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English Policy
Introduction:
Over the past four years we have being reviewing , amending, changing , introducing new ideas and practices to build on the strengths and needs identified in our current policy for English, to ensure that the requirements of the Revised Curriculum were adhered to and to make the policy more user friendly.
The policy was prepared by all the members of staff, under the guidance of Curriculum leader for English.
Vision: At St. Patrick’s N.S. the English Curriculum is central to all our teaching and promotes all aspects of the curriculum. Through the English CurriculumChildren will be given the opportunity to develop the skills of, Speaking Listening, Reading, Writing, Spelling and Handwriting through following the guidance of the revised Curriculum for English.We cater for children from urban and rural areas as well as non- nationals and children with special needs. The classes are vertically grouped.
Aims:
The aims of the English language curriculum are to:
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 competence 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.
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Oral Language.
Mission Statement.
As a staff we acknowledge the centrality of oral language right across the whole curriculum.We need to promote oral language so that children are confident and able to express themselves. There is extra language support available where required.
Introduction
Here in St. Patrick’s we will try and use every opportunity we can to promote oral language development as we engage with all the other subjects.Our whole school plan comprises 4 sections.Section 1: Oral Language Across the CurriculumSection 2: Oral Language in Literacy ActivitiesSection 3: Discrete Oral Language Activities
Section 1. Oral Language Across the Curriculum
We will do this through:
1. Integration: Many of the subjects deal with similar themes, e.g. Topic of Myself is covered in Maths, Science, Geography, History, Religion, Walk tall programme and English.
2. Through the use of concrete materials – when children’s hands are busy they are more fluent and articulate.
3. The use of audio-visual material on the interactive whiteboard e.g. pictures, posters, postcards, photographs, video, cd rom, song/story tapes, coloring sheets, worksheets.
4. The use of ready-made educational packs from different organisations5. The use of a challenging vocabulary —(nouns, verbs, adjectives,
adverbs, prepositions, compound word etc.) set an appropriate level suited to the different topics in subject areas. e.g. electricity, fractions.
6. The vocabulary will be suitable to each class level and will expand as they go up through the levels.
. The use of the five principal contexts for oral language development (p.38 of the Teacher Guidelines):
1) Talk and discussion2) Play and Games3) Story4) Improvisational Drama5) Poetry and Rhyme.
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7. Organisation Settings—Whole-class, pair work, group work, individual presentations etc.
8. Use of hypothetical explanatory language. 9. Participation by all the children. We will endeavor to involve all the children in the class .
10. Use of I.C.T. as a tool for language development.11. Aistear: oral language lessons based on topics taken from SESE
programme and others. . The role of the Teacher: Teachers will act as good role models in the promotion of oral language, through the use of challenging vocabulary.
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Section 2 Oral Language in Literacy Activities
Oral Language Strategies in Reading
Comprehension and oral language –9 bullet points T.G. P63
Think aloud – teacher models this during whole class reading and encourages ch. to use it – especially during pair/group reading (T.G.p63)
Read aloud – ch. have turns frequently to take turns reading to the group/class/other audiences (narrative drama, own personal writing)
Oral Book Reports – using jigsaw technique, when a book has been read by a whole group.
Picture Stimulus – Ask children to interpret a bare text or part of it through drawing and this can be used as part of a class discussion
Picture Books – Good quality illustrations to aid visualising and verbalising skills and enhance the content and quality of exploratory talk.
Through Tracking – choose two characters from a story and at various times in a story discuss what they might be thinking (‘snowball’ this one – pair with another pair)
Think--pair –share – all the class read a set piece of text quietly on their own and then discusses it using this strategy.
Twinning – using a theme from a recently read story or expository text, children create a story with a partner.
K.W.L.- (in pairs) ch. will have been taught this strategy as they work in pairs on researching topics (project work) or just a piece of expository text. What do I know? What do I want to know ? What did I learn?
Debating Making Connections Predicting Inferring Summarizing Synthesizing Clarifying Self Questioning Determining Importance Creating Images
Oral Languages Strategies in Writing Brainstorming, Webbing, Research Conferencing – T.G. p82. Children are encouraged, where possible, to ask
(at most) three other peers for help before asking teacher.
Organise response partners within the class-with charts to clarify roles and responsibilities.Find something positive to say about the childs writing, suggest ways it could be improved, and look for spelling mistakes and punctuality.
Think Aloud – ch. use this as part of the process of writing.
Read Aloud – sharing personal writing with groups/class/other audiences. T.G. p84
Active Listening – to other children reading their personal writing and commenting constructively.
Character Profile – ch. develop a personal one over the year. They write profiles of characters from novels etc. and lists of words to describe them.
Word Wall— whole class actively help clarify the functions of words in sentences. Print rich environment
Adjective Frames – whole class activity on w.b. Names of characters are written across w.b. and ch. brainstorm adjectives for describing characters (they can refer to their character portfolios)
Thought tracking – in pairs, write some of the thoughts of characters in a story in thought bubbles.
Ideas— from the following website www.scoilnet.ie
Debating Making Connections Predicting Inferring Summarizing Synthesizing Clarifying Self Questioning Determining Importance Creating Images Prewriting Activities – rhyming words, story building, add on to the story, silly characters, tennis elbow (word association) fairy tales with a difference
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Section 3Discrete Oral Language
If the teacher notices a general weakness in the class in a particular language skill, while involved in any lesson (history, maths etc.), he/she can proceed to plan a discrete oral language lesson.Where he/she notices one child or a small number of children who are having difficulty with a language skill that the rest of the class are fairly competent in he /she can organise a discrete mini lesson for them.
List of skills in set lessons:
Listening and responding Sequencing Following instructions Giving directions Vocabulary extension Define words (definition) Comprehension Asking questions: (who, what, why, when, where, how)
Skills will be developed at various stages up through the school.
Oral Language Resources in Use(in set lessons and/or in mini-lessons)
Posters. WalkTall News Newspapers Art Circle Time Games jigsaws Computer Oral Language Cards Folens, Speaking and Listening Literacy Leap Big Cats Nelson Comprehension Cards Story Building Cards Novels Class Story Books; related to visualization, prediction
(comprehension strategy books) Wordwise (Infants to Second class) Topics from Small World Photographs
READING
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Mission Statement
We hope to foster in each child a sense of enjoyment and a positive approach to reading by giving him/her access to a wide range of texts, appropriate to their own level. We want to enable each child to acquire a range of skills that will allow him/her to develop as a confident reader.
Phonological Awareness
Phonological Awareness can be defined as sensitivity to the sounds of words. It is the ability to hear sounds in words in the correct sequence and to segment, count, blend and manipulate them. We acknowledge the importance to the well-developed phonological awareness skills in children’s success in reading. We will be systematically teaching phonological awareness skills up through the school both formally and informally. We will be linking our phonological activities with spellings.
Programme for Developing Phonological Awareness
There are three stages to this programme:Stage One: Syllabic Awareness [Beginning ~ Infant Classes]Stage Two: Onset-Rime [Intermediate ~ Infant Classes]Stage Three: Phonemic Awareness [Continuation ~ Infant & First/Second Classes] These three stages would normally be covered by the time the children reach the end of second class.
Our phonic programme is based on Jolly Phonics for infants up to 6th class. This issystematic programme which recommends daily instruction .
Jr. Infants: The children will have covered the 42 letter sounds listed in the introductory Jolly Phonic Programme (see appendix)Sr. Infants: Jolly Grammar Handbook 1 (1- 30)First Class: Jolly Grammar Handbook 1 (31 – 36) Jolly Grammar Handbook 2 (1 – 23)Second Class: Jolly Grammar Handbook 2 (24 – 36) Jolly Grammar Handbook 3 (1 – 9)Third Class: Jolly Grammar Handbook 3 (10 – 36)Fourth Class: Jolly Grammar Handbook 4 (1 – 30)Fifth Class: Jolly Grammar Handbook 4 (31 – 36) Jolly Grammar Handbook 5 (1 – 23)Sixth Class: Jolly Grammar Handbook 5 (24 – 36) Jolly Grammar Handbook 6 (1 – 17)
There is a strong emphasis on dictation. (see appendix)
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Reading Programme:Junior/Senior Infants
Junior Infants:C lass Readers
Big Cats; differentiated reading programme. Lilac and Pink bands in series.
