english overall school plan 2015 · 2020-03-07 · english overall school plan2015 •think...

English Overall School Plan 2015

SCOIL MHUIRE

School Plan for English IntroductionThe staff has been working on aspects of the English Curriculum since the original Inservice in 2000. The current draft was worked on by a core group of teachers representing the four class levels. Rosaleen Hanafin is the co-ordinator of the plan.

VisionWe are a senior school in a designated disadvantaged area of Co. Kildare. The language ability children bring to our school varies greatly. Our plan is broad and flexible enough to cater for the language needs of all our children. We will endeavour that each child achieves his or her full potential in Oral, Reading and Writing skills. We will also use the first steps in writing resource to foster effective learning in the classroom and teach specific comprehension skills to develop comprehension while reading.

Aims

• 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.

The Integrated Language Process

We acknowledge the four strands 'Receptiveness to Language', Competence and Confidence in using Language', Cognitive Development through Language and 'Emotional and Imaginative Development in Language' as the principal divisions in the English Curriculum. However, in writing up the content in this subject for the Plean Scoile we have decided to use the three strand units 'Oral', 'Reading' and 'Writing' as headings. Classroom planning will directly reflect the 4 strands as the principal divisions of the curriculum. First steps will support literacy, language development and written work across the curriculum.


ORAL LANGUAGE

Mission StatementWe acknowledge the centrality of oral language in all subjects of the curriculum. We will facilitate oral language learning and learning through oral language.

IntroductionOur whole school plan for oral language comprises four sections:Section 1 - Oral Language across the curriculumSection 2 - Oral Language in literacy activitiesSection 3 - Discrete oral LanguageSection 4 - Oral language In preparation for the six genres of writing covered inFirst StepsSection 5- Oral language in Drama.Section 6 – Oral Language in teaching specific comprehension skills ..

Section 1CROSS CURRICULUM

In promoting oral language across all subjects, we will be using the following strategies:

∑ Integration: Many of the subjects deal with similar themes. We have a resource room, which provides materials to enrich our engagement with different topics and encourage the children's active participation in activities.

∑ The use of concrete materials - e.g. in Maths, Science etc.

∑ The use of audio-visual material e.g. pictures, posters, postcards, photographs, video, CDs song/story tapes, colouring sheets, worksheets, interactive whiteboards.

∑ The use of ready-made educational packs from different organisations.

∑ The use of a rich, challenging vocabulary bank for every topic we teach ∑ (nouns, verbs, adjectives, adverbs, prepositions, compound words ∑ etc.) that we will use in a developmental way from 3rdto 6th class.

∑ The use of the five principal contexts for oral language development (p.38 of the Teacher Guidelines)

o Talk and Discussiono Play and Gameso Storyo Improvisational Dramao Poetry and Rhyme

Organisational Settings - Whole-class ,Pair work. Group work, .Individual presentations. Group presentation ( First Steps) and Drama. Team teaching .Station teaching.

∑ Think, Pair and Share.


• Use of hypothetical, exploratory language

• Participation of all the children- creating maximum opportunities for children to use language in a structured way

• Use of ICT. - Teachers who download relevant materials will file them according to subject in the Resource Room. Teachers will make use of the selection of CDs (e.g. Egyptians, Maths, Spelling, History) in the Resource Room. There are also topics relevant to different subjects available on the hard drive. Ipads will be used to create photostories and podcasts.

• Teachers will use interactive whiteboards.

• We will act as good role models for oral language development e.g. active listening, speaking, using challenging vocabulary, using higher order questioning skills etc.

SECTION 2:

ORAL LANGUAGE STRATEGIES IN LITERACY

• 'Comprehension and oral language'.

1. Scanning the text - to examine its structure and layout

2. Skimming the text - to gain the overall gist of what it is about

3. Search - reading - to locate information

4. Reflective reading - involving critical reading and re-reading

5. Whole-class activity - in prediction, for example

6. Large or small groups - in sequencing activities, for example

7. Paired work - in the location and organisation of information, for example

8. Individualised study in reflective reading, for example

9. Conferencing between pupil and teacher - in understanding problems, for example.

10. Whole class and group discussion for visualisation , questioning, determining importance, and inferring.

• Think aloud - teacher models this during whole class reading and encourageschildren to use it - especially during pair/group reading.

