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English Plan

Introductory Statement

This plan was drawn up in collaboration with all members of staff. In it we hope to clarify our approaches to the teaching of English in our school based on the principles of learning outlined in the Primary school curriculum.

Rationale

To benefit teaching and learning in our school To conform to the principles of learning outlined in the Primary School

Curriculum To review the existing plan for English in light of changed emphases and new

methodologies outlined in the Primary School Curriculum

Vision

We hope that this plan will enable us to achieve the following:

Focus on oral language through discrete time. That pupils will enjoy English. That pupils will display competency in reading, speaking, and writing That pupils will develop confidence and competency in reading, oral and

writing. That pupils will develop the ability to read and write independently

Aims

We endorse the aims of the Primary School Curriculum for English

Promote positive attitudes and develop an appreciation of the value of language – spoken, read and written.

Create, foster and maintain the child’s interest in expression and communication.

Develop the child’s ability to engage appropriately in listener-speaker relationships.

Develop confidence and competency in listening, speaking, reading and writing.

Develop cognitive ability and the capacity to clarify thinking through oral language, writing and reading.

Enable the child to read and write independently. Enhance emotional, imaginative and aesthetic development through oral,

reading and writing experiences.This English plan will be addressed under the following headings:

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Curriculum Planning1. Strands and strand units2. Language Programme3. Assessment and record keeping4. Children with different needs5. Equality of participation and access

Organisational Planning6. Timetable7. Homework8. Library9. Resources and ICT10. Individual teachers’ planning and reporting11.Staff development12.Parental involvement13.Community links

Curriculum PlanningAll three strands (oral language, reading and writing) are intertwined and integrated with each other and other subjects. For the purpose of planning we are laying out our approaches by strand (oral, reading and writing). The area of poetry is dealt with under the oral language strand.Through planning it is hoped that teachers will become more familiar with the strands/strand units/content and objectives for their class groupings. We would also hope that it will help us to become familiar with those for other class levels .Our plan will also aid new teachers to achieve a degree of certainty and confidence in the teaching of the English curriculum. In our school multiple classes pose many organisational issues which we feel can be addressed by planning as a team. We would aim to ensure that over the pupils school life they will be introduced to most if not all aspects of the curriculum in a balanced, integrated and spiral manner.

1. Strands and strand units

The curriculum objectives are used as the objectives for each class level in our school:

Infants: Curriculum p.16 -21 First and Second Classes: Curriculum p.24 – p.32 Third and Fourth Classes: Curriculum p.36 – 45 Fifth and Sixth Classes: Curriculum p. 48 - 56

Please see Appendix A for an overview of the English curriculum for each class level.

2. Language programme

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This will be dealt with in three sections:(A) Oral Language(B) Reading(C) Writing

(A) Oral Language Aims

Foster use of correct vocabulary Speak clearly and expressively Perform in front of an audience and one-to-one Oral expression of thought Preparation of written work Acquire a love of literature, poetry and drama Correct use of grammatical structure Explore sound patterns

Language needs of the children in our school

From the outset of their schooling in the infant classroom the following needs have been identified

1. Attentiveness/Listening skills2. Vocabulary development3. Understanding and use of the form of language e.g. can they form a question.4. The use of expressive language i.e. can they give opinions

Pupils with specific or general language difficulties would be referred to speech and language therapists. For those pupils with specific or general language needs, we work on programmes in conjunction with speech and language therapists. We collaborate with Public Health Nurse and school and medical officer with regard to children with specific language difficulties. If necessary, children are referred for psychological assessment.

Approaches and Methodologies:

In the teaching of Oral language we are mindful of the five contexts used.

Talk and Discussion Play and Games Story Poetry and Rhyme Improvisational Drama and Mime

We encourage talk and discussion in paired or group work.

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Word association games and structured play provide opportunities to develop fluency and expressiveness. Poetry also allows pupils to explore a wide range of rich vocabulary both in listening to it being read aloud by the teacher or other pupils.Story and drama enhance children’s vocabulary and can be used as tools to create meaningful conversation in a structured format. These also help to expose weaker children to the use of good sentence structure and grammar which may they may not always be familiar with in their home environment.

In order to develop children social language we will practice formally the basic social functions, eg. greetings, phone calls, asking for something, saying thank you. We will encourage children to use these in their daily interaction with staff and visitors to the school.