Senior Infants:Class ReaderBig Cats; differentiated reading programme. Pink, Red and Yellow bands in series.
Supplementary Readers Junior and Senior Infants:
DandelionsSongbirdsJollyphonics Wordbox and flashcardsReading Comprehension Strategy Books (See Appendix 1)
Junior Infant Big BooksRead with Mummy: Puss in Boots
Snow white and the Seven DwarfsThe Billy Goats GruffLittle Red Riding HoodThe Gingerbread ManGoldilocks and the Three BearsThe Three Little PigsOver in the MeadowFour big books from the Starways series Poetry:
Rhyme Away, Big Guess How Much I Love You Book of RhymesMrs. Honey’s HatAll Better Bears Wandsville FriendsThe Enormous Turnip Wandsville RhymesGoldilocks and the Three Bears Fairytales 1,2.A is for AfricaTalk about Maths- MathematicFour big books from the Elf seriesGuzzlers Big book of energy The Farmer in the DellTwo big books from Nelson Flying boot seriesOld MacDonald had a farm
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Senior Infant Big Book MathsTen Tiny Teddies (introduces alphabet) Little Miss MuffetThe Pig in the Pond (animals and noises they make) counts to 10This is the Bear (very simple and repetitive) Over the MeadowsDear Zoo (lift the flaps book – simple language) Five little ducksThe Ugly Duckling Ten in the BedThis is the House that Jack Built“Where’s My Teddy”Can’t you sleep Little Bear?We’re going on a Bear HuntThe Kings SocksGran, GranHow to Kick Start a DragonThe little Dutch BoyDon’t Do thatTidy Tim Big literacy books A and BArriving
MethodologiesSequencingExpand vocabularyDevelop own languageRetell storiesDiscuss events, characters and consequencesPredict what will happen next Story structureMake new booksUse the story as a base to integrate it into other subjects:- Make Connections
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First/Second Class Big Cats; differentiated reading programme. Yellow, Blue, Green, Orange, Turquoise and Purple bands in series.Reading Zone:- Grumpy Teaspoon, Finn’s Dream, The Four FriendsWordwise workbook storiesComprehension BoxIXLReading Comprehension Strategy Books (See Appendix 1)
Class Novel1st Class “Alfie Green”, “The Owl Who Was Afraid Of The Dark”2nd Class “Flat Stanley”, “Diary of a Killer Cat”
“The Mousehole Cat”
3 rd and 4 th Big Cats; differentiated reading programme. Blue, Green, Orange, Turquoise, Purple, Gold, Grey, White bands in series.IXLReading Comprehension Strategy Books (See Appendix 1)
3 rd class 4 th Class. Trolls , Squirrels and Dragons. Lets Go – Stage 3 Book 2 Literacy Leap 3rd Literacy Leap 4th Treasury C. Treasury D.
Class NovelsThe Great Pig Escape Charlottes WebStanley Under the Hawthorn TreeThe Butterfly Lion Wildflower GirlAdam’s Starling
5 th and 6 th Class Big Cats; differentiated reading programme. Blue, Green, Orange, Turquoise, Purple, Gold, Grey, White bands in series.Read TheoryIXLReading Comprehension Strategy Books (See Appendix 1)
5 TH Class Novels Fields of Home Tom Crean The Ice Man Holes
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Born To Run 1916 Molly’s Diary Castle in the Attic
6 th Class Novels Goodnight Mr. Tom Young Rebels (Small groups/ set of novels)Benny and Omar Boy in Striped Pyjamas
Reading Strategies.
See Book: Guiding Comprehension – Reading for Meaning (See Appendix 2)
Overview of comprehension strategies (See Appendix 3) Teaching comprehension strategies per Class (Appendix 4) Experience reading process being modeled; Encounter early reading through collaborative reading of large format
books and language experience materials; build up a sight vocabulary; know to isolate beginning/middle/final sounds in written words; use knowledge of word order, illustration context and initial letter to
identify unknown words; learn to connect beginnings of words and syllables with their rhyming
parts as an auditory and visual exercise (and/hand); use knowledge of letter sound relationships (phonic cues) grammar
and syntax (syntactic cues) and surrounding text (contextual cues) when attempting to identify unfamiliar words;
self-correct reading errors, when what he/she writes does not make sense;
develop reading skills through engaging with reading material appropriate to his/her stage development;
adapt his/her reading style for different purposes ( browsing, scanning, skimming)
refine his/her listening skills through hearing teacher read aloud; achieve proficiency in word identification by refining the different
work identification skills; improve his/her ability to recognise and understand works by using
root words, prefixes, suffixes and syllabication; engage with an increasing range of narrative expository and
representational text; become self-reliant , confident, independent readers, having time in
class for sustained silent reading.
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Resource Class Learning and Language Support.
Fuzzbuzz Reading Scheme (complete) by Oxford Ginn Reading 360
Sails Literary Series (complete)
Wolf Hill Series I Wonder Series Beginner Reader Series A Pup Fiction Adventure SeriesBarrington Stokes Talisman Series
PhonicsJolly PhonicsNewhall LiteracyAlpha to Omega Series.Pat ProgrammePrim Ed. Workbooks 1,2,3,Prim Ed. “The Big Book of Phonics”
The Role of the Story.
Story is a feature of every class, infants to sixth, in our school. They have
an opportunity to listen on a regular basis to a rich and varied selection of
stories read by teacher or from use of I.T.
The Role of Poetry.
Children engage in poetry from Infants to Sixth class in our school. They enjoy a rich and varied repertoire of poetry appropriate to their age. They get the opportunity to listen to, read and write poetry. Each class learns a minimum of two poems per year to recite off by heart.
Policy on Novel: We use the novel in three different ways:
1. The teacher reads a novel in instalments over a period of time for the children’s enjoyment.
2. They make personal choices from the class library and read these novels in their own time,
3. Whole class engagement with a class novel over a number of weeks.
We engage the children in a variety of oral and written activities based on the novel in hand. We take a cross curricular approach and try to link our novels with other areas of the curriculum- Visual Arts SPHE Geography and History in particular.
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Library Policy
Here at St. Patrick’s we acknowledge that the ability to read is especially important in childhood. For children reading sustains imaginative growth and opens the gateway to learning. Access to books at home and in school is essential to develop the skill of reading. We present and promote books in a way that children will come to appreciate reading as a useful and pleasurable experience.
School LibraryEach class is timetabled for a weekly session in the library.
Classroom Library:Each class has its own class library, creating an atmosphere in which books and reading are seen as available and pleasurable. Community Library:Children are encouraged to use library in home area. Contact is made with Newbridge Library, related to reading activities and competitions.
Policy on Book-related events. Annual Book Fair – organised by Deirdre Kingston Write – a book Project mainly third to sixth classes DEAR (Senior Infants – 6th class) World Book Day celebrations
Policy on Role of Parents
The parents of the children in our school have a crucial role to play in their children’s language development. We place specific emphasis on their role in developing their children’s reading skillsIn September the parents of all classes receive a letter to inform them of the Big Cats reading programme for their class level.At regular intervals during the school year the parents of Infants receive notes home giving guidance on aspects of pre-reading and reading.
