Scéim CoicíseDeireadh Fómhair 2014

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Teacher: Carmel Flood Class: Rang a 2 Dates: 29th September – 10th October 2014

English Rang a 2Oral Language Oral language

across the curriculum

Oral language as part of literacy

Discrete oral language

Oral response to reading text: Discussion on the characters from their reader: ‘The Treasure Hunt’ finding proof from the text and explaining their answers. Read aloud the following character traits: cheerful, confident, impatient, patient, selfish, arrogant, playful, considerate, argumentative, irritable, modest, inconsiderate, bossy, supportive calm. Meaning explained through TIR and role-play. Brainstorm synonyms for each trait. Children match the trait to characters and read a piece of text to support their choice.

Talk and Discussion - Food. Describe your favourite food and a visit to restaurant. Asking and answering questions: when did you go? Who went with you? what did you eat?

Resources CJ Fallons – Wonderland: The

Treasure Hunt CJ Fallons – Wonderland Oral

Language Development Scheme D.

EDCO: Exercise Your English 2. Jolly Grammar Book 2 Whiteboard, projector and

internet. Black board and chalk Visualiser Literacy Lift Off books,

scrapbooks, worksheets, iPad Teaching Writing Skills A and B

by Prim Ed digital books and templates and checklists.

Jolly Phonics Readers level 3 and 4.

The Witches’ by Roald Dahl.Methodologies

Talk and discussion Active learning Skills through content Using the environment Use of ICT

Differentiation Differentiating learning

objectives. CC, JR, BR will be asked more challenging HO questions in OL.

Differentiation by support – one on one help given to CB and JB. Word mats will be given in written tasks.

Differentiation of pace.

Reading : Developing

strategies/skills – Phonics/ Word study

Engage a variety of texts

Reading for pleasure

Reading for information

Response to Reading

Comprehension

Literacy Lift Off – Every Monday and Wednesday 2nd class will join 3rd for literacy station teaching: two guided reading station, vocabulary and dictionary work station, comprehension and sequencing station.

CAPER – Shared reading with parents. Children choose a book twice a week from the Jolly Phonics Readers level 3 and 4.

Teacher read aloud: ‘The Witches’ by Roald Dahl Chapter 1 and 2 (twice a week after lunch for 10 minutes)

D.E.A.R Time twice a week after lunch for 10 minutes

CJ Fallons – Wonderland: The Treasure Hunt pg. 19-24

Pre, during and after reading oral questions. Think, pair, share on main points of the story Oral Comprehension written questions at the end of each piece

of reading.Writing Variety of

genres/audiences Drafting/editing Punctuation/

Grammar Express reactions

Free writing twice a week, emphasis placed on independent writing, not the formal mechanics. Topic chosen by children.

Revise Recount Writing -. We will examine an example of a recount on ‘A Picnic’ using examples from the digital book: Teaching Writing Skills B by Prim Ed.

Direct teaching of the elements a recount should have: title, orientation (who, when, where, why), events and ending.

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to poems/stories Children will use templates to plan their own recount of a family meal or trip to the restaurant.

Summarise the story of ‘The Treasure Hunt’ using a story wheel template.

Poetry writing: Cinquain poem. Direct teaching. Class poem on fruit. Input from children and written by teacher a scribe.

Grammar: Writing questions. Using a question mark at the end of the question (what? Why? When? Where? Who? Whose? Which? How?) ( pg.9 Jolly Grammar 2)

Differentiation by task JB will be working on his own individual Oral language and writing programme in consultation with the LS teacher

Assessment Teacher observation; Teacher

designed tasks and tests. Weekly spelling tests. Work samples, portfolios.

Linkage and integrationDrama – TIR and role-playCross Curricular theme - Food

Poetry / Phonics Phonics Silent k words and wh words. Dictation taken from Jolly Phonics The Grammar Handbook 2.

Poem: Oral Response to poem: ‘Oh I wish I Looked after my Teeth’ by Pam Ayres.