We will aim to increase the range of phrases/words in the child’s vocabularyby encouraging them to improve their sentences. We will find other words for common words eg then, said. We will try to discourage the use of slang words in conversation.

By selecting themes in our planning we aim to have continuity throughout the programme. These themes also form the basis of the writing programme for the school.

Lessons involving pair/group work form the core of the oral language class. Many opportunities to work in these settings will be given to children at every level. We are aware of the opportunities to develop oral language in all areas of the curriculum, some examples include;

SESE questioning, instructions, comparing, reporting, evaluating, describing, recall vocabulary development,

SPHE is another area in which we can target skills such as turn talking, expressing opinions, talk and discussions, making choices, prioritising and debating.

The oral language activities and skills which can be developed through the children’s reading and writing instruction are:

Reading

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Predicting, oral questioning, discussion, role-play, opinions, oral cloze, summarise the story, re-tell, rhymes, phonological awareness, oral book reports etc

.

Writing

At the Pre-writing stage; discussion, brainstorming, and oral pre-telling (i.e. tell a partner what they are going to write about, collaborative writing, and reading aloud of what they have written.

All other classes include the above and the following: webbing, conferencing either with pupils or with teacher, vocabulary development and mini-grammar lessons and reading aloud of what they have written, alternative endings, discussions about other’s writing and things they liked about the writing.

Each teacher has a range of resources for the teaching of Oral Language in their classroom. A list of these is contained under “resources”

Pupils are given prompt questions in order to develop higher order thinking skills ie. Who? What? Where? When? How? Outcomes of stories being read are predicted and alternative endings discussed in reading lessons.

Our school places emphasis on oral questioning and in exploring comprehension passages we will discuss the answers as a class and will not always form a written response to our reading activities.

Children are encouraged especially through the SESE, SPHE and Drama to express feelings and explore experiences.

Discrete Oral Language

This is a timetabled oral language activity.

Time-tabling for discrete time

Infants: 10-15 mins daily 1st/2nd: 15 mins daily 3rd-6th:40 mins weekly

The lessons taught during discrete will aim to address the form eg questions, greetings, structure and use of language. For example; expressing opinion, disagree etc

Oral Language across the Curriculum

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All areas of the curriculum are used to develop oral language. In SESE talk and discussion forms a large part of the learning process. In maths problem solving and the use of the environment are vital to enhancing the learning process. These are just two examples of how the integrated curriculum serves the Oral language programme

Core Themes :

(1) Me (7) Feelings (Emotions)(2) My Family (8) Substance Abuse (Safety and Health)(3) Pastimes (9) Sports(4) Seasons (10)Major Events(5) Pets (11) People Who Help Us(6) Television (12) Books and Films.

Resources

(a) Chatterbox (b) Speaking and Listening Prim Ed

(c) Stay Safe (d) Walk Tall

(e) R.S.E. (f) “Be Safe”

(g) Prim Ed. Oral Language (h) Prim Ed. Listening

(I) C.D Tapes/Player (j) Books – Poetry, fiction/non- fiction, large

(k) Lego (l) Toys animals, human figures

(m) Sand, Water, Playdoh

Other systems and strategies for oral language

Talk About Debate Interview Puzzles Crosswords “First Line Intro” Last Line Sequence Cards Map Reading Co-operative Learning Pupils assess others readiness to listen.

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Book Reports Synopsis Pupils read aloud Mini Dramas Dress Up Mask/hat/for personality Formal Grammar lessons Show and Tell Invite local authors to read/talk about their work Manners lessons Word Tennis Word Lists Brain Storming Buzz Groups One Word Stories (only allow one word to tell story, mime the rest) News Time: Personal and local news (Infants – 6th class)

National news (3rd-6th classes)

International news (4th-6th classes)

Other Considerations in teaching oral language

Variety of Audiences

These are classmates, other classes, teachers, priests and other visitors to the classroom and performances. Children are given ample opportunities at all levels.

Infants: Parents and community at Christmas, visitors to the classroom.

Middle and senior classes: Perform for nearby classes, parents and community at Christmas, visitors to the classroom.

Organisational Settings

Infants: Whole class group, pair work and individually

Middle: Whole class group, pair work, individually and oral presentations on books to classmates.

Senior: Whole class, pair work, individually and oral presentations on researched information and debates/projects.

