alone
- “Flying Start graded readers”, beginning in November
First Class - “Spellbound”; phonics, themes, high frequency words
- “Look, say, cover, write, check” method encouraged for learning spellings
- Dolch word lists – list of 100 most commonly read words in English.
- “Flying Start” graded readers – bundles of 6 at each level. Taught through
guided reading in school. Familiar book goes home and reading fluency and
comprehension is practiced with a family member.
Second Class - “Spellbound”; phonics, themes, high frequency words
Third Class - “Look, say, cover, write, check” method encouraged for learning spellings
Fourth Class - Spellings written into sentences in homework copy
Fifth Class - “Flying Start”/”Nelson Literacy Directions” graded readers
Sixth Class
12Appendix 4. List of Literacy Resources Available for each class
Junior Infant Resources;
- Play-Doh
- Whiteboards and markers
- Magnetic letters
- Story cubes/cards
- Sunny Street oral language posters
- Multi-sensory phonics resources; beads, paint bags, games, glitter
- Hot spots
- CVC flip charts
- Phonics bingo
- Memory games
- Jolly Phonics software
- Jolly Phonics big books
- Big books
- Starways readers
- Dandelion Readers
- CVC decodable readers
- Literacy textbooks
- Handwriting display
- Building Bridges to Comprehension picture books
Senior Infant Resources;
- Whiteboards and markers
- Dandelion readers
- Flying start readers
- Jolly Phonics resource book
- Jolly Phonics hot dots
- Literacy games
- Literacy text books
- Handwriting display
- Building Bridges to Comprehension picture books
First Class Resources;
- Jolly phonics teacher book
- Jolly Phonics/grammar big book
- Flying start readers
- Whiteboards and markers
- Literacy text books
- Handwriting display
- Building Bridges to Comprehension picture books
Second Class Resources;
- Jolly phonics teacher book
- Flying start readers
- Whiteboards and markers
- Selection of short Novels
- Jolly dictionaries – 10 per class
- Oxford dictionaries – 10 per class
- Reading lab
- Comprehension box
13- Literacy text books
- Handwriting display
- Building Bridges to Comprehension picture books
Third/Fourth/Fifth/Sixth Class Resources;
- Jolly Grammar teacher book
- Flying start readers
- Nelson Literacy Directions teacher book
- Nelson Literacy Directions big books
- Nelson Literacy Directions exemplar box
- Nelson Literacy Directions readers
- Whiteboards and markers
- Selection of short Novels
- Dictionaries – 30 per class
- Prim-Ed Comprehension box
- Prim-Ed writing prompts
- Literacy text books
- ‘Joined Script’ handwriting display
- Building Bridges to Comprehension picture books
14Appendix 5. Phonics Progression for each Class
Class Phonics
Junior Infants September-December
- Jolly Phonics; two sounds per week – big book, IWB, workbook, sound cards
January
- Revision of initial sounds
- Diagraphs; ‘ch’, ‘sh’, ‘qu’, ‘th’
- CVC Blending; Jolly Phonics Word lists 1-3
February
- CVC Blending; Jolly Phonics Word lists 3-6
- Tricky Words; Jolly Phonics 1-12
- Decodable CVC Books (Wonderland)
March
- Tricky Words; Jolly Phonics 1-12
- Decodable CVC Books (Wonderland)
April-June
- Starways Readers (1-3)
- Tricky Words
“Just Phonics” used as support material to Jolly Phonics
Senior Infants Revision;
Initial sounds
- Diagraphs; ‘ch’, ‘sh’, ‘qu’, ‘th’, ‘ss’, ‘ll’, ‘ff’, ‘ay’, ‘aw’, ‘ew’
New learning;
- Remaining Diagraphs; ai, oa, ie, ee, or, ng, oo/oo, ou, oi, ue, er, ar
- Consonant Blends; ‘bl’, ‘ck’, ‘gl’ etc.
- Jolly Phonics Tricky word lists; I, my, have etc.
“Just Phonics” used as support material to Jolly Phonics
First Class - Revise blends and diagraphs
- Jolly Grammar 3; two sounds per week
- Dolch lists 1-11
- Spellbound A
‘Word Wizard 1st Class’ used as additional support
Second Class - Word Wizard
Third Class - Spellbound
Fourth Class - Jolly grammar is available as additional support with phonics
Fifth Class
Sixth Class
15Appendix 6. Suggested Punctuation Topics for each Class
(List derived from PDST documents)
Punctuation is most effectively taught in context, during reading and writing. Pupils
should be encouraged to identify topics in reading activities prior to use in their own
written work. Pupils should be supported in their application of these punctuation topics
through guided writing sessions.