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WritingWe at St. Patrick’s enhance their confidence through constant practice in the process of writing. Children write for different audiences, on a wide range of topics and in a variety of genres.Children experience and enjoy a print – rich environment. Each child’s writing is valued and displayed.Children’s writing is regularly displayed in the classroom throughout the year.We are using elements of the “PM Writing” programme such as writing frames and a standardised whole school use of the relevant language and approaches. Eg title, orientation, resolution etc.
1 st Class to 6 th Class Follow a 2 year cycle to cover the variety of genres:1st Class- Narrative, Recount2nd Class- Narrative, Recount, Description and Procedure3rd Class- Narrative, Recount, Description Procedure, Explanation and Report4th Class- Narrative, Recount, Description Procedure, Explanation Report and Exposition5th Class- All seven genres 6th Class- All seven genres
Narrative and recount are covered in each class but the above genres should be covered in more detail over the two year cycle.
Writing Programme:The following is a class by class list of objectives for writing under the four strands that children will, in so far as possible, be enabled to attain.
Writing Programme Junior/Senior Infants
1.Receptiveness to Language:Experience and enjoy a print-rich environmentReceive help from the teacher, who will sometimes act as script to assist with accuracy and presentation.Write and draw frequently.Write for different audiences.See personal writing displayed.Read personal writing aloud and hear it read.
2.Competence and confidence in using language:Pre cursive Jr. and Snr. InfantsWriting table in AistearJoin diagraphsLearn to form individual letters using various materials.Write and draw.Understand the left-right, top-bottom orientation of writingDevelop a satisfactory grip of writing implements.
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Copy words from signs in the environment.Copy letters and words informally as part of class activities.Write his/her name.Use labels to name familiar people and things.Write letters and words from memory.Become aware of lower-case and capital letters and full stop.Develop the confidence to use approximate spelling.Begin to develop conventional spelling of simple words.See the teacher model writing as an enjoyable experience.Choose subjects for drawing and writing.Choose the form of expression he/she finds appropriate.
3.Developing cognitive ability through language:Draw a picture and write about it.Draw and write about everyday experience or about something just learned.Write naming words and add descriptive words.Rewrite sentences to make the message clearer.
4. Emotional and imaginative development through language:Draw and write about feelingsDraw and write about things he/she likes and dislikes.Hear, repeat and elaborate on words, phrases and sentences modeled by the teacher.Learn to adopt appropriate verb and non-verb behaviour to secure and maintain the attention of a partner. (informally)Mime and interpret gesture, movement and attitude conveying various emotions.
Writing Ideas/Resources for Junior & Senior Infants Provision of print- rich environment e.g. labels, flashcards, posters,
children labeling. Teacher as scribe- pupils tell story and teacher writes and pupils may
copy/type. Compilation of Our News on I.W.B Scribbling, writing patterns using different media e.g. chalk, crayon,
print. Tracing of basic letters on sandpaper and sand , making letters with
playdoh and use of magnetic letters Letter formation including lower case, upper case, capital letters and
full stop Making cards and writing simple messages Copying/writing own name, environmental labels, words and simple
sentences Writing for different people/ purposes e.g. card, name on art work,
writing corner Making of little/ big books e.g. My Big Book about…..Autumn
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Teacher models letter formation on the blackboard/ air and pupils imitate
Start with the dot- left to right, top/bottom, front/back Teach writing grip progression from chubby crayons to chublets, to
chubby pencils to standard pencils Allow children to spell their own words- approximate spelling Draw a picture and write about it e.g. name, caption, sentence Add descriptive words to naming words Dominoes- match the start of a sentence with an ending and write Draw and write about feelings e.g. happy face and write the word
“happy”, I feel sad/ happy when…. Display personal writing and read pupils’ writing aloud Writer and writer’s friend, Author and Author’s chair Paired writing Story recall Character descriptions Topic Dictionary with key words. Using pictures from the Jolly Phonics Programme to write sentences
independently
Writing Programme First/Second Classes 1.Receptiveness to Language:Experience a classroom environment that encourages writing.Observe the teacher as he/she models writing stories.Seek help from the teacher in order to achieve accuracy and an appropriate standard presentation.Experience how a story structure is organised by reading and listening to fiction.Write regularly for different audiences.Choose topics to write about.Explore different genres.Work with other children when writing.Have writing valued.2.Competence and confidence in using language: Experience an abundance of oral language activity when preparing a writing task.Realise that first attempts at writing are not necessarily the finished product and learn to undertake second drafts in order to improve writing. Understand that the use of punctuation help to make meaning clearer in writing.Spell words in a recognisable way based on an awareness of most common spelling strings and patterns.Use approximate spelling as an interim measure in mastering the conventions of spelling.
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Spell correctly a range of familiar, important and regular occurring words and use a variety of sources as aids to spelling.Choose topics of writing after conferring with the teacher.Have regular opportunities to write for himself/herself or for others.Decide whether or not to re-draft a piece of writing.Confer with the teacher and others on the quality of presentation.Write notes and messages to different audiences.
3. Developing cognitive abilities through language: Write in a variety of genres.Write a version of a story told by the teacher.Write about something that has been learned.Write the significant details about an event or an activity.Write an explanation for something.Re-read work, confer with the teacher or others about it, and then rewrite it.Write simple sentence and add words to it to extend its meaning.Listen to a story and write down questions to ask about it.Write answers to questions asked by the teacher.4. Emotional and imaginative development through language.Express feelings in writing. Write about experiences.Listen to the experience of others and express reaction to them in writing.Draw and write about sensory experiences.Write about feeling experienced in drama activities
Draw and write stories and poemsExpress in writing likes and dislikes about events and characters in stories and poemsListen to music and write about it.
Writing: Ideas/Resources for 1 st and 2 nd Classes
Teacher as scribe, modeling story structure Print rich environment e.g. labels, captions, displays of simple
sentences/stories, writing corner Oral preparation for all written work Express feelings in print, write about experiences, write about senses Spelling in accordance with school policy Choose writing topic through brainstorming, mind mapping, drawing
up lists of favourite topics Pupil select own topic to write about Personal writing collections/ free writing copy/ thinking hat task copy Lists, messages, reminders, letters, invitations. Write for self, other pupils, teacher, parents Write the important details of an event e.g. school/local event Class story Writing pairs/ groups for editing and redrafting Pupils read own work to class/ at assembly Displays of writing in corridor PM writing scheme
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Writing Programme Third/Fourth Class
1. Receptiveness to language; Experience a classroom environment that encourages writing.Observe the teacher modeling different writing genres.Re-read his/her writing for pleasure.Choose the audience for which to write.Choose both the subject and guidance for of his/her writingSee his/her writing valued (audience give one good point about piece of writing and one point that could be improved upon)
2.Competence and confidence in using languageWrite regularly, and gradually extend the period over which a writing effort is sustained.Engage with the writing of one piece over a period.Experience varied and consistent oral language activity as a preparation for writingLearn to use questions as a mechanism for expanding and developing a story.Give sequence to ideas and events in stories.Develop an appreciation of how the intended audience should influence the nature of a piece of writing.Develop an awareness of the difference between written language and oral language.Learn to revise and re-draft writing.Learn to use a wider range of punctuation marks with greater accuracy as part of the revision and edition process.Learn to write with increasing grammatical accuracy through the process of revision and editing.Use a range of aids and strategies, including the use of approximate spelling, to improve his/her command of spelling.Write in a legible joined script with confidence and fluency.Develop his/her ability to write using information technology.Opportunities to select his/her own topics for writing.Co-operate in writing a record of class activities.Engage in free writing on a regular basis.
3.Developing cognitive abilities through language.Write in a variety of genres with greater sophistication.Read a story and write it in his/her own words.Read a narrative or expository piece and summarise it.Write about ideas encountered in other areas of the curriculumWrite down directions on how to perform a particular process.Write a list of questions about a particular topic and prioritise themWrite a sentence and elaborate on it by adding one or more ideas to it.
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Expand and clarify his/her thoughts on a particular idea or topic through drafting and re-drafting.