Parental Involvement

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On arrival into Junior Infants parents are informed of the centrality of oral language and its importance within the English curriculum. Tips are communicated to parents as to how to encourage oral language development at home. These tips are included in our booklet for incoming infants. The importance of speaking, listening and reading to the child is stressed.

Poetry

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We realise that poetry is intertwined in all three strands of the English curriculum.

Aside from the core poetry, at infant level rhymes are done on a weekly basis. One poem per month at all other class levels is covered. These may or may not be learnt off some may be used for discussion, reading, introduction to other curricular areas and enjoyment, A teacher’s choice of poetry should encompass a variety from the following: seasons, festival, home and family relationships , nature, magic and mystery, story, history and mythology and humour.

Compositions of poems begin in the middle classes.

Poetry should have a special place in children’s language experience.

We hope they will enjoy a rich and varied repertoire of poetry appropriate to their age and stage of development, throughout their primary school years.

Poetry should be seen as a pleasurable. The children will be exposed to a variety of poetry and poets and be encouraged to respond appropriately.

Junior room:

Emphasis will be on rhymes, nursery rhymes and jingles. We notice that many young children are coming into school and no longer know or are familiar with the old nursery rhymes that we learned ourselves. Rhymes and the whole idea of rhyming words make it attractive to young children and make it suitable for class/group recitation. The idea of repetition appeals to young children too.

As children get older we will introduce them to a wider range of poetry - funny, serious, story types, limericks, ballads etc.

Poetry should, we hope, engage their imaginations as well.

Poems chosen will vary in theme and style. Some may be historical, cultural and hopefully many will be poetry of the Irish poets.

It is important that children see poems do not have a set format -

may be written in verse may rhyme/not may be one long tale.

At senior level all this is very important and deeper analysis of the poems may be looked at:

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How did the poet feel when he wrote it? What did he/she many by? Do you agree/disagree?

Sometimes poems will be just read and no analysis will take place. Quiet meditation on some poems can be as important as some poetry can be destroyed with analysis. Our plan therefore will be that poems are read to children quite often and sometimes just left at that.

Children will be given opportunities to write their own poetry from time to time.

The choice of poems will be influenced by many factors including:

Time of year Weather Interests of children Integration with other areas of curriculum Events in the world Hope to broaden and deepen children’s interests.

Integration with other subjects:

Poetry is a great subject for integration - Art, P.E., History, Geography, but at the same time remembering that it must be treated as a poem and not just as a mere appendage to, or an illustration of another piece of learning.

The most effective way to respond to a poem is through discussion .

The children will be encouraged to:

Distinguish the deeper meaning Use of words Rhythm and rhyme Examine the function of repetition Recognise effects of simile and metaphor Examine effects of alliteration, onomatopoeia and imagery.

Sometimes two poems may be compared.

(B) Reading

Aims

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That children will develop the concepts of language and print That the child will be able to develop and master strategies needed for the

skill of reading. That the child will develop the ability to gather and retrieve information

through reading. That the child will develop the ability to analyse and criticise a written text. That the child will develop confidence to read publicly and independently That children will enjoy reading

Strategies to develop literacy

The central role of phonological and phonemic awareness in the acquisition of word identification strategies.

The use of reading schemes The development of class libraries The planning of book-related events such as book fairs, library visits,

storytelling. The use of alternative reading material, including textbooks from other areas

of the curriculum. The involvement of parents in children’s reading. The approach to assessment and remediation.

Emergent Reading

There is a great emphasis on oral language as a pre requisite to reading.

Pre-reading activity sheets and workbooks are used.

Big books are used for left to right orientation, familiarity with books layout.

Listening to reading, identifying sounds and words, collaborative reading.

There is also an emphasis on phonics and phonological awareness. Rhymes are used for reinforcing phonological awareness and sight words. Sight words are also taught discretely e.g. word boxes, language experience charts and big books. The child is exposed to a print rich environment during their first year in school and attention is brought to it regularly.

Formal reading begins in the first term of Senior Infants.

Instructional Reading (Senior Infants to 6 th Classes)

A formal reading scheme is used to ensure continuity and progression and a range of narrative and expository texts are used. Diagrammatic texts are used from 3 rd to 6th class. To contribute to a range of reading texts, other curricular areas are used as

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instructional reading. Poetry is also used for instructional reading purposes.

Phonics, word identification strategies are developed during instructional reading.