Punctuation
Class Topic Sample Activities
Senior Infants - Use of Capital Letters - Find capital letters in words
- Use of Full Stops - Find capital letters in sentences
- Match lower case with capital
letters
- Copy lower case and capital letter
- Rewrite sentences using capital
letters and full stops
First Class Revision of work to date
- Capital Letters in days, titles, places
- Capital letter I (for me)
- Question Marks (?)
Second Class Revision of work to date - Rewrite passages correctly using
- Commas for writing lists capital letters, full stops and
- Commas not before ‘and’ commas.
- Exclamation marks - Compose stories from pictorial
- Recognition of speech marks clues, paying attention to correct
punctuation.
Third Class Revision of work to date - Change sentences to questions
- Use of speech marks - Identify sentences where commas
- Contractions could be used.
- Change sentences to include direct
speech.
Fourth Class Revision of work to date
- Use of hyphens
- Use of apostrophe for possession
including plural nouns ending in s
and to shorten words i.e.
contractions
Fifth Class Revision of work to date
- Use of the Semi Colon
Sixth Class Revision of work to date
- The Colon
- Use of brackets in sentences
- Acronyms; NASA, NATO etc.
- Initialisations; GAA, PRSI etc.
Please note: This is suggested list per class level and is not definitive or exhaustive.
16Appendix 7. Suggested Grammar Topics for each class level
(List derived from PDST documents)
Grammar is most effectively taught in context during reading and writing lessons. Pupils
should be encouraged to identify grammar topics in reading activities prior to use in their
own written work. Pupils should be supported in their application of these grammar topics
through guided writing sessions. Below are a number of suggested activities that can be
used to help consolidate what has been already taught and practiced.
Grammar Topics
Class Topic Sample Activities
Senior Infants - Word order - Identifying the correct sentence
- Sentence structure - Rewriting sentences
- Oral cloze
- Completing sentences
First Class Revision of work to date - Identifying verbs
- Past/Present/Future tense - Use of correct verb tense
- Noun - Sentence completion
- Verb - Sentence expansion
- Adjective - Sentence construction
Second Class Revision of work to date - Selecting appropriate pronouns
- Pronoun - Sentence completion with prepositions
- Preposition
Third Class Revision of work to date - Grouping words e.g. run=dash, sprint, jog,
- Expanding bank of verbs chase
- Expanding bank of adjectives - Sentence completion using personal
- Personal pronouns pronouns
- Collective nouns - Identifying collective nouns
- Conjunctions - Rewriting sentences using conjunctions
- Continuous present tense e.g. - Grouping adjectives e.g. weather=sunny,
polar bears eat seals bright, dull, damp
Fourth Class Revision of work to date - Changing adjectives to
- Adjectives – comparative and comparative/superlative
superlative - Classifying adverbs
- Adverbs - Sentence expansion using adverbs
- Use of negatives
Fifth Class Revision of work to date - Identifying proper, common, collective,
- Classifying nouns abstract nouns
- Clauses - Adding clauses to sentences
- Direct and indirect speech - Identifying/transferring direct and indirect
speech
Sixth Class Revision of all work to date
Please note: This is suggested list per class level and is not definitive or exhaustive.
17Appendix 8. Genre Writing
8.a Year Band 1; 1st, 3rd, 5th Class
188.b Year Band 2; 2nd, 4th, 6th Class
19Appendix 9. Spellings and Dictation
Class Activities Learning Support and RÁ
Junior Infants - Spelling is taught informally LS use the same
through phonics, dictation and resources differentiated
free writing to suit the needs of the
Senior Infants - Spelling test every Friday child.
- List of Spellings and dictation
1st Class - Spellbound
- Spelling test every Friday
- List of Spellings and dictation
nd
2 Class - Spellbound
- Spelling test every Friday
- List of Spellings and dictation
3rd Class - Spellbound
- Spelling test every Friday
- Spellings and dictation
th
4 Class - Spellbound
- Spelling test every Friday
- Spellings and dictation
th
5 Class - Spellbound
- Spelling test every Friday
- Spellings and dictation
6th Class - Spellbound
- Spelling test every Friday
- Spellings and dictation
Other considerations:
Resources; A variety of methods are used determined by the needs of individual
children e.g. ICT, self-correcting resources, word shark, speaking keyboards,
keyboard skills, spellcheck ICT, spell-a-thon, spelling competitions.
Additional Needs
Diction, which should include spelling words, should be called out 3 times at
normal speed with correct intonation.
Individual spellings should always be called out in a sentence in which the word
is used appropriately.
20Appendix 10. Handwriting
Class Activities Learning Support and RÁ
Junior - Fine Motor Skills LS use the same
Infants - Tripod pencil grip resources differentiated
- Pre- writing and mark making (Sept- Jan) to suit the children.