4.Emotional and imaginative development through language.Express his/her reactions to a particular experiences in writing.Write about experiences and feelings in diary from.Create stories and poems.Write extended stories in book form.Write about favourite moments, characters and events in stories.Express in writing his/her reactions to personal reading.Use his/her own art work and that of others as a stimulus to writing.
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Writing: Ideas/Resources for 3 rd and 4 th Classes Personal class diary (History Journal) Poetry writing Pupils write to one another for a specific purpose Party invitation Write a joke book (clarify boundaries) Write a quiz on a particular topic Write a set of directions Devise an evacuation plan for the building Collate class rules Give a sentence- each child writes for five minutes starting with that
sentence Give 6 to 8 words- build a story around them Letters of thanks, complaint, invitation Display pupils’ written work- writing corner, corridor display, school
anthology/ newsletter. Encourage pupils to ornament work for display. Create book covers Pupils read written work aloud to class/ assembly Create boxes of facts etc for projects Brainstorm for story writing and use questions to expand. Sequence
events. Discuss different beginnings and endings Paired/ group writing Write a book for a younger family member/ younger classes (class
book) Email pen pal, friend, other school Provide middle of story – tease out beginning and conclusion Use rough work drafts before presenting final copy after discussion
with teacher Earmark weeks for poetry, letters, etc Read a story to the class and ask them to write a summary Take a paragraph from a familiar story/ piece and rewrite in own
words Select a famous person whom you would like to interview and select
questions you would ask Literacy Leap
Writing Programme Fifth/Sixth Class.
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1.Receptiveness to Language.Experience a classroom environment that encourages writing.Observe the teacher model a wide variety of writing genres.Express and communicate reactions to reading experiences.Write for an increasingly varied audience.Receive and give constructive responses to writing.See his/her writing valued.Experience a level of success in writing that will be an incentive to continue writing.2. Competence and confidence using language: Write regularly on chosen topics.Write for a sustained length of time.Engage in the writing of one piece over a period.Experience varied and consistent oral language activity as part of the pre-writing process.Observe teacher improving writing.Write independently through a process of drafting, revising, editing and publishing.Write without re-drafting, on a given or chosen topic within certain time constraints.Observe the conventions of grammar, punctuation and spelling in his/her writing.Use dictionaries and thesauruses to extend and develop vocabulary and spelling.Explore the possibilities of syntax and sentence structure in reading and writing.Help others with editing their writing.Take part in co-operative writing activitiesWrite fluently and relevantly in other areas of the curriculum.Develop a legible, fluent, personal style of handwriting.Develop skills in the use of information technology.3Developing cognitive abilities through language.Write in a wide variety of genres.Examine characteristics that differentiate written and oral language.Write for a particular purpose and with a particular audience in mindReflect on and analyse ideas through writing.Refine ideas and their expression through drafting and re-drafting.Express and communicate new learning.Use notes to summarise reading material and write an account from the notes.Sketch an ordered summary of ideas and draft a writing assignment based on it.Argue the case in writing for a particular point of view.Argue the case in writing for a point of view with which he/she disagrees.Explore the use of compound and complex sentences in expressing thought.4.Emotional and imaginative development through language.Analyse in writing his/her reactions to personal experiences.Express in writing reactions to the experiences of others.Write stories and poems.
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Write longer stories or a series of related stories in book formExpress a personal reaction to ideas, emotions and images encountered in literatureExpress and analyse his/her reactions to poems.
Writing: Ideas/ Resources for 5 th and 6 th Class Supply print rich environment Narrative: adventure; horror; plays; folk and fairy tales;
historical; mystery; science; fables; personal; Provision of relevant topics e.g. discuss and write topics from the
news Brainstorming, webbing, research Note taking Instructions Newspapers Reports Persuasive text Explanations Formal/informal letter Reports and reviews Diary Editing drafting and publishing Spelling, grammar, punctuation and layout Correction, self correction, use of dictionary, thesaurus Write a book Poetry Write summaries Brainstorm for story writing and use questions to expand Sequence events Discuss different beginnings and endings Group writing/ paired writing Provide middle of story and tease out beginning and conclusion Literacy Leap
SpellingOur spelling policy is informed by the following research findings: Spellings are ONLY needed for the act of WRITING. Therefore all
assessment and practice should be part of written work
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Spelling is not a matter of memorizing words and being able to reproduce them on demand many other skills and strategies are required
Spelling instruction and word study must be part of our daily literacy instruction
Children must write daily in order to spell and the more writing children do the more they learn about spelling
Spelling is a skill of constructing words, not of memorizing words Children must read daily in order to learn how to spell. The more
children read, the more they will see standard spellings Spelling is visual and phonetic Children need to be taught spellings from their own mistakes where
possible There is a proven connection between fluid handwriting and good
spelling The strategy of testing a spelling list on Friday is a very limited one
and generally does nothing to improve spelling in independent writing
General Good teaching skills involve observing, diagnosing, planning,
teaching and motivating A variety of teaching methods should be adopted according to the
child’s area of difficulty Children learn not only from the teacher but also from each other,
therefore learning environments which promote pair and group collaborative activity are recommended
Every class has diverse ability levels therefore spellings need to be differentiated to cater for pupils needs
Every classroom should be a text rich environment and such text should be referred to regularly
Our spelling is based on the Jolly Phonics Programme which is followed from Junior Infants up to 6th class (see appendix)
Spelling StrategiesLook, Cover, Write, Check in conjunction with Jolly Phonics programme
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First class LCWC sheet used for whole class and used for individual child’s needs as they progress up through school (introduced in Snr. Infants in Grammar Book 1)
Allows for self-testing and self-correction Links with phonological awareness and phonemic awareness (on
set and rhyme) Include high-frequency words Vocabulary building and comprehension – context Word analysis (e.g. word building, finding little words in big
words) Putting words into sentences. Dictation Word Wall Dictionary Skills using Jolly Dictionary Train children in alphabet order. Start with words with a different
initial letter (car, bus, animal) then progress to words with the same initial letter (car, crisp, cousin) and then onto words with the same two letters at the start etc (car, can, cap)
Dictionaries are divided into quartiles i.e a-e, f-m, n-s, t-z and colour coded for ease of use
Teach children the conventions of a dictionary e.g. the use of head words at the top of each page.
Dictionaries should be used in conjunction with other sources e.g. word charts, word boxes, personal dictionaries, alphabetical spelling lists etc
Resources Using Jolly Dictionary 1st and 2nd classes Using a ‘Junior’ dictionary from 3rd to 4th and Chambers New
School Dictionary for 5th/6th. Using a 220 Dolch List as a reference sheet for spelling practice of
commonly misspelt words Teaching and revising common ‘thematic’words eg. days of the
week, months of the year, colours, numbers, seasons, words associated with each season, weather, festivals and other subjects of the curriculum etc
Using a thesaurus in the senior classes Use Spelling games
Assesment of Spellings Spelling should be assessed through the writing of sentences and
not just through the testing of spelling lists Poor spellers should not have words marked wrong but should
have the parts of the word they got right highlighted and should be encouraged for the parts of the word they got right e.g.”biding” instead of “building” is nearly right as opposed to being a wrong spelling
Where a pupil gets a letter string correct in a mispelt word, the string should be marked correct e.g. –ight in felight (flight) is correct
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Individual ticks over correct letters
Handwriting Policy
Handwriting programmesJuniors: Jolly Phonics (42 sounds) and Jolly Phonics Pupil Book 1, Just Phonics 42 SoundsSnr. Infants: All Write Now (Folens)1st: All Write Now – Pre cursive2nd: All Write Now – Cursive Level A3rd: All Write Now – Cursive Level B4th: All Write Now – Cursive Level C5th: All Write Now – Cursive Level D6th: Dictation and copying extracts in B4 handwriting copy and progressing to ordinary copy
Accomodations Children using the Jolly Phonics Programme will be encouraged to
join vowel digraph letters only e.g. ai, oa, ee. To emphasise that these letters create one sound.