We also continue to develop a print rich environment at this stage.

Independent Reading/Developing a reading culture .

Independent reading is encouraged from 1st class onwards. Books are selected from the class library which they read in class and at home. Children are encouraged to engage in spare moment reading. Early finishers are encouraged to read books of their own choosing silently. Children in the middle and senior classes read from a broad range of reading materials such as the internet, newspapers on occasions, class library books both fact and fiction, and parallel readers.

Buddy reading will be used to encourage weaker pupils to become more confident towards reading.

Silent /independent reading happens regularly. The DEAR strategy is used in the school to encourage this.

Novels are used throughout the school to develop a reading culture and also to allow pupils to have a shared response to books. This allows for group discussions and helps pupils realise that responding to reading is a very personal thing and individual tastes can vary. Children, as they progress through the school, are asked to respond to text in many different and progressively challenging ways. Eg. Illustrate, favourite part/character, invent two questions for a character, alternative ending, what happened before, write a poem, write a letter to a character.

A print rich environment

A print rich environment is developed in the classroom and throughout the school building (writing samples displayed on notice boards)

In the infant classroom: Labelling, names, furniture, weather charts, sight words, words from readers samples of their work, posters, variety of books in the library, big books, job charts, sentence strips for news.

Middle and senior classes: samples of their work, magazine and newspaper articles, projects, thesaurus and dictionaries, class diary, variety of books in the library, IT, timelines.

A Basic Sight Vocabulary

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A basic sight vocabulary has been devised from Dolch sight Vocabulary list. - See Appendix B

The yardstick is approx

30 words in Junior Infants, plus 40 in Senior Infants, plus 50 in 1st class, plus 70 in 2nd class.

It is used as a form of diagnostic assessment.

Phonics

This can be defined as the ability of the child to hear, manipulate, segment and blend the constituent sounds in words. It is very important at all ages and should develop the three areas of

Syllabic awareness Onset and rime Phonemic awareness, ie. the ability of the child to hear the individual sounds

in words e.g. c-a-t.

Infant level: (part of phonics)

Jolly Phonics is used

1 st to 6 th classes

A spelling programme with a phonetic element is used from 1st – 6th.

Phonics is done on a daily basis in the infant classroom.

In the middle and senior classes phonological awareness broadens to include syllables, prefixes, suffixes in structured lessons and intermittently through reading as it arises.

World Identification Strategies

The following word identifications strategies are used:

Infant classes to 6 th class

Look and Say Contextual clues

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Grapho-phonics Onset and rime

3 rd class to 6 th class

Syntactic clues are introduced

Children need to use all of the above strategies to help them to read. The teacher will demonstrate on whole sentences the operation of these strategies in their own classrooms

Reading Schemes

In junior infants no formal reading scheme used.

Senior Infants

Folens Magic Emerald Series is introduced

Middle Classes

Folens Magic Emerald

Senior Classes

Folens Magic Emerald Series Ed Co Streets Ahead

In choosing a scheme in multiple class settings the teacher will bear in mind the needs of all pupils. Schemes are reviewed and teacher’s views are sought on new schemes as they become available. The ability or make up of a class will be taken into consideration when choosing. As we operate a book rental system, we will bear in mind the cost of changing the scheme.

Teachers review and choose workbooks for their own class.

Novels

Approaches to reading novels

Teacher/Child reads novel aloud to class (one book) Children/Teacher read (each child has a book) Individual children read own novel

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Children respond to novels through reviews, predict outcomes, character review, dictionary and thesaurus work, research topics from the novel.

Middle Class Novels

Novels will be chosen each year from the following selection

The Owl Who Was Afraid of the Dark The Enormous Crocodile BFG Matilda James and the Giant Peach Charlotte’s Web The Yuckee Prince Toms Sausage Lion Stanley The Butterfly Lion Tom Crean The Famine Trilogy

Senior Classes

Novels will be chosen each year from the following selection

The Boy in the Striped Pyjamas Guns of Easter A Winter of Spies The Amazing Story of Adolphus Tips Private Peaceful Bill and Fred I Am David Goodnight Mr. Tom The Wreck of the Zanzibar

Alternative Reading Material

Other novels by the same author are available in the class library.

Each classroom has its own selection of Library books supplied by Offaly Libraries. There is a mix of fiction, non-fiction, and poetry and in the infant room

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some picture books and big books. Teachers and pupils choose the books and they are changed on a regular basis.