1. Sequencing tasks


2. Prediction assignments

3. Cloze procedures

4. Interpretation through mime, drama, painting etc.

5. Personal writing response

6. Study reading

7. Survey, question, read, recall review (SQ3R)

8. Location and organisation of information

9. Finding word meanings from context

∑ Read aloud - children have opportunities frequently to take turns reading to the group/class/other audiences (narrative, drama, poetry expository text, own personal writing)

∑ First Steps in Writing - Free writing- children will read their stories to the class occasionally.

∑ Oral Book Reports- . Children will discuss books they have read, the story line and the characters.

∑ 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. Also use of reading programme and Treasury A/ B/ C/ D/ E/ F

∑ Thought tracking - choose two characters from a story and at various times in a story discuss what they might be thinking (snowballing strategy)

∑ Think - pair - share - all the class read a set piece of text quietly on their own and then discuss 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) children will have been taught this strategy in 3rd/4th. They use this strategy as they work in pairs on researching topics (project work) or just a piece of expository text

∑ Tired words - brainstorm and use thesaurus

∑ Feely bag - with items relevant to stories


∑ Show and Tell .Children bring in an item they like from home and tell the

class about it.

∑ Questioning skills

∑ Log jogging - (Fallon's programme)

∑ Brainstorming, Webbing. Research

A. Brainstorming: a group of children offer ideas or suggestions. At firstevery idea is written down without comment. When every child has had aturn different children may elaborate on their own ideas, offer comments,or ask questions about other children's ideas.

B. Webbing: children may test out ideas by using a "web" or "map" to jotdown their thoughts about a particular topic and make connections inrelation to ideas on the map. This may help them to clarify their thinking or, perhaps, to discard an idea, realising it was not what they wanted.

C. Research: children can often obtain information through research and investigation. This may involve interviewing people or using reference material. Such research lends authenticity to their writing. (Link with History)

• Conferencing

Discussion between the teacher and child.

After a child has made a first draft a process of discussion or 'conferencing' between teacher and child can follow.

This can

1. Give the child the opportunity to ask questions and seek advice

2. Give him/her the opportunity to talk over ideas with the teacher.

3. Give the teacher the opportunity to prompt the child to a more detailed, expressive use of language, for example:• Could you write that sentence in another way?• Can you tell me more about the bird?• I wonder how Sam felt when he got lost in the shop?• Perhaps you could write more about that

4. A child may also read his/her writing to a friend or become part of a smallgroup that provides feedback to each other.


• Think aloud - children use this as part of the process of writing

• Read aloud - sharing personal writing with group/class/other audiences.

• Active Listening - to other children reading their personal writing and commenting constructively.

• Mini-lessons - opportunities for children to ask questions and look for clarification e.g. see exemplar 7 page 88 Teacher's Guide

• Character Portfolio - children develop a personal one over the year. They write profiles of characters from novels etc and lists of words to describe them. Every child is asked to prepare an oral presentation (once a year) on a particular character or characters from their portfolio. (1 -2mins)

• .Group Presentations. Presentations are also prepared during drama class and oral presentations are made at each level with emphasis on eye contact , volume ,facial expressions and gestures.

• Word Wall - whole class activity on blackboard to help clarify the functions of words in sentences.

• Adjective Frames - whole class activity on the white board. Names of characters are written across the white board and children brainstorm

adjectives for describing characters, (they can refer to their character portfolios)

• In thought bubbles

• Make word webs – invented language/slang

• Ideas from the following websites

www.poetrytreachers.com

www.englishresources.co.uk

SECTION 3

Discrete Oral Language Time

Time per week 3rd/4th - 20 - 30 minutes, 5th/6th - 20 - 30 minutes.

List of SKILLS in set lessons:

∑ Cooperative/team work∑ Reporting, interviewing

∑ Listening and responding∑ Discussing∑ Questioning


∑ Following instruction∑ Categorising∑ Memory∑ Prediction∑ Rehearsing (e.g. for video)∑ Word association∑ Vocabulary extension∑ Arguing and persuading∑ Imaginative∑ Explaining

∑ Interpretive language∑ Non- verbal language skills∑ Debating skills

∑ Recording and reporting∑ Descriptive language∑ Dialogue∑ Joke telling∑ Presentation∑ Summarising∑ Round robin storytelling∑ Auditory comprehension∑ Media, headlines, captions∑ Reading aloud∑ Book talk∑ Role Play.