Spelling Programme Week 6 and 7 taken from CJ. Fallons Spellings and Tables Book

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Maths Rang a 2 ResourcesStrand(s)

Number

Strand UnitsPlace value

Extending and using patterns

Objectives whiteboard, projector, wireless mouse, speakers, Planet Maths 2nd class, Figure It Out 2 textbook and teacher’s book, concrete materials; cubes, mini whiteboards, dices , markers, diennes blocks, hundred squares, number fans, tens and units notation mats, cubes, iPad (Place Value Slider app) Counting can, counting stick, CJFallons and Folens online resourcesAssessment Work samples in

pupil’s folders.. Teacher tasks and

observation. Weekly table

tests.Cross Curricular IntegrationVisual Arts: drawing and colouring items in pairsUse of ICT- interactive games:

Place ValuePlanet Maths 2nd class: pg. 22-24 / Figure it Out 2 pg. 6,7

LO: Pupils will exchange units for tens and units using concrete materials and written form. LO: Pupils will read the value of each digit. E. What value in 5 in the number 15. LO: Children will record numbers (0-99) in pictorial form on place value boards.

Activities See concrete activities below. Station teaching twice a week: Station 1: iPad - Place Value Slider app, Station 2 LST –

arrow cards, Station 3: Teacher teaching - Race to 50 (diennes blocks, notation boards, dice) Station 4. Show me the number (paired work with digit cards and whiteboards) and Station 5. Reinforcement worksheets)

Children will complete the above pages in their textbooks and teacher designed worksheets.Algebra

Planet Maths 2nd class: pg. 25-27 / Figure it Out 2 pg. 68, 69 Explore and discuss repeated addition and group counting. Recognise patterns and predict subsequent numbers. Count forward and backward in 2,3,4,5,6,10

Activities See counting activities below. Children will complete the above pages in their textbooks and teacher designed worksheets.

Concrete Activities Children will use mini whiteboards, digit fans and diennes blocks to show the value of

numbers (0-99) Various place value games, e.g. race to 50, banker, show me my number Using a handful of 1 cent coins, the children in pairs must count out ten – one child counting

and the other child being the banker. For every ten 1–cent coins, they can exchange for a 10–cent coin.

Use of the environment Pointing out group counting in the environment. Where would you find multipacks? Spotting doubles in the environment: house numbers, supermarket aisles, motorways signs. Counting on with money, ‘I have X amount, how much more do I need to buy the loaf of

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bread’, etc. from Planet Maths 2nd

class online resources (www.folensonline.ie) - iPad (Place Value Slider app)

Skills: Applying and problem solving Communicating and expressing Integrating and connecting Reasoning Implementing Understanding and recalling

Mental/Oral Maths: At beginning of lesson (10 mins) Mental Math challenges, pupils in pairs will work together to answer questions based on the oral maths

tests (10-15) in Action Maths 2 teacher manuals. Teacher questions using the target board. Counting activities: Choral Counting, counting can and counting stick. Tables: + 5,6Mathematical Language- Listen, estimate, amount, same, and, altogether, plus, equals, set, number, sentence, colour, circle,

group, swap, tens, units, left over, count, write, separate.

Methodologies: Talk and discussion Active learning with unit cubes, number lines and

hundred square. Skills through content Using the environment Estimation strategies for number Problem solving strategies Integration, linkage and cross-strand planning

Differentiation LS teacher will come into class for maths for

team teaching. Ability grouped. Points of references and hundred squares on

wall Separate activity sheets for Lower and higher

attainers Ad – Hoc lessons for children displaying

difficulty.

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Gaeilge Snáithaonaid: Ag cothú spéise; Ag tuiscint teanga; Ag úsáid teanga

Téama(í):

Bia Ag Siopadóireacht

Feidhmeanna Teanga Caidreamh sóisialta a dhéanamh. Soiléiriú a lorg i gcomhrá. Dul i gcion ar dhuine eile. Dearcadh a léiriú agus a lorg. Eolas a thabhairt agus a lorg. Struchtúr a chur ar chomhrá

Teanga nua R2 –práta, iógart, uachtar reoite,

cáiréid, léitís, leite, feoil, milseáin, iasc, ispíní, píseanna, sceallóga, sparán, cáis,.

Ba maith liom. Tá mé lán go béal. Briathrar R2: chonaic, d’ith, d’ólStraitéisí agus Modhanna MúinteAn modh díreachModh na sraitheModh na lánfhreagartha gníomhaíAn modh closlabharthaAn modh closamhaircModh na ráiteIdirdhealú Ceisteanna níos laige a thabhairt do

JB, CB, AB Tascanna nios simplí a thabhairt do

do JB Cabhair breise a thabhairt do CB, JB

le tascanna scribhneoireachta. Comhtháthú le hábhair eileOSPS: Mé Féin – Bia SláintiúlaCorpoideacheas: Bí ag rith srl..Mata – ag comhaireamh sa siopatéama na coiscíse - biaMeasúnú Measúnú neamhfhoirmiúil an

mhúinteora ag tús na bliana. Ceisteanna an mhúinteora Scrudú litriu gach Aoine. Áiseanna Clár bán, idirlíon, Bun go Barr 2,