Introduction of correct pencil grip “frogy fingers” in Jnr. Infants as part of Jolly Phonics Programme.
A cursive style of handwriting in the senior end was chosen to improve fluency and the natural flow of the children’s handwriting. We also acknowledge the relationship between cursive writing and spelling patterns
Left handed children will be supported by arranging appropriate seating arrangements e.g. space to their left and room to manoeuvre their copies at a suitable angle.
Integration of cursive writing into class copies in 2nd class will be introduced at the teachers discretion, dependent on the level of readiness of the individual child.
Introduction of pen in 4th class will be introduced at the teachers discretion, dependent on the level of readiness of the individual child. (Pen Licence)
Incentives
A handwriting competition will take place after Easter and a ______________will be awarded to a child from each class level.
Class Handwriting Skills Tools, materials, resources Timetable
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Infant Classes Correct pencil gripComfortable posturePre-writing scribbleand pattern work.Form all lower case letters from Jolly Phonics Begin joining vowel digraph letters together
CrayonsHandhugger HB pencilsJolly Phonics photocopiable handwriting sheetsJollyphonics letters and sounds on displayJollyphonics interactive white board games
Integrated
Senior Infants Form of all lower case and upper case lettersJoin all vowel digraph letters together
Large HB pencilsJolly Phonics Photocopiable Handwriting SheetsJolly Phonics letters and sounds on displayJolly Phonics Interactive Whiteboard games
Integrated
1st class Build on skills developed in Infants using the Jolly Phonics programmeJoin all vowel digraph letters together
HB PencilsAll Write NowJolly Phonics Interactive Whiteboard gamesTemplate
30 mins. per week for letter formation and hand writing
2nd Class Build on skills developed in Infants & 1st Class using the Jolly Phonics programme
HB Pencils All Write Now Cursive Level AB4 handwriting copies Jolly Phonics Interactive Whiteboard games
30 minutes per week
3rd class Write all cursive letters (upper and lower) individuallyWrite whole words using cursive scriptWrite phrases using cursive scriptTranscribe a short piece of text in cursive writingBegin using cursive writing in class copies
HB PencilsB4 handwriting copiesInteractive white boardAll Write Now BCursive Letters on display
30 mins per week
4th Class Build on skills developed in 3rd ClassUse cursive writing in all class copiesBegin using a pen (dependent on readiness of each child)
HB Pencil/ penB4 handwriting copiesInteractive white boardAll Write Now CCursive Letters on display
30 mins per week
5th Class Build on skills developed in 4th ClassUse cursive writing in all class copiesBegin using a pen (dependent on readiness of each child)
Pen B4 handwriting copiesInteractive white boardAll Write Now DCursive Letters on display (optional)
30 mins per week
6th Class Build on skills developed in 5th ClassUse cursive writing in all class copiesBegin using a pen (dependent on readiness of each child)
Felt tip pens B4 handwriting copiesInteractive white boardCursive Letters on display (optional)
30 mins per week
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Methodologies in English
The following are examples of the six central methodologies of the curriculum in action in the subject of English.
Active Learning Talk and Discussionrole play debatesplay questions and answersreading and writing active listeningcomputers arguments
Projects
Problem Solving Co-op Learningrole plays listeninggroup work role playdesign and make debatesP.E. taking turnscomputers projects (group)
P.E.
Use Of Environment Skills through contentnature walks theme wordlistsseason descriptions soundsprojects Alphabetical orderschool planning (garden) cloze passagesnature table word identificationpoetry letter identification
Assessment
We acknowledge that assessment is a crucial part of the cycle of learning. It provides us with continuous detailed information about children’s knowledge, and their mastery skills. It enables us to monitor the child’s progress and plan activities that will enable the child to gain the maximum from the English curriculum. c.f assessment policy.Big Cat Assessment will be carried out once a term. (End of Oct., early Feb. and end of May)
Assessing Comprehension Strategies; each teacher will assess and record each reading groups progress and attainment of comprehension strategies.
Recording and communicationBig Cats: Each teacher keeps a record of bands and books covered by each child and group to pass on to next class teacher. The results of classroom tests will be kept by teacher.
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The results of standardized tests will be entered on Aladdin and the Sten Score shared with parents.These methods of assessment will form the basis for an oral and written report on each child for parent/teacher meetings and school reports at the end of year.
Review:
This policy was reviewed and updated in May 2017
It will be reviewed on a regular basis or at any time when it is seen to be necessary.
To be included in policy:-Comprehension strategies for each classStrategy cycleStrategies book list for each class levelBig Cats timing/record keeping/ passing on blocksComprehension card box
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Appendix 1Junior Infants Comprehension Strategies Book List
Comprehension Strategy Recommended Books
PredictionDear ZooTiddler – The Story Telling Fish
VisualisationWe’re Going On A Bear HuntThe Smartest Giant in Town
Making Connections Can’t You Sleep Little BearNot Now Bernard
Inference -----------------
Determining Importance -----------------
Questioning Farmer DuckCome Along Daisy
Seeking Clarification -----------------
Synthesis -----------------
Senior Infants Comprehension Strategies Book List
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Comprehension Strategy Recommended Books
Prediction
The Tiger Who Came to TeaTiddler – The Story Telling FishPeepo!Killer Gorilla
Visualisation Where the Wild Things Are
Making Connections Peace at LastFive Minutes Peace
Inference -----------------
Determining Importance -----------------
Questioning Lost and Found
Seeking Clarification -----------------
Synthesis -----------------
First Class Comprehension Strategies Book List
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Comprehension Strategy Recommended Books
Prediction The Smallest WhaleThe Snow Lamb
Visualisation Bat Loves the Night
Making Connections The Rainbow FishNot Now Bernard
Inference -------------------
Determining Importance Bat Loves the Night
Questioning The Rainbow FishThe Sleeping Giant
Seeking Clarification -------------------
Synthesis -------------------
*Books highlighted in red are the recommended book(s) for each strategy
Second Class Comprehension Strategies Book List
Comprehension Strategy Recommended Books
Prediction
The Lamb Who Came for DinnerPercy’s Friend the OwlGentle Giant
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Visualisation A Piece of Cake
Making Connections Camille and the Sunflowers
Inference Gentle Giant
Determining Importance The Emperor’s Egg
Questioning
Alexander and the Terrible, Horrible, No Good, Very Bad Day
Zoo
Seeking Clarification ----------------------
Synthesis ----------------------*Books highlighted in red are the recommended book(s) for each strategy
Third Class Comprehension Strategies Book List
Comprehension Strategy Recommended Books
Prediction The Tear ThiefThe Wednesday Surprise
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Visualisation Fireflies!The Morning I Met a Whale
Making Connections Guinea Pig KillerThe Tunnel
Inference The Tunnel
Determining Importance Ice Bear
Questioning The Wednesday SurpriseThe TunnelFly Away Home
Seeking Clarification Amazing GraceFly Away Home
Synthesis Amazing Grace
*Books highlighted in red are the recommended book(s) for each strategy
Fourth Class Comprehension Strategies Book List
Comprehension Strategy Recommended Books
Prediction The Donkey of GallipoliThe Silver SwanThe Memory CoatA Bad Case of Stripes
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So Far from the SeaVisualisation A Bad Case of the Stripes
Making Connections Henry’s Freedom BoxThe Memory String
Inference The Memory String
Determining Importance Big Blue Whale
Questioning Train to Somewhere
Seeking Clarification
The Memory StringHenry’s Freedom BoxA Bad Case of StripesTrain to SomewhereSo Far from the Sea
Synthesis Train to SomewhereHenry’s Freedom Box
*Books highlighted in red are the recommended book(s) for each strategy
Fifth Class Comprehension Strategies Book List
Comprehension Strategy Recommended Books
Prediction
When Jessie Came Across the SeaOne Thousand TracingsThe Wolves in the WallI believe in Unicorns The Stranger
Visualisation Brother Eagle, Sister Sky
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Making Connections
If a Bus Could TalkWhen Jessie Came Across the SeaOliver Button is a Sissy
Inference Oliver Button is a SissyThe Stranger
Determining Importance Grandma Elephant’s in Charge
Questioning The Mary Celeste
Seeking Clarification The Sign PainterThe Stranger
Synthesis Oliver Button is a Sissy
* Books highlighted in red are the recommended book(s) for each strategy
Sixth Class Comprehension Strategies Book List
Comprehension Strategy Recommended Books
Prediction The Butterfly
Visualisation The Hidden Forest
Making Connections Anne Frank
Inference The Garden of Abdul Gasazi
Determining Importance Two Bad Ants
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Anne Frank
Questioning The Wall The Lotus Seed
Seeking Clarification Baseball Saved UsThe Lotus Seed
Synthesis Smoky Night
* Books highlighted in red are the recommended book(s) for each strategy
Appendix 2
Guiding
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ComprehensionTeaching for Meaning
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Guiding Comprehension – Teaching For Meaning
“Comprehension is a process in which readers construct meaning by interacting with text through the combination of prior knowledge and previous experience, information in the text and the stance the reader takes in relationship to the text”
Pardo, 2004
The teaching of reading needs to include a range of comprehension strategies. Comprehension strategies can be defined as the “mental processes” that good readers use to understand text. Comprehension strategies need to be explicitly taught.