Five Contexts for Oral Language

1. Talk and discussion2. Play and games3. Story4. Improvisational drama5. Poetry and Rhyme.

ORAL LANGUAGE RESOURCES IN USE (in set lessons and/or mini-lessons)

A variety of Reading Schemes , novels, activity books, cloze procedures and grammar exercises are used at each level.

3rd Class.

Sneak Thieves;

Novel-The Dancing Bear

Bright Sparks;

Activity Book A

Get Set;

Matter of Fact;

Treasury C;

Comprehension Box

4th Class

Crazy Carnivals

Blue Skies

A Way With Words 4

Activity Book B

Exercise your English

Chatterbox

Comprehension Box

A selection of novels – Under the Hawthorn Tree, Wildflower Girl, , War Horse


5th Class

Upside Down Worlds

Starry Links

A Way With Words5

Activity Book C

Exercise your English

Chatterbox

Comprehension Box

A selection of novels – Duck and Swan – The Blue Horse – The Good Liar

6th Class

ChatterboxRory Story Cubes.Prim-Ed Language box Folens Reading Pack.Hello Universe, Activity Book D,Chatter Box 4 Lift Off Activity Book

Treasury 2000Exercise your English Away with WordsGrammar Workbook for Senior ClassesNew Treasury of English 6


READING

Mission Statement

We envisage that the children's experience of reading will be enjoyable, rich and varied. Every opportunity will be given to excite pupils' interest in reading. Reading skills will be developed through a range of approaches, grounded firmly in the child's general language experience.

Comprehension Skills

Reading –Specific comprehension strategies for reading are taught during the year.

Predicting Making connections Determining importance Visualizing

Inferring Conventions Questioning Synthesis

Monitoring Comprehension .

Reading Comprehension Tests are carried out three times during the year to assess progress autumn , winter and summer .Three children from each class are tracked and placed on the reading continuum.

Phonological Awareness

We acknowledge that in order for children to succeed at reading they must have developed phonological awareness skills. These skills will be developed at three levels in each class:• Syllabic Awareness• Onset and rime• Phonemic awareness

We will build on the phonological foundations that have already been established in the junior school and seek to refine them further. We have strong links between our phonological awareness and spellings plans. When necessary we will teach these skills explicitly in discrete lessons. However, much of this work will be done as part of the integrated language programme and other subject areas e.g. poetry, music. The following are samples of the activities that we engage in:

Syllabic Awareness:Prefixes, suffixes, root words, rhythm in music, counting syllables in poems, haiku, syllable blending, syllable isolation.

Onset and RimeRevision of work covered, rhyme work including rhyme completion, rhyme production,


poetry writing, set of 37 rimes on p59 Teachers Guide, using analogy to spell, rhyming pictures, matchinge.g.

ack -all -a in -ake -aie -ame -an-ank -ap -ash -at -ate -aw -ay-eat -ell -est -ice -ick -ide -igh

ill -in -ine -ing -ink -ip -it-ock -oke -op -ore -ot -uck -ug-ump -unk

Phonemic AwarenessEncode and decode words, silent letters, soft/hard c and g, using the pronunciation key in the dictionary, endings, prefixes and suffixes, looking for little words in big words.

∑ Recite rhymes, jingles, songs, tongue twisters & alliteration sentences

∑ Understand the meaning of terms such as word, letter, letter name, letter

∑ sound

∑ Identify words that rhyme

∑ Supply a rhyming word for another

∑ Supply a word that has the same initial sound as another

∑ Recognise and name the letters of the alphabet

∑ Associate initial sounds in words with letters

∑ Tap a rhythm in response to the syllables in a word

∑ Divide spoken cvc and ccvc words into onset and rime

∑ Identify first and last sound in a spoken word

∑ Break spoken words into two/three sound sequences (cr-own, cr-ow-n)

∑ Identify the individual phonemes in spoken single syllable words

∑ Use analogy to spell unfamiliar words (ink, sink, think)

∑ Identify and blend onset and rime in phonetically regular words (t-ake)

∑ Blend phoneme to make real words and nonsense words (a-n-t)

∑ Identify constituent syllables in a multi-syllabic words (car-a-van)

∑ Approximate the spelling of multi-syllabic words

∑ Divide unfamiliar words into syllables when reading

∑ Recognise common endings (-ed, -ly, -ing, -er, est)

∑ Continue to refine their ability to encode and decode words phonemically

∑ Identify common prefixes and suffixes and how they affect meaning


• Become proficient in learning to recognise and pronounce words by using root

words, prefixes, suffixes , inflectional endings and syllabication

• Use the pronunciation key in the dictionary

TEXTSTeachers will use a variety of text books , library books and resource books at each level.