Rang a 2Éisteacht

Bun go Barr 2 DD

Cluiche Biongó bunaithe ar an bhfoclóir a bhaineann le bia. Cluiche idirghníomhaíochta bunaithe ar ceacht 3 ag éist agus

meaitseáil.ar an suíomh www.cjfallons.ie

Labhairt

Nathanna cainte:

Cluiche Kim bunaithe ar an bhfoclóir:, práta, iógart, uachtar reoite, cáiréid, léitís, leite, feoil, milseáin, iasc, ispíní, píseanna, sceallóga, sparán, cáis,. Cad atá imithe? Tá an ceart agat!

Dráma a dhéanamh bunaithe ar an léitheoireacht lch 8/9 Dráma beag – sa siopa. Beannú a thabhairt: Dia a duit. Dia is

Muire duit. Cad ba mhaith leat? Ba mhaith liom ....... Seo duit. Go raibh maith agat.

Comhrá beirte: An mhaith leat ........? Is fearr liom Is fuath liom.

Is bréa liom.

Léitheoireacht Bun go Barr 2 Lch. 8/9 Criospaí agus Brioscaí Dán: ‘Ciseán Lán’ Lch 13

Scríbhneoireacht Liosta siopadóireacht agus biachlár shimplí a scríobh. Líon na bearnaí: is maith liom...... Ní maith liom..... Ag am loin

thosaigh mé ag ithe..... agus .... Ceisteanna lch 10 Nuacht an ranga i rith na seachtaine

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téascleabhair , DD agus póstaer, www.cjfallon.ie cluiche Biongó bunaithe ar bia, luascártaí agus pictúirí den bhia,

Filíocht/Drámaíocht/Amhráin

Dán: Ciseán Lán Amhrán: Léimigí, Casaigí

Litriú Ceartlitriú 2 Aonad 5 agus Siúl Siar A

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SESE Science Strands: Living Things; Energy and Forces; Materials; Environmental Awareness & CareSkills Development: Working Scientifically; Designing and Making

Strands: Living Things Strand Units/Lessons: Myself Linkage and

Integration:Cross Curricular theme: foodSPHE: Myself, taking care of my body.Visual Arts: drawing food

ICT: PowerPoint presentation on a balance lifestyle

Assessment: Pupil work samples. Teacher

observation. Teacher designed

tasks and questions.

Methodologies:Talk and discussionActive learningGuided and discovery learningCollaborative learningSkills through contentUsing the environmentTeacher directed approachDifferentiation: Differentiating by pace and

differentiated questions (higher and lower.)

Differentiating by pace and support: JB will need my support to complete the tasks.

JB will communicate understanding with pictures and labels and orally.

Extra assistance given to AB and CB when required.

ResourcesWhiteboard, projector, speakers, internet, teacher, prepared worksheets and templates, laminated pictures of food. PowerPoint Healthy eating.

content LO: Identify some requirements for

growth and development in the human: Healthy eating - the functions of food.

Activities Teacher prepared PowerPoint on healthy

eating with class discussion. In pairs the children design a healthy

breakfast, lunch and dinner. Using a template and pictures of food.

Teacher prepared worksheet - Children sort a list of foods into the following categories: treat food, meat and fish, dairy, fruit and vegetables, cereals and bread.

Children are given a healthy eating journal to record what they ate for breakfast, lunch, dinner, snacks and supper over the week.

They will bring in the complete journal the following week to share with the class.

Skills Questioning Observing Predicting Estimating and

measuring Analysing

Sorting and classifyingRecognising patternsInterpreting

Recording and communicating

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GEOGRAPHYStrands: Human environments:Strand Units/Lessons - Living in the Local Community

Linkage and Integration:Cross Curricular Theme. Food.Gaeilge: BiaSPHE: myself and the wider world.Assessment:Teacher observation and questions and designed tasks. Teacher designed test at the end of the month.

Methodologies: Talk and discussion Active learning Collaborative learning Problem solving Skills through content Using the environment Co-operative learning Photos & artefacts ICT Guided Discovery Interviews/Surveys Maps, globes and atlases Simulation and models Fieldwork StoryDifferentiation: Differentiating by pace for

AB, CB and JB on written tasks,

Differentiation by task; allow more time for lower ability children to prepare answers.