Little books - e.g. Oxford Reading Tree Big Books in Junior and Senior Infants – The Midnight Feast, Mother

Hippopotamus’ Bad Hair Day. Parallel readers are in all classes from 2nd – 6th.

Children are encouraged to read from a variety of the supplementary material and a record is kept of same.

Comprehension Strategies

These will help to address the cognitive abilities of pupils and are taught formally through comprehension worksheets but also informally through the oral language, SESE and SPHE programmes. We have found the Prim Ed series of workbooks on comprehension to be a very valuable resource in this area. We use it to supplement our instruction in this area. As it is a graded scheme, it introduces many of the comprehension strategies in a systematic way.

Junior and Senior Infants - Literal questioning, sequencing and re-telling

Middle classes: Literal, inferential and beyond the text questioning and cloze strategies are employed. Re-telling, sequencing, prediction, summarising and character analysis skills are fostered. Scanning and skimming at 3rd class.

Senior Classes; literal, inferential and beyond the text questioning and cloze strategies are employed. Re-telling, sequencing, prediction, summarising, note taking, evaluation, character analysis skills are fostered. Scanning and skimming.

Book related events

Book Fairs: Visit Library Reading Initiative with Birr Library Visit from storytellers.

Parental Involvement

Infant classes: Junior Infant parents are informed of the centrality of reading and its importance within the English curriculum. Tips are sent home to parents as to how to encourage the development of it at home. The importance of reading to the child and listening to the child’s reading is stressed. A note to this effect is included in our

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booklet for incoming infants. At parent/teacher meetings these strategies and their importance are re-iterated.

Middle and Senior classes - parents are encouraged to monitor their reading and sign their homework diaries. Homework policy is communicated to the parents.

Resources

Each classroom has a range of resources specifically for their class.

Resources for children with special educational needs (CF: Special Educational Needs Policy)

Assessment

The class teachers will continue to monitor, record and report children’s progress using standardised attainment tests.

The following standardised tests will be used.

Micra T Drumcondra Reading Tests. Drumcondra Spelling Tests

The class teacher will liaise with the Learning Support teacher in relation to pupils who need/are in receipt of additional support in this area.

The results of these tests will be made available to the Principal and other teachers, Inspectors (if requested) and to Parents in the form of a General Report.

(C) Writing Aims

To create and foster the impulse to write. To develop competence, confidence and the ability to write independently.

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To clarify thought, through writing. To develop emotional and imaginative life through writing. To write clearly and expressively on a range of topics, in a variety of genres,

for different audiences and with reasonable control of the conventions of grammar, punctuation and spelling.

The child’s writing experience at school can contribute to his/her cognitive, emotional and imaginative development. Our aim would be that each child would be provided with the opportunity to develop skills that would enable him/her to write clearly, clarify concepts and express emotions through the writing process.

In our approach to writing, emphasis is placed on the following areas:

The process of writing The importance of writing as a way of communication Progression and continuity is reviewed during planning to ensure that

children’s writing skills are developed in an appropriate way.

The key elements in the writing process are as follows

Infants:

Drawing scribbling teacher as scribe language experience children writing their names words phrases sentences to go with pictures.

Middle classes: 1 st , 2 nd and 3 rd

Stories Poetry Lists Captions

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Own experiences Simple recounts Putting events in order Reading own work aloud to the class

In addition to the above 3 rd class also are introduced to:

Discussion Brainstorming Drawing Revising Editing and publishing

In addition to the above, Senior classes are also introduced to:

Stimulus Discussion Brainstorming Drafting Revising Editing and publishing Working with other children when writing

Handwriting

Infants - 1 st class

Print is used at this stage Emphasis is placed on correct pencil grip and good letter formation.

2 nd and 3 rd classes

Print leading to cursive

A scheme to introduce cursive script is taught in 2nd/3rd. Pupils spend 5-10 minutes each day on handwriting instruction and practice. In 1st to 3rd class, headline copies are used beginning with B2 and progressing to B4.Handwriting is corrected in these copies and further practice on areas of difficulty is given. The Modern Handwriting scheme (C.J. Fallon) for cursive writing us used.

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4 th - 6 th classes

At this stage children have been accustomed to using the cursive style of writing.

Children may have a preference for print over cursive handwriting and they are encouraged to use the style that they prefer themselves.