3rd ClassSneak Thieves;Novel-The Dancing BearBright Sparks; Activity Book A

Get Set; Matter of Fact;Treasury C;Comprehension Box

4th ClassFiction

Non FictionPoetryExpert at English

Activity Book BTreasury 2000Mainline English

5th ClassFiction

Non FictionPoetry

Expert at English

Activity Book CTreasury 2000Sourcing Information

6th Class

Fiction

Non FictionActivity Book DAway with Words

Selection of Poetry booksMatter of Fact

Novels

3rd - Bills New Frock, The Yukee Prince, How to Train Your Viking

4th - Under the Hawthorn Tree

5th - The Lion, the Witch and The Wardrobe, Duck and Swan, The Blue Horse, Rosie's Quest, The Good Liar.

6th -17 Supplementary Novels based on Textbook - Hire


Importance of Story

The reading and telling of stories will provide an enjoyable listening experience for the children which gives them access to the world of literature and imagination. This will expand vocabulary, develop their own use of language, help them with their own storytelling, improve listening and attention skills and assist cognitive imaginative and emotional development. It will also stimulate writing and follow-up reading. Where possible professional readers and storytellers and authors visit the school.

Book Related EventsVisits by AuthorsSets of Novels at each levelPrizes for weekly draw.

Poetry.

A variety of poetry books are available in each class library

Poems are read and appreciated in class .

Children are also engaged in composing their own poems and presenting them to the class.

Mission StatementChildren's engagement with poetry should be governed by the 'pleasure principle'. Hearing, reading and writing should be an intrinsic element of their language experience and one that is a source of joy and fulfilment. The key to this lies in the variety of poetry they encounter and the ways they are encouraged to respond to it.

Poetry will encompass

∑ Seasons

∑ Festivals

∑ Home and family relationships

∑ Nature

∑ Magic and mystery

∑ Story

∑ History and mythology

∑ Humour

LIBRARY

The aim of the class library is to enrich the child's reading experience.

Class Library

• The classroom library caters for all interests and abilities so that each child will experience success and enjoyment in reading independently.

• The Junior Librarian/ aladdin system is in place in all classrooms. The scanning system enables the child and teacher to keep a record of what booksare read.


• It contains a minimum of 40 books per class.

• Poets/Authors are invited to the classroom and organised book related events, helps stimulate interests in books and reading.

Community Library

Newbridge has a splendid public library. The children are encouraged to become members of this library, giving them access to an even wider range of reading material and a valuable resource for independent reading experiences.


WRITING

Mission Statement

The process of writing is as important as the product. It asserts that the child can become an independent writer. This entails a consistent experience of writing, editing and redrafting that involves the child in writing on a wide range of topics, in a variety of genres and for different audiences.

English Writing Process

For the children in the Senior School

Planning/ Researching

Brainstorm whole class individual and paired workImportant to have individual planning from 3rd class onwards

Story boards

Stimuli Writing area - Give out paper - Give out 220 most common words (core words) - Newspapers - Pictures - Poetry -News - Stories - Television - Video

Have an ideas board or (chart or section for ideas (news on the board) e.g. school building. The Special Olympics. Make a note of all of these

• Use a folder for ideas sheets

• Use aspects of stories to trigger and stimulate the imagination

• Captions and Titles - (Expert at English)

• Semantic Web - A structure for ideas


Writing First Steps

GenresThree genres are taught each year from the First Steps Resource. We will aim for continuity and development in selecting the genres. Other genres may be revisited throughout the year.

The steps to teaching all Genres are as follows:

∑ Familiarisation∑ Discovery ( Direct Model and Analysing Text) ∑ Model Writing ∑ Shared Writing ∑ Guided Writing ∑ Independent Writing

Genre writing will be integrated into other curriculum areas as part of the teacher’s planning process.