The diagram below illustrates the 3 levels of comprehension, ranging from the lower order literal type to the higher order evaluative type.
Evaluative SynthesisingDetermining ImportanceSummarising and Paraphrasing
Self Questioning
Inferential ConnectingComparingInferringPredicting
Literal Creating ImagesSkimmingScanning
Self Questioning
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Reading StrategiesDefinitions and activities to support implementation
( denotes task card template located at end of resource book)
Creating Images
Readers create images using the senses to help them to draw conclusions, make predictions, interpret information, remember details and assist with overall comprehension
Activities for Creating Images
Picture This: Teacher reads a section of a text without showing any illustrations and children draw a visual representation of their interpretation of character/ setting/ event from that piece of text.
Sensory Chart: Pairs of children select section of text and record pictorially or using key words what text looks like/ feels like/sounds like.
Post Your Senses: Pupils record brief details on post it notes based on images they form as they read text. They stick the post it notes onto the appropriate part of the text.
Changing Images: Teacher reads a section of a text without showing any illustrations. Teacher stops reading at a selected place in the text and asks children to sketch or write the mental image they have created. Children label this, Image 1-‐ My First Image. Teacher reads more of the text and children are given time to re-‐create their image based on the new information. Children label this, Image 2-‐ My Second Image. Children should be asked to discuss any changes made to the second image.
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Open Mind Portrait: Children are asked to create character portraits and include key words to describe the character’s thoughts and feelings.
Information Images: Children create key images based on informational text i.e. in a science or nonfiction book.
Self questioningSelf-‐Questioning encourages readers to constantly think of questions before, during and after reading to assist them to comprehend text. Self-‐formulated questions provide a framework for active reading and engagement as students go in search of the answers.
Activities for Self Questioning
Clouds of wonder: Pupils discuss text and generate “I wonder” questions represented on cloud shapes on a sheet. This can be done at regular intervals throughout the reading of a text.
Stop and Think Cards: Children are given prompt cards with questions directing them to reflect on their understanding of section of text. i.e. Do I understand what that part was about? Could I explain that part to somebody else?
Before, During, After Question Sheets: Children compose and record questions in 3 separate columns on a sheet: Before Reading, During Reading, After Reading.
Written Conversation: Pairs of children exchange their thoughts and explanations of events in a text with each other in written form-‐ no talking allowed.
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Skimming
This involves glancing quickly through a text to gain a general impression of the content. Graphics, italics and headings are useful cues when skimming a text.
Activities for Skimming
Picture Flick: Children are given an opportunity to flick through illustrations to get an initial sense of the contents, characters and settings. They make predictions based on this quick glance at the text.
Graphic Overlays: Pupils overlay text with tracing paper/ acetate, and outline chunks of text/ graphs/ headings etc. These sections are labelled on the overlay. This helps with the gathering of information where text is presented in columns interspersed with graphs/ pictures.
Sneak Preview: Pupils complete Sneak Preview sheet to gain information before they read the text fully. The sheet can have sections for cover, headings, illustrations, author etc. Children fill in brief details in each section based on a quick skim through the text. After reading the text the children should discuss how their sneak preview prepared them for the text.
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Scanning
Scanning involves glancing through material to locate specific details, such as names, dates, places or some particular content.
Activities for Scanning
Hunt the Text Challenge: A set of quiz cards are created with questions seeking specific information i.e. page number, date, heading, title etc. Teacher reads out questions and asks children to locate the information as quickly as they can.
Beat the Buzzer: Pupils can devise questions as above and record these on cards. Teacher collects all questions and asks them to the entire class. Children giving answers must also locate the page number and/or paragraph in which the answer appears.
Retrieval cards: In advance of reading the text the children get a list of headings from the teacher about a piece of text i.e. habitat, food, size. Children scan the text to get this information and make generalisations before reading the text fully. This works well for informational texts i.e. species of dinosaurs, animals that hibernate etc.
Interesting Words Charts: Pupils skim text for new / interesting vocabulary. Teacher records words on Interesting Word Chart along with page and paragraph number. Children are asked to look for clues in the text that might help explain what the word means. They record this contextual clue beside the new word. They can also record their own interpretation of what it means. Finally they are asked to check the meaning ina dictionary/ thesaurus/ glossary.
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PredictingPrediction helps readers to activate their prior knowledge about a topic, so they begin to combine what they know with the new material in the text. Predictions are based on clues in the text such as pictures, illustrations, subtitles and plot.
Activities for Predicting
Split Images: Students work in pairs. Child A describes and elaborates on illustrations in the text. Child B is not permitted to look. Child B looks at the next picture and builds on Child’s A description and prediction. The process of alternating predictions continues until text is completed.
Personal Prediction: Children predict using title, author, cover page etc. Children are then given key words from the text and asked to refine their earlier predictions.
Check the Text: Teacher hides text and shows only illustrations, diagrams, pictures. Children predict and create their own text to match the illustrations.
Crystal Ball : Whole text has been read. Divide children into groups, each group is allocated a character from the text. Each group brainstorms information about their character, i.e. likes, dislies, interests, personality traits that were stated explicitly or implicitly in the text. Then each group predicts the future for their character based on evidence from the original text and shares with other groups.
Think Sheets: Key headings and chapter titles are used to construct questions based on the text. Allow children to think/pair/share and suggest answers prior to reading and compare these after having read the text.
True/False -‐ Statements about events in the story are recorded by children before reading the text. Children then compare the statements after reading for confirmation/ rejection.
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ConnectingConnecting allows readers to comprehend text by making strong connections between their prior knowledge and the new information presented in text.
Activities for Connecting
Connecting with the text: Children mark areas in the text with post it notes to show places in the text with which they have made a personal connection i.e. own experience, previous reading material, similar characters.
Before and After Chart: Information is organised on a chart into 3 columns
• What we know before reading the text• What we now know after reading the text• What other information we would like to find out
Think and share: children list key events in the story on one side of a page/chart. Each child takes on a character from the text and considers how this character was feeling during each event. These thoughts are recorded on the right hand side opposite the particular event.
Linking texts: After a number of texts are read, children are asked to list these and illustrate the commonalties between the texts by drawing in linking lines. The similarity is recorded on the linking line.