The importance of neatness in their chosen style of handwriting is emphasised.

Spelling

We use a multi dimensional approach and our spellings come from three sources

Words linked by sound patterns Words commonly used by children in their writing, including commonly mis-spelt words Words linked by a theme or topic

The following are the key elements used in the development of spelling skills:

Children are encouraged to use approximate spelling and to use dictionaries in writing.

Use of dictionaries/thesauruses We encourage the use of the Look, Say, Cover, Write, Check method. Linking spelling with sounds Linking spelling with onset and rime Having a print rich environment Becoming familiar with common spelling rules. Mnemonics

Spelling tests are administered in each room and the Drumcondra Spelling Test is administered at the end of each school year to pupils from 1st to 6th class.

Parents are encouraged to sign pupils spelling tests and at parent teacher meetings are asked to assist children in the learning of them. If a child is having difficulties parents are given pointers to aid their child.

Punctuation/Grammar.

Punctuation/grammar is introduced using class workbooks. During the writing process attention is drawn to particular rules eg plurals, tenses, nouns, capital letters, full stops etc. During the editing stage pupils’ attention should be drawn to mistakes in areas covered. Reading aloud a piece of writing can often highlight the

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importance of using correct grammar and punctuation. Teachers in selecting workbooks will bear in mind the content for these areas and ensure adequate consolidation without undue repetition taking place.

The importance of Oral Language :

We realise and endorse the centrality of oral language throughout the whole process of writing. We will endeavour to employ discussion beforehand, during, and after the process.

Creative Writing

This process begins in middle classes and in so far as possible is integrated into other subject areas, e.g. SPHE, SESE.

Topics are developed from oral language lessons and from other curricular areas. Pupils are also encouraged to select topics themselves on which to write.

Group work is encouraged when making a written response to reading, Drama, SPHE and SESE activities. Working with others to write a story/poem/speech is encouraged from time to time.

Differing Audiences

From time to time pupils may be asked to read aloud a piece of their own or others writing to peers, other classes, teachers, parents and members of the wider community.

Displays

Children’s writing will be displayed regularly in classrooms and school corridors.

ICT

The children in the senior room will be able to save, print and display their work using Word and Powerpoint.

Teachers may make use of websites that they deem appropriate for the writing process.

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Group work

Pupils will be asked to work with other pupils on particular topics/project/stories.

Themes

The children will write on a selection from the following

Me My Family Pastimes Seasons Pets Television Feelings, Emotions Health and Safety Sports Major Events People who help us Books and Films News Events

These topics link in with the Oral language themes and help to emphasise the experiences, ideas of the child when selecting topics

Writing Genres

Recount Procedure Report Narrative Persuasive Explanation

Over the year pupils will learn to write in at least three of the above genres. In multiple class situations a two year cycle is used to ensure that pupils will cover all six genres. .As children progress through the school they will be expected to write with more sophistication in these genres.

The guidance of the teacher

The teacher’s guidance is important in helping the child to

Choose topics Choose the genre in which to write Improve the quality of expression

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Elaborate on what he/she says Add new ideas Use the conventions of grammar, punctuation and spelling Achieve an acceptable level of overall presentation.

Process of Writing

Planning Drafting Conferencing/Discussion Editing Redrafting Re-edit if necessary Publishing

Through the use of the following strategies pupils are encouraged to clarify their thoughts through the writing process

Planning

Discussion to express ideas.

Brainstorming

Word Web

Reading of Poetry

Reading of Story to prompt thinking process.

Draft

Pupils write draft by themselves

Prompt words - Who? What? Where? When? Why? How? Which?

Discussion on Conferencing Stage

Groups of two or three with the teacher.

Pupil will say one positive thing about what is written.

Pupil will make one suggestion about what is written to make it better.

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Editing

Teacher/Pupil checks piece for mistakes

Re- Draft

Pupil writes second draft – adds more information or deletes.

Publishing

Piece written into copy onto sheet for file/display

Resources

Each teacher has a supply of resources suitable for their own class level.

Prim Ed series is used in the middle and senior classrooms as we have found this to be a very effective resource.

Assessment

Pupils will put their work into a copy/file/booklet.

Teacher compares pupil’s work at the following times of the school year – September, December, March, June

Teacher observation is used as an ongoing method of assessment in this area.