Free WritingFree Writing is a recommended practice for short periods approximately twice a week.Prior to free writing children are reminded of the writing conventions/ grammar that has been taught.Teacher observation of Free Writing can highlight teaching points (MajorTeaching Emphasis). It is also used for the Writing Continuum.

AudienceWritten work completed will be displayed on notice boards throughout the school contributing to the print rich environment and providing an audience for the children's work.

Class presentation of work to take place regularly in small assemblies. This will give children an opportunity to share their knowledge and experience with other children.

The School Website.

Other examples of children's work e.g. story collections or compilations will be as sources for text analysis in other classes.

Editing

Policy on editing with symbols

1. Spelling —> sp2. Question mark if it does not make sense —►?3. Ring letters for incorrect use of4. Capitals or lower case —> 05. Left out or ommitted —»AA

6. Write out incorrect spellings three times at end of work.


Genre

In addition to the identified Genres from the First Steps in writing children will be exposed to a range of other genre.

∑ Stories∑ Narrative Prose∑ Diaries∑ Poetry∑ Reports∑ Instructions∑ Letters∑ Summaries

∑ Notices∑ Lists∑ Menus∑ Forms∑ Recipes∑ Learning Logs (A Fact file of what

you have learned e.g. 10 points on The Frog)

∑

Mini Lessons (Punctuation, Grammar Paragraphing etc.)

Proof Reading e.g. using fire senses to write a poem

Punctuation

Develop fluency, legibility and handwriting

Grammatical Accuracy

Spelling Workbooks

Sequencing

Colloquialism -» The use of slang

ResourcesExpert at EnglishWrite AwayMagic Emerald -> Activity BookPrim Ed BooksMainline English -> Media StudiesAlso, see Ethna Kennedy on the scoilnet site for a variety of detailed lessonplans.First Steps in writing resource booksP.M writing big book and C.D..Jenny Eather site .

Spelling

We use a multi-sensory approach to the teaching of spelling. We have adopted a spelling scheme, which is used consistently from 3 to 6th classes. Prim-Ed 'My Spelling Workbook scheme incorporates the following recommendations from the curriculum:

∑ Look, Cover, Write Check∑ Allows for self-testing and self-

correction (also peer work)∑ Links with phonological awareness


and phonemic awareness (onset and rhyme)

∑ Includes high-frequency words∑ Includes 'thematic' words at random∑ Question formation∑ Antonyms, homonyms, synonyms∑ Crosswords, wordsearch∑ Alphabetical order∑ Visual strategies

∑ Vocabulary building and comprehension - context

∑ Dictation∑ Word analysis (e.g. word building ,

finding little words in big words)∑ Putting words into sentences∑ Personal dictionaries∑ Difficult words - practice strategies

To complement the scheme, we will be:

• Using dictionaries• Use of thesauruses• Teaching common spelling rules in the context of their everyday writing and these

rules will be reinforced through the use of relevant exercises• Approximate spelling techniques including e.g. using the 'magic line'• Creating a print-rich environment in the classrooms and corridors. Within the

classroom we will have lists of words, rules and captions that will reflect the themes and topics that children will be writing about

• Engaging in daily practice of spellings - using games, little competitions etc.• Using the 220 Dolch List as a reference sheet for spelling practice of commonly misspelt words (although many of these words are already in the school scheme)• Teaching and revising common 'thematic' words e.g. days of the week, months of the year, colours, numbers, seasons, words associated with each season, weather, festivals and other subjects of the curriculum

Handwriting

PENMANSHIP: OFFICIAL SCHEME - Write Here Scheme.

THIRD CLASS: Write here DThird Class will write in pencil.{a} Handwriting sessions will be carried out during the week. {b} In an effort to avoid carelessness and hurried writing cut down on the amount

of actual written work - {home and school} so that the child uses the correctstyle of writing in all exercises.

{c} Children will be gradually introduced to the cursive writing during the school year.

FOURTH CLASS: Write here EWrite Here E - pen is introduced after Christmas.cf. N.B. above {Third Class} points {a}, {b} are continued.

FIFTH CLASS: BOOK 4 W rite Here Thirty minutes a week more/less depending on the needs of the class anddictation passage each week.Again points {a}, {b}, at N.B. in Third Class adapted to the needs of fifth class.