Resources:Internet, whiteboard, projector, teacher prepared worksheets, Unlocking SESE 2nd class online resources www.folensonline,ie

Skills:

A sense of place and space > A sense of place Maps, globes and graphical skills > Using pictures, maps and

globes Questioning Observing Predicting Investigating and experimenting Estimating and measuring Analysing Recording and communicating

LO: People at work: become aware of the work of people in other areas who supply food and other products to us

Activities Using the Unlocking SESE 2nd class online resources, we will read

the story of Kate and Paul who working a factory producing and delivering cornflakes to shops.

Through class discussion we will identify where we get our food from e.g. the local shops and supermarkets, milk from the farm, home-grown and produced food.

The children complete a teacher prepared worksheet on where our food come from.

Using the Unlocking SESE 2nd class online resources, we will watch a video of a day in the life of a baker.

Reinforcement; teacher prepared worksheet question on the video.

HISTORYStrands: Myself and my familyStrand Units/Lessons: When my grandparent were young

Linkage and Integration: ICT: internet skillsEnglish – non factual

Methodologies: Story Drama and role play Oral evidence

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reading

Assessment: Teacher observation

and questions. Teacher designed tasks

and work samples.

Documentary evidence Using ICT Personal and family history Using artefacts Pictures and photographs Using the environment Using evidence

Differentiation: Differentiation of

resources pictorial evidence.

Extra support given to AS in written tasks and will write according to ability.

He will communicate understanding through labelled pictures.

Resourceswhiteboard, projector, internet, teacher prepared worksheets.

The children will be enabled to: LO: explore and record aspects of the lives of people when

his/her grandparents were young listen to adults talking about their own past Compare lives of people in the past with the lives of people

today, noting differences and similarities.Activities

Using the Unlocking SESE 2nd class online resources, we will read the story of Moira who describes where she got her food from when she was young.

We will record the similarities and contrasts between where we get our food and where our grandparent got their using a simple Venn diagram on the whiteboard.

Reinforcement: teacher prepared worksheet. Interview their grandparents about what food they ate when

they were young. Where did they get their food from? Record answers in written form. Children share their finding with the class the following week.

S.P.H.E.Strands: Myself Strand Unit(s): Taking care of my body LO: appreciate the need and understand how to care for the body in order

to keep it strong and healthy Become aware of how infection spreads easily and the importance of

adhering to a code of hygiene.Activity

Video clip and PowerPoint on a balanced lifestyle. Followed by class discussion and teacher prepared worksheet for

reinforcement.

Class discussion on basic classroom hygiene. i.e. why do we need to wash

Context(s) within which the lesson/theme will be taught (tick and give brief detail if necessary): Positive school

climate and atmosphere

Discrete time

Cross curricular

Differentiation: Sensitivity will be

shown to individual children’s feelings depending on their circumstances.

Extra support and differentiation of pace for JB.

Methodologies Talk and discussion Active learning Collaborative learning

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our hands before eating? I will explain to them even if our hands do no look dirty, we still have dirt that we can’t see called germs on hands that can spread to our food when we handle it.

To illustrate this point I will dip my hand into a bowl of glitter and shake hands with a pupil. I will ask the children to pass the handshake on. We will see how many people end up with glitter on their hands. In the same way we can pass on germs if we don’t wash our hands.

Teacher demonstrated the correct way wash hands and the use of the hand sanitizer in small groups. Children will practice the technique.

integration Problem solving Skills through content Using the environment Pictures, photos and

visual images Drama activities Co-operative games Written activities Use of ICTResources:glitter, PowerPoint presentation on healthy lifestyles.

Assessment: Teacher observation Teacher questions and

tasks.(worksheets, quiz)

Integration and linkage ICT– paint and colour. Science – Healthy Food

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Physical Education Strands: Athletics, Dance; Gymnastics; Games; Outdoor and adventure activities; Aquatics.

Assessment: Checklist based on

teacher observation and questions

Teacher designed tasks.

Resources:Photographs of eight readily identifiable permanent objects,e.g. items in the playground – four copies of each, eight numbered boxes for photographs, eight controls, each with a different coloured crayon hanging from it on a string, control cards, paper and pencils.

IntegrationMaths: addition and subtraction sumsGeography: following maps and keys.