- Letter Formation (Book: Just Write A1)
- Project copies
- Our News – Term 3
- Free writing and drawing
Senior - Writing CVC words
Infants - Letter Formation (Book: Just Handwriting; Pre-
cursive)
- Writing in copy (project copy) Our News
- Writing in copy – dictation
- Writing Frames – Independent writing – Term 3
st
1 Class - Master Copy of ‘Handwriting Made Easy’ (1st Class)
- Handwriting copy B1
- Independent news
- Dictation
nd
2 Class - Master Copy of ‘Handwriting Made Easy’ (2nd Class)
- Handwriting copy B2
- Independent news
- Dictation
rd
3 Class - Every senior class in the school has a handwriting
display with joined script. (Created by school
staff)
- Handwriting copy B2.
4th Class - Every senior class in the school has a handwriting
display with joined script.
- Handwriting copy B2.
- Pen licence – Term 3
th
5 Class - Every senior class in the school has a handwriting
display with joined script.
- Handwriting copy B2.
- Pen licence
th
6 Class - Every senior class in the school has a handwriting
display with joined script.
- Handwriting copy B2.
- Pen licence
Other considerations:
- Handwriting competitions
- Typing (Children with additional needs)
- Handwriting assessment
- Handwriting without Tears (RÁ and LS)
- Erasers are discouraged in Junior and Senior Infants to encourage children to ‘have a go’.
- Children who arrive into senior classes with another style of handwriting will be permitted
to continue this providing it is of a high and legible standard.
21Appendix 10a. Junior Infants – 1st Class Handwriting Scheme
- Capitals are first taught mid-year in Senior Infants.
- The capital style is consistent throughout the school.
22Appendix 10b. 2nd Class Handwriting Scheme
- Teach all lower case before capitals
- Capitals do not join to the rest of the word
- The letters b, o, p, r, s, w, x and z to not have an exit stroke at the end of a word
- The letters f, g, j, and y never have an exit stroke
- Wait until the end of a word to dot an i or j and cross a t or x
23Appendix 10c. 3rd – 6th Class Handwriting Scheme
* Denotes letters styles introduced in 3rd class.
24Appendix 11. Building Bridges of Understanding
Class Group Comprehension Strategy
Junior and Senior Infants - Thinking Aloud
- Predicting
- Visualisation / Creating Images
- Making Connections
1st and 2nd Class - Questioning
- Comparing
- Inferring
- Monitoring comprehension; Declunking/ Word Identification
3rd and 4th Class - Determining Importance
- Summarising and Paraphrasing
- Monitoring comprehension; Seeking Clarification
- Synthesising
5th and 6th Class - Skimming
- Scanning
- Application of Strategies
25Appendix 12. Reading and Comprehension
Class Activities Learning Support and RÁ
Junior - Big Books – Modelled reading (See LS use Oxford Reading
Infants attached list) Tree, Project X and other
- Starways – Len and Jen schemes to support
Senior - Flying Start (November Term 1) children with additional
Infants needs.
1st Class - Flying Start See SEN policy for a
comprehensive list of
2nd Class - Flying Start other schemes available.
- Comprehension Box SRA kit
3rd Class - Nelson Literacy Directions and Flying
Start
- Comprehension Box 1
4th Class - Nelson Literacy Directions and Flying
Start
- Comprehension Box 2
- Novel TBD
th
5 Class - Nelson Literacy Directions and Flying
Start
- Comprehension Box 3
- Novel TBD
6th Class - Nelson Literacy Directions and Flying
Start
- Comprehension Box 3
- Novel TBD
Other considerations:
- PM Assessment carried out twice annually. (January and May)
- New children who come to the school will be assessed upon arrival
- Nelson Literacy Directions are used once Flying Start is completed, these are
levelled by reading age. The child’s reading age can be obtained from their
standardised test results.
- School Library
- Mobile Library
- Visiting author
26Appendix 13. Big Books
Junior Infants Senior Infants
(Year 1) (Year 2)
September We’re Going on a Bear Hunt The Smartest Giant in Town
October Owl Babies Room on the Broom
November The Gruffalo Handa’s Hen
December Ten in a Bed The Gruffalo’s Child
January Handa’s Surprise Monkey Puzzle
February Farmer Duck Walking Through the Jungle
March Pig in a Pond Dear Zoo
April The Very Hungry Caterpillar A Squash and a Squeeze
May The Train Ride Sharing a Shell
June Rainbow Fish The Snail and the Whale
27Appendix 14. Aistear
Junior Infants Senior Infants
(Year 1) (Year 2)
September The Home Supermarket
October School Birthday Party
November Medical Centre Hairdressers
December The Post Office Toy Workshop
January Restaurant The Vet
February The Dentist Clothes Shop
March The Garden Centre The Garda Station
April
May The Train Station Space
June The Beach The Jungle
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