SIXTH CLASS;Handwriting practice when necessary but especially at the beginning of theschool year- copying of informative constructive pieces as part of


school/homework.Transcription exercises are given to improve accuracy

Methodologies in English

The following are examples of the six central methodologies of the curriculum in action in the subject of English

Active LearningRole playPlaysOral presentationsReading and writingComputers

Problem SolvingRole playsGroup work Design

and make P.E. Computers

Talk and DiscussionDebatesQuestions and answersActive listeningArgumentsProjects

Co-op LearningListening Role play Debates Taking turns Projects (group) P.E.

Use of EnvironmentNature walksSeason descriptionsProjectsSchool planning (garden)Nature tablePoetry

ORGANISATIONAL SETTINGS

Skills through contentTheme wordlists SoundsAlphabetical order Cloze passagesWord identification Letter identification

∑ Whole class∑ Team teaching ∑ Station teaching∑ Group Work∑ Circle Time∑ Pair work - (think-pair-share)∑ Individual presentations

At the beginning of each academic year teachers meet parents as a group. After the meeting parents are given the opportunity to relate to the class teacher any concern they may have about their own child.

During the year if there is a concern the teacher and parent(s) will meet to discuss the child's progress.

In spring the parents are invited to meet the teacher on an individual basis to get an oral report on their child's progress.

In summer the spring report will be reviewed and updated .and a written


report will be posted to parents/guardians

USE OF ICTName of Software Skills that are addressed

1. Phonic Spelling Phonics, vowels, blends, diagraphs

2. English Skills Grammar

3. Vocabulary Word enhancing

4. Spellings % letter words, silent letters, prefixes, suffixes etc.

5. Word Shark All aspects of phonological

6.IpadsCD's Available Skills

Talking Starspell Spelling Strategies

Oxford Reading Tree St. 2 Talking Stories

Reading

I Love Spellings Spellings Strategies

DIFFERING NEEDS

The school meets the differing needs of children using the following methodologies:

• Talk and discussion

• Active learning

• Collaborative learning

• Skills

through content

• Problem

solving.• Use of the environment

The following basic skills are taught:

Reading

Through the use of phonological awareness, word recognition, word and phonic board and IT. games, paired reading, listening to stories on tape and read by the teacher.


Writing

The skills necessary to carry out a variety of writing activities are developed through the use of the following: - comprehension and grammar exercises, cloze procedures, free writing, jumbled words/sentences, word searches, crosswords, dictionary work leading to an enhanced vocabulary etc. Ultimately enhanced vocabulary, conversational skills and reading experience lead to personal creative writing.

Penmanship: the teaching of correct letter formation etc., joined writing and transfer from pencil to pen.

ORAL LANGUAGE

Receptive and expressive language is developed through the use of the following: - Incidental conversation, discussion on the content of reading material etc., and the use of the Practical Language Activities Programme. This Programme develops semantics, syntax, morphology and pragmatics. Activities to develop receptive language and comprehension skills.These activities support the development of reasoning abilities.

LEARNING SUPPORT POLICY

See General School Plan

REVIEW

Review will be carried out annually. This will involve a representative from each class level and a representative from the support team.

First Steps Writing

GenresThree genres in writing are taught each year from the First Steps Resource. We will aim for continuity and development in selecting the genres. Other genres may be revisited throughout the year.

The steps to teaching all

genres are as follows:• Familiarisation• Discovery ( Direct Model and Analysing Text)• Model Writing• Shared Writing• Guided Writing• Independent Writing

Genre writing will be integrated into other curriculum areas as part of the teachers planning process.

Free WritingFree Writing is a recommended practice for short periods approximately


twice a week.Prior to free writing children are reminded of the writing conventions/ grammar that has been taught.Teacher observation of Free Writing can highlight teaching points (MajorTeaching Emphases). IChildren are also placed on a Writing Continuum and their progress will be monitored.

AudienceWritten work completed will be displayed on notice boards throughout the school contributing to the print rich environment and providing an audience for the children's work.

Class presentation of work will take place regularly in small assemblies. This will give children an opportunity to share their knowledge and experience with other children.

The School Website.

Other examples of children's work e.g. story collections or compilations will be as sources for text analysis in other classes.

Ratification

Signed : _____________________________ Date: ____________

Stuart Conaty - Chairperson BOM

english overall school plan 2015 · 2020-03-07 · english overall school plan2015 •think...

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