Curriculum Activity/Skill: Team teaching with Mrs. McCannStrand Unit: OrienteeringWarm Up: Warm up, stretches and cool down to be carried out at the beginning and end of each lesson respectively: stretching, jogging on the spot, scissors jumps. Lesson 1: Strand Unit: Orienteering Identify areas of the hall or school site:go to features identified by

photographs, find the control and record it simply. Activity 1: Photostar orienteering The children gather in pairs at the central base point. I will the children a photograph indicating the number on the back of

it and walk the children to the item in the photograph. I will show them the control hanging there. (Colour and math sum.) I will demonstrate how to fill in the answer and colour from the

control in the correct box on their control card. Return to base and replace the photograph in the correct box. I will give each child a control card, and divide them into pairs. Activity 2: Scavenger hunt (Early Finishers) Groups of four are given an alphabetical list. The children have to go around the school grounds to find an item belonging to each letter.Lesson 2: Strand Unit: Orienteering• Find objects or areas by following a simple plan:· follow a snake walk;· lead another child around a course; · introduce map to ground orientation/spatial awareness;· teach the language, e.g. around, behind, between and outside. Activity: 1 Snake walk/follow a route1: Give each child an unmarked plan. Show them the XXX on the top and relate them to the XXX on the wall. All face the front wall. Demonstrate how to match the XXX on the plan to the XXX on the wall. This is called orientating a map. Face the back wall and orientate the plan again. Repeat facing right and left. Collect the plans.2. Discuss the enlarged plan of equipment layout with the class, relating

Differentiation: Differentiation by task

– higher achieve will pass from long distances, quicker pace. Will demonstrate and mentor the skills to the weaker students.

Differentiation by support and pace: children having difficulty with tasks will be given one on one help

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the drawings to the items. Place the equipment as in the plan with the help of the children. Point to an item on the plan and ask a child to stand there. Repeat until you have related all the drawings to the items.Lay a trail of beanbags around and through the equipment. Line the children up in twos and ask them to follow you around the trail.Sit them down again. Select a child to walk the route with the other children calling out directions.Draw the route taken onto the plan. Draw to indicate the start and to indicate the finish. Collect the beanbags, erase the route on your plan and lay out a different route. Repeat this activity as often as you wish choosing different children each time to walk the route.3. Draw a route on the master plan and give each child a copy. Ask them to follow this with their finger as you lead them along it. Repeat as often as you wish. Select different children to follow the route on their own while the rest of the class follow the route on the plan with their fingers.Playground games:

Crumbs and crusts. Chain tag

Visual Arts Strands: Drawing; Paint & Colour; Print; Clay; Construction; Fabric and Fibre Concepts & Skills Development: An awareness of line/shape/form/colour and tone/texture/ pattern and rhythm/space

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1) Print: Potato Prints Using quarter pieces of raw potatoes wedges and paint the children

will print a picture e.g. spring flower, boat scene, sunrise.

2) Fabric and Fibre: Mighty Monsters! The children will cover toilet paper cardboard tube with coloured

sugar paper to create the body of the monster. They will use wool and pipe cleaner as hair. They use felt tip coloured pen to draw in the rest of the facial features.

Looking and Responding: Children look at their

work, identify the elements they like, and what they could do differently.

Linkage and Integration:Maths – symmetry Cross Curricular theme: foodDifferentiation: Differentiating

Differentiation by support

Differentiation by outcome

Differentiation of pace

Assessment: Teacher observation

and questions. Samples of child’s

work to be kept in art portfolio.

ResourcesPaint, paintbrushes, water, jars, potato wedges, toilet paper tubes, sugar paper, scissors, PVA glue, googlie eyes, pipe cleaners, wool and markers.

MUSIC Strands: Listening and Responding; Performing; ComposingMusical Concepts: A sense of ……pulse / duration / tempo / pitch / dynamics / structure / timbre / texture / style

Resources:Interactive whiteboard, tinwhistles. Tinwhistle notes, percussion instruments, The Right Note 2nd class CD track 2Linkage and Integration:.Geography: VolcanoesAssessment:Teacher observation and work samples.

Assessment:Teacher observation.

Strands: Playing tinwhistle: - Tune: ‘Twinkle, Twinkle ’ Composing- Improvising and creating Select sounds from a variety of sources to illustrate a character or a

sequence of events, individually and in groups: children will substitute instrumental sounds for the last word of each line of the song: ‘Popocatépetl.’

Talking about and recording compositions > Invent graphic symbols or use standard notation to represent

selected sounds. Children draw symbols for the sounds coming from the volcano.