What’s in a Text? : A group of children are given a common text to read. Teacher provides a list of questions about the text which encourage children to make connections with other texts i.e . What other texts have you read that were fairytales? What do you know about fairytales? What kind of characters are found in fairytales?
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ComparingThis strategy is closely linked to ‘Connecting’. When making connections to the text, self, other texts and the outside world, pupils also make comparisons. There is an emphasis on identifying similarities and differences.
Activities for Comparing
Venn Diagram: Children use 2 overlapping circles to record features that are unique to each text on each circle. Common features are recorded in the overlapping section. Features to be compared could include topics, characters, plots, facts etc.
Just Like: Children compare characters with themselves, with similar characters in other texts (witch in various stories) or with people child knows e.g. Grandma.
Double Entry Journal: Children record key events from the text on one side of a journal page and on the other they note down connections with real life events or other books.
InferringThis strategy allows the reader to move beyond the literal text and make assumptions about what is not explicitly stated in the text. It can involve predictions, conclusions and interpretations that are neither confirmed nor rejected.
Activities for Inferring
Character Self Portrait: Child adopts role of character, and using sentence starters given by the teacher, they create a profile for that character using explicit and implicit cues from text i.e. I live in a ......, I like .....
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Interviews: Children in pairs conduct interviews where one child takes on a character and the other composes questions to ask the character. Teachers should model the type of questions required – ones which will focus on finding out more about the character than is explicit in the text.
Rating Scales: Children choose a character to rate. The characters traits are discussed and recorded. i.e. Rude, Cowardly, Kind.Using a simple rating scale: Very, Quite, Not at all, the children tick the appropriate rating. Children need to justify their rating with evidence from the text.This activity should be done at regular intervals throughout the text to record changes in characters behaviour etc.
Report Card: Children prepare a report card for a character in the text based on a number of “subjects” i.e. cooking, making friends, helping out. Children decide on a grade to give the character for that trait and provide a supporting comment that shows engagement with the text.
What’s my Point of View?: Class identifies four or five key events from a text. In groups children adopt a character and discuss each of the key events through the perspective of their adopted character. Teacher re organises groups so that each character is represented in each group. Each character’s point of view gets heard in each group.
Developing Dialogue: In pairs children each choose a character and one key event. The children compose a dialogue in relation to that event which encourages them to draw inferences about the characters. Dialogues are shared with the class and children discuss the various dialogues that were created.
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Synthesising
This strategy allows a reader to bring together information that may come from a variety of sources. It involves readers piecing information together, like putting together a jigsaw.
Activities for Synthesising
Turn on the Lights: While reading a piece of text, children are asked to make note of any point in the text where something is clarified or has helped increase their understanding. These points represent the AH HA! moments that all readers have during reading.
Plot Profile: Having read the text thoroughly children are asked to list the main events in the story in sequence. Each event is then rated for its impact or excitement level in the story, say 1 to 10. Each event can be plotted along a horizontal axis and matched with its excitement level on the vertical axis. The points are joined up to form a trend of excitement levels in the story from beginning to end.
Great Debate: Teacher presents the class with an open-‐ended statement related to topic/text read. In groups children formulate affirmative or negative responses to the statement and justify their position on the matter. Children should share and compare their standpoints towards eventually drawing conclusions.
Synthesis Journal: Pupils gather information on selected topic from several sources i.e. various textbooks or reference books chronicling the same topic. Children record key information from each source to build up a comprehensive picture on a topic. This works particularly well for History when children need to view events from the perspectives of different authors or writers.
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Determining importance
This strategy encourages readers to constantly ask themselves what is important in a phrase, sentence, paragraph, chapter or whole text.
Activities for Determining Importance
What’s Your Story: Having read the text fully first, children record on a sheet key pieces of information from the text in categories i.e. Setting, Main characters, Events. If this is done for different texts, the sheets can be used to compare texts.
Famous Five Key Word Search: Children are asked to identify five key words in a text. They record these on post it notes and call them VIPs-‐ Very Important Points. In small groups children compare their VIPs and provide justifications for choosing these words.
Main Idea Pyramid: Having read a text the class brainstorm important facts and record these on post it notes. The notes are grouped into categories or topics and placed at the bottom of a 3 tiered pyramid. Each group of notes are consolidated to make a shared point and this is recorded in the next layer up of the pyramid. The idea is that finally one main message will be recorded at the top of the pyramid.
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Summarising and paraphrasingSummarising is the ability to reduce a larger piece of text so the focus is on the most important elements in the text. The re-‐ stating or re-‐writing of text into other words is referred to as paraphrasing. Summarising and paraphrasing involve using the key words and phrases to capture the main focus of the text.
Activities for Summarising and Paraphrasing
Oral Summaries: Taking one section of text at a time groups are asked to read silently and collectively generate a summary of text through discussion and substantiation.
Reciprocal Retells: As above but in this activity children in small groups take a specific event each from the text. They each retell the main points of their chosen event. Child A begins with a summary of their event and passes the story onto Child B etc. The whole summary is then shared with the class.
Main Idea Sort: Works well with information texts. Teacher records key words / phrases onto cards. Pupils then arrange these to create an outline of the text and re-‐tell in summary form.
Newspaper Report: Familiarise pupils with organisation of newspaper article beforehand. Using a piece of text, children organise the information according to the newspaper format i.e. Headline, date and place, main happenings, conclusion.
66 Words: Children are challenged to read a text and create a summary in 66 words or less. The children are given a grid of 66 rectangles to record the summary-‐ one word per rectangle. This makes children more judicious about choosing words and encourages them to only use the main ones. Children compare their 66 word grid in groups and try to come to a group consensus about the final 66 words. When complete they should discuss why they included/omitted certain words.
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How to teach Comprehension Strategies
Pearson & Gallagher, 1984
Gills Questions – Planning for comprehension
1. What do my students know about this topic?2. What specific vocabulary or concepts do they need to
understand before they can understand this passage?3. How can I get my students interested in this topic?4. What purpose can I provide for the reading?5. What activities will help my students engage in this text?6. Do parts of this text allow for purposeful repeated readings?7. Is there potential for teaching word identification strategies in
this text?8. What strategies do my students need to learn?9. What strategies can I demonstrate with this particular text?
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Reading with your child
Top Ten Tips for Parents /Guardians
Infants – 1st Class 2nd and 4th Class 5th and 6th ClassReading Reading Reading
1. Read to your child as 1. Continue to read to your 1. Encourage your child tooften as you can. child everyday. visit the local library as
2. Talk about books / 2. Read some of the books often as possible.characters / plots. your child enjoys so you 2. Recognise and praise
3. Enrol your child in the can discuss them with your child’s efforts inlocal library. him/her. reading.
4. Provide a good role 3. Encourage your child to 3. Ensure your child hasmodel by reading read to younger access to a wide rangeyourself / other family brothers/ sisters. of reading material –members. 4. Ensure that your child newspapers,
5. Keep audio tapes of knows that you value magazines, guides etc.familiar stories to play and enjoy reading 4. Take an interest inin the car. yourself. different children’s
6. Vary the type of 5. Make sure there is a authors.books read – stories / wide variety of reading 5. Discuss ideas and pointspoems / information. material in your home – of view proposed by
7. Accept your child’s newspapers, magazines, newspaper articles etc.efforts with praise. information, cookery 6. Provide a well lit study /
8. Concentrate on what books etc. reading area.he /she got right. 6. Enrol and encourage 7. Ensure that you value
9. Make reading your child to visit the and enjoy readingtogether enjoyable. local library once a yourself.
10. Take part in school week... 8. Allow your child tobased initiatives like 7. Discuss favourite choose his /her own‘Shared Reading’. authors. reading material.