3. Assessment and Record Keeping

AssessmentAssessment is used by teachers to inform their planning, selection and management of learning activities so that they can make the best possible provision for meeting the varied needs of the children in our school.

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Teachers use the following range of assessment approaches

Teacher observation. Teacher designed tasks and tests. Work samples, projects, portfolios, diagnostic tests, standardised tests. Informal Assessment is ongoing throughout the year. Standardised tests in reading and spelling once a year for 2nd-6th,twice a year

for 1st

Micra -T as early screening Standardised tests: Micra -T, Drumcondra Tests. NRIT-1st class or as required MIST-5th term of child’s school career Recording – test results recorded and kept on file

.Children’s progress is communicated to parents at Parent Teacher Meetings and in the end of year report. Staff are open to meeting parents during the school year to discuss concerns or difficulties.

CF: Assessment and Evaluation Policy, Special Education Needs Policy and Learning Support Policy for further information on this

Record KeepingWe retain records in line with the procedures outlined in our record keeping policy.

4. Children with different needs

As individuals within the classroom the school recognises that children will have differing needs and as a staff we will endeavour to cater for them within the limited constraints pertaining.

Children in receipt of supplementary teaching/gifted children – refer to our Special Education Needs and Learning Support Policy.

Early identification of and support for children with reading difficulties

The teaching of English will be co-ordinated with the Learning Support team but it is our plan to identify problems early and intervention should take place as early as possible

Children may be withdrawn for help Children may work in a small group with the learning support teacher

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Single classes may be withdrawn by learning support teacher for work on a particular subject or theme

There is more detailed information on this area in our Special Education Needs and Learning Support Policy.

5. Equality of participation and access

Every child is treated equally in the school and all staff ensure that every child participates fully (based upon each child’s potential) in the English programme. This is in line with our Equality, Access and Participation Policy.

Organisational Planning

6. Timetable

The following is the time allocation for English

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Time: First class to sixth – 4 hours per week Infants – 3 hours per week

There is discretionary time available each week that teachers can occasionally use to support the English curriculum

A thematic/cross curricular approach is also used by teachers when covering areas of the English curriculum:

For example: Novels linked with appropriate theme in History

7. Homework

Homework should be in line with the three strands as set out in the curriculum for English.

There is a balance between oral, reading and writing. Homework allocated takes account of pupils individual needs. Homework is given to consolidate work done in class during the day. No work

previously unprepared is given to the children. Children with special educational needs are given separate homework

(according to their IEP). There is co-ordination between the class teacher and Learning Support teacher in this area.

8. Library

The school avails of the facilities offered by Offaly County Library. Children undertake trips to the local in library in Birr once a year and they are encouraged to visit the library in their own time with their parents. We have set up a reading initiative with Birr library. Each class library is well stocked with a wide variety of books which cater for a range of abilities. There is a library room in our school building. We aim to make better use of this resource in the school year 2010/2011.

9. Resources and ICT

ResourcesEach teacher has a range of resources for each class level in their own classroom. In this plan we have already documented some of the resources which may be used in the different strand areas. For resources in Special Education see our Special Education Policy.

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ICTThe following resources are available in the school:

Prim Ed Interactive Literacy Word Shark Eye Track Lexia Reading System Bailey’s Book House Tizzy’s Toy Box Clicker

Teachers use a wide variety of websites that they deem appropriate for their own class situation. Details of these are outlined in the teacher’s individual plans.

We have an Acceptable Usage Policy which outlines our guidelines for using the internet in the classroom.

10. Individual teachers’ planning and reporting

Teachers should base their long term and short term plans on the approaches set out in this whole school plan for English, Work covered will be outlined in the Cuntas Míosiúil which is submitted to the principal.

11. Staff development

Teachers are made aware of any opportunities for further professional development through participation in courses available in Education Centres or other venues. All notices regarding training, summer courses and in – service are posted in the staffroom. Because of our small school environment, approaches and methodologies are shared and discussed on an ongoing, informal basis.

12. Parental involvement – home school links

The use of the homework journal is a vehicle for two – way communication between teacher and parent on progress in English and other subject areas.

Parents are encouraged to actively participate in pupil’s English homework. They are asked to

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Listen to their child reading Bring them to the library on a regular basis Assist in oral language development by supporting any work sent home by

teachers in this area.

We hold a book fair every year. Parents are very supportive of this initiative.

Individual parent/teacher meetings are held annually in February. Teachers and parents are afforded the chance to discuss each individual child’s progress in English and in other areas, and ways of assisting that progress. Parents and teachers are welcome to make individual arrangements to discuss matters of relevance at other times of the school year.

13. Community Links

We invite local storytellers/poets to visit our school during the Slieve Bloom Storytelling festival each year. We are open to facilitating visits from any authors who may wish to visit the school. We have attended talks by authors that have been organised by Birr Library.

Children in senior classes compile a termly newsletter about school events for circulation in the community.

Children e-mail details of school activities to the local newspaper as appropriate.

Success criteria

The success of this plan will be measured using the following criteria:

The implementation of this plan will be evident in the work of the teachers. Continuity of content and methodology will be evident in teacher’s preparation

and monthly reports.

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On-going assessment, formal and informal, will show that pupils are acquiring an understanding of, and a proficiency in language skills appropriate to their age and ability.

We feel that we have achieved success in the following areas

Children show an interest in expressing themselves and in communicating with others.

Children have an ability to engage appropriately in listener – speaker relationships (as appropriate to their stage of development)

Children are engaged in a variety of genre in reading and writing Comprehension skills and higher order thinking skills are being developed

throughout the school through oral language, reading and writing.

Implementation

Roles and Responsibilities

Class teachers are responsible for the implementation of the English programme in their own classes. The post holder with responsibility from English (currently Mrs. Williams) supports the implementation of the English programme and is also responsible for the distribution and monitoring of resources. She also provides feedback to the staff as required.

Review

This document, completed in February 2010, was the result of a review of our original policy document which was first created in 2006 and now supersedes it. It will be reviewed again in the school year 2012/2013.

Roles and Responsibilities

The following personnel will be involved in the review:

Teachers Pupils Parents

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Plan co-ordinator (Mrs. Williams) BOM

Mrs. Williams has overall responsibility for co-ordinating the review. Mrs. Williams has been assigned the responsibility of ensuring any new staff/substitutes are aware of the location and content of the plan. She will also seek recommendations for review of the plan as the need arises and advise staff of changes made.

Ratification and Communication

This plan was ratified by the Board of Management on 9th February 2010.

A copy will be circulated to all staff for approval/review and a copy will be placed in the curriculum policy file in the Principals office. Parents will be informed of the availability of the policy in the school if they wish to view it.

Appendix A – Overview of the English Curriculum

Infant classes

Strands Strand units

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Receptiveness to language Oraldeveloping receptiveness to oral languageReadingdeveloping concepts of language and printWritingcreating and fostering the impulse to write

Competence and confidence in using language

Oraldeveloping competence and confidence in using oral languageReadingdeveloping reading skills and strategiesWritingdeveloping competence, confidence and the ability to write independently

Developing cognitive abilities through language

Oraldeveloping cognitive abilities through oral languageReadingdeveloping interests, attitudes and the ability to thinkWritingclarifying thought through writing

Emotional and imaginative development through language

Oraldeveloping emotional and imaginative life through oral languageReadingresponding to textWritingdeveloping emotional and imaginative life through writing

First and Second classes

Strands Strand unitsReceptiveness to language Oral

developing receptiveness to oral languageReading

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developing strategiesWritingcreating and fostering the impulse to write


Oraldeveloping competence and confidence in using oral languageReadingreading for pleasure and informationWritingdeveloping competence, confidence and the ability to write independently


Oraldeveloping cognitive abilities through oral languageReadingdeveloping interests, attitudes and the ability to thinkWritingclarifying thought through writing



Third and Fourth classesStrands Strand unitsReceptiveness to language Oral

developing receptiveness to oral language

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Readingdeveloping strategiesWritingcreating and fostering the impulse to write




Oraldeveloping cognitive abilities through oral languageReadingdeveloping interests, attitudes, information retrieval skills and the ability to thinkWritingclarifying thought through writing

Emotional and imaginativedevelopment through language


Fifth and Sixth classes

Strands Strand unitsReceptiveness to language Oral

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developing receptiveness to oral languageReadingdeveloping strategiesWritingcreating and fostering the impulse to write




Oraldeveloping cognitive abilities through oral languageReadingdeveloping interests, attitudes, information retrieval skills and the ability to thinkWritingclarifying thought through writing



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middle and - seir kieran's n.s. web viewjolly phonics is used ... print and display their work...

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