8. Encourage your child to 9. Encourage your child toread articles / headlines read for information –in newspapers. timetables / weather
9. Encourage your child to forecasts / menusguess unknown words. 10. Encourage your child to
10. Take part in school try and guess unknownbased initiatives like words.‘Shared Reading ’
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PREDICTION
Thinking about what might happen in the story and looking at the clues in the text and pictures will help me understand what it is about!
Helpfulhints...
I think this story is about……
I predict that …… will
happen next………
From what I know....I don’t think.....
That’s not what I thought would happen...
SELF-QUESTIONING
Asking questions helps me understand a text. Remember to ask questions before, during and after you read!
Helpfulhints...
I wonder...How could that be?Why do you think?
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Who... What...Where... When...What did that mean?
CREATINGIMAGES
Making a picture in my head as I read can help me understand a text better!
Helpfulhints...
When I read this I can see ……
I can smell, hear, taste, touch………
I can feel.....
I can see the picture in my head...it looks like...
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Creating Images
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Self-Questioning
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Prediction
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MAKINGCONNECTIONS
Sometimes when I read I can make a connection to something I already know!
Helpfulhints...
That reminds me of a time when……
That reminds me of somebody……
That reminds me of another
book where……
When I was young I remember...and this sounds very similar... SKIMMING
If I quickly flick through the text I can get an overall idea of what the text is about.
Helpfulhints...
By quickly flicking through the text I know that...
I think this will be useful
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because I can see by the headings that it includes....
INFERRING
Sometimes as I read I need to make inferences. When the author doesn’t answer my questions I must infer.
Helpfulhints...
Using these different clues I can infer that...
After reading that
text I think that...
Maybe....
It could meanthat....
Perhaps....
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Inferring
58
Skimming
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Making Connections
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SUMMARISING
When I summarise I can think about what I have read and then focus on the important elements
Helpfulhints...
First, next,finally, then....
I think the purpose of this text was to...
I can think about the most important parts and retell them in my own words...
COMPARING
When I am comparing I can look and see what is the same or different!
Helpfulhints...
I can compare characters, events, settings....If I make a connection I can compare it to something I
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know already...I know that this isthe same....I know that this isdifferent to....
SYNTHESISING
When I use all my strategies to combine what I know with new information to understand the text I am synthesising.
Helpfulhints...
Now, I get it!This makes methink of...I learned that...I understand thisbecause...
Using all thestrategies I know,I think this isabout...So, this bit helpsme understand...
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Synthesising
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Comparing
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Summarising
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MONITORING
COMPREHENSION
HelpfulI know howhints...to use different ways to help me when I get stuck on what the meaning of a text is.
Helpfulhints...
When I get stuck on a word or when I get confused I can:...use what I know to
think about the word...reread...read on....use my questions and connections DETERMININ
GIMPORTANCE
I can understand the main ideas of the text and what the author’s message is.
Helpfulhints...
The text wasmostly about...
The importantdetails were...
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I will underlinethe key words...
I think .... and....are important SCANNIN
G
Scanning helps me find information in a text, such as contents, illustrations andindex. Helpful
hints...
I look for information, like names and dates...
By looking closely at the text I have
discovered that...
I can also look for headings and/or information that might be highlighted...
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Scan
niM
onit
or
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Planning framework
Strategy
Objective/Learning Intention
Language
Integration
Lesson Outline
• Modelled
• Shared
• Guided
• Independent
Resources
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Inferring
I think that ……… he is thinking this because ……I think the character is …… because
Scanning
I scan for important information. If I am scanning for who I look for capital letters (names), if I scan forwhen I look for days (capital letters), dates, years, times (numbers)
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Creating ImagesDetermining Importance
When I read this I can see …… The main points are………
I can smell, hear, taste, touch………This is really important because ………Who, What, When, Where, Why …
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Predicting
I think this story is about……I predict that …… will happen next………
Connecting
That reminds me of a time when…… That reminds me of somebody……That reminds me of another book where……
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Comprehension Strategy
Task Sheets
The following task cards can be used to consolidate strategies for children.
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At A GlanceText: _____________Author: _____________ What I notice about the
cover:Illustrator: ____________ ______________________
________________________________________________________________________________________
_____
What I notice about the What I notice about the title andillustrations: headings:
_____________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ __________________________________________ _______________
What I notice about the Questions I have about the text:author:
____________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________
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Double Entry Journal
Text: Author:Topic:
Ideas from Text:Connection or comparison:
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Double Entry JournalText: Author:Topic:
From the Text:Page
Connection or(Quote) comparison:No. (Questions; Connections;
reactions; predictions......)
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Double Entry JournalText: Author:Topic:
Quotation:
Page
Why I find thisquotation interesting
orNo. important:
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What a Story!Title: __________________Author: __________________
Text Type and Topic Setting
Events or Action Characters
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Appendix 3An Overview of the Comprehension Strategies
taught in St. Patrick’s N. S.Prediction Anticipate what might happen in a text by looking at titles, text
features, sections, pictures and captions. We continuously update predictions in the light of new information /
events Helps activate prior knowledge.
Connecting
Involves activating our prior knowledge and evoking a personal connection with the text.
Three types of connections are: Text to Self Connections –connecting the readers own life
experience to the text. This is a highly personal connection. Text to Text Connections – making a link between two
sections of the same book or another piece of literature. Text to World –connecting the text with knowledge derived
from other source such as the world around them, films, or newspapers.
Connecting helps connect prior knowledge to new information
Visualisation/Creating Images
Entails generating mental images of the text as one reads. In many instance these images are sensory in nature as we see, hear, touch, smell and taste in our mind’s eye.
Creating images can enhance the meaning of a text and allow the reader to become more personally involved in the text.
Comparing
Involves students thinking more specifically about the similarities and differences between the connections they are making.“How is this text different….” (Contrasting)“How is this text similar….” (Comparing)
Questioning/Self Questioning
Self questioning encourages readers to constantly think of questions before, during and after reading to assist them to comprehend text. Self formulated questions provide a framework for active reading
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ENGLISHand engagement with the text as the pupils read-on in search of the answers. Pupils may also have questions after reading the text that will provide fruit for thought and reflection.
Clarifying
Clarifying is being aware of text ideas, paragraphs or words that are not understood and need clarification. Clarification can be needed in relation to
o word identification (I can’t read this word), and o the meaning of the word/phrase/passage (“I don’t
understand what this means”)
Inferring Inferring is the ability to recognise the author’s meaning when it has
not been explicitly stated. It is the ability to apply the evidence in the story to deduce the author’s intention. It involves ‘reading between the lines’ and moving beyond the literal text to make assumptions about what is not explicitly stated in the text. It can involve predictions, conclusions and interpretations that are neither confirmed nor rejected. It is important that inferences are not ‘wild’ guesses but based on clues and evidence in the text.
Determining ImportanceScanning and skimmingSynthesisingSummarising and paraphrasing
How to teach Comprehension StrategiesModelling
Teacher explains and demonstrates using a think aloud – should be planned – 5-10 minutes max.
Sharing Teacher and class work together. Teacher leads
and pupils contribute. Pupils can ‘have a go’
Guided practice
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strategy in pairs/small groups
Independent work The child applies the strategy in their own
reading Book discussion groups
Appendix 4Whole School Approach
Junior Infants Senior Infants 1st Class 2nd Class Prediction Prediction Prediction Prediction Making
Connections Making
Connections Making
Connections Making
Connections Visualisation Visualisation Visualisation Visualisation
Questioning Questioning Questioning Declunking Declunking Clarifying Clarifying
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3rd Class 4th Class 5th Class 6th Class Prediction Prediction Prediction Prediction Making
Connections Making
Connections Making
Connections Making
Connections Visualisation Visualisation Visualisation Visualisation Questioning Questioning Questioning Questioning Declunking Declunking Declunking Declunking Clarifying Clarifying Clarifying Clarifying Determining
Importance Determining
Importance Determining
Importance Determining
Importance Inference Inference Inference
Synthesis Synthesis
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