Differentiation:- Differentiating learning

objectives- Differentiation by support- Differentiation of pace

Drama: No formal drama lesson will be taught this fortnight. Drama will be taught in an

integrated manner as a teaching methodology for these 6 weeks on account of the GAA coaching that will be taking place.

Drama Activities:

Dráma a dhéanamh den léitheoireacht i nGaeilge. Mime and role-play to demonstrate of certain traits of characters.

Resources:Postits, pencils, chairs, chalk and blackboard.Linkage and Integration:SPHE – Myself and others. Dealing with m y feelings and the feelings of others.English – Oral Language: asking and answering questions.Assessment:Teacher observation and questions.Teacher designed tasks.

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Teacher: Carmel Flood Class: Rang a 2 Dates: 13th – 24th October 2014

English Rang a 2Oral Language Oral language

across the curriculum

Oral language as part of literacy

Discrete oral language

Halloween traditions: class discussion on the various traditions that their family has. Children interview their parents / grandparents about their memories of Halloween when they were children. Compare and contrast with their experiences.

Oral language development – class brainstorm with the help of the teacher as many words associated with Halloween we will categorise the words into nouns, adjectives and verbs. Teacher input to extend existing vocabulary.

Resources CJ Fallons – Wonderland:

Feena’s 2nd Book of Facts CJ Fallons – Wonderland Oral

Language Development Scheme D.

EDCO: Exercise Your English 2. Jolly Grammar Book 2 Whiteboard, projector and

internet. Black board and chalk Visualiser Literacy Lift Off books,

scrapbooks, worksheets, iPad Teaching Writing Skills A and B

by Prim Ed digital books and templates and checklists.

Jolly Phonics Readers level 3 and 4.

The Witches’ by Roald Dahl.Methodologies

Talk and discussion

Reading : Developing

strategies/skills – Phonics/ Word study

Engage a variety of texts

Reading for pleasure

Reading for information

Response to Reading

Comprehension

Literacy Lift Off – Every Monday and Wednesday 2nd class will join 3rd for literacy station teaching: two guided reading station, vocabulary and dictionary work station, comprehension and sequencing station.

CAPER – Shared reading with parents. Children choose a book twice a week from the Jolly Phonics Readers level 3 and 4.

Teacher read aloud: ‘The Witches’ by Roald Dahl Chapter 3 and 4 (twice a week after lunch for 10 minutes)

D.E.A.R Time twice a week after lunch for 10 minutesCJ Fallons – Wonderland:

Feena’s 2nd Book of Facts pg:8 Cities and Towns, Food and Farming pg. 10-11, Jobs and Work pg. 12-13, Sports and Games pg. 14-16, Machines in Home pg. 16-17.

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EDCO – Exercise Your English 2 ‘Halloween Terror’ pg. 18. Pre, during and after reading oral questions. Think, pair, share on main points of the story Oral Comprehension written questions at the end of each piece of

reading.

Active learning Skills through content Using the environment Use of ICT

Differentiation Differentiating learning

objectives. CC, JR, BR will be asked more challenging HO questions in OL.

Differentiation by support – one on one help given to CB and JB. Word mats will be given in written tasks.

Differentiation of pace. Differentiation by task JB will be

working on his own individual Oral language and writing programme in consultation with the LS teacher

Assessment Teacher observation; Teacher

designed tasks and tests. Weekly spelling tests. Work samples, portfolios.

Linkage and integrationDrama – TIR and role-playCross Curricular theme - Halloween

Writing Variety of

genres/audiences Drafting/editing Punctuation/

Grammar Express reactions

to poems/stories

EDCO – Exercise Your English 2 Grammar: their or there and too, to, two. Pg. 17 Read and answer higher and lower order questions based on the

story ‘Halloween Terror’ pg. 18. Completing story: ‘Halloween Terror ’ pg. 20 (Teacher led and

scaffolded. ) Editing sentences inserting capital letter in the correct places.

pg. 21 Children write their own individual Halloween acrostic poems and

write them on a Halloween template as a means of publishing. Cursive handwriting - B4 headline letters based on d,t, u,m Free writing twice a week, emphasis placed on independent

writing, not the formal mechanics. Topic chosen by children. Report Writing -. We will examine an example of a report on

‘Strawberries’ using examples from the digital book: Teaching Writing Skills B by Prim Ed.

Direct teaching of the elements a report should have: title, Classification (who, when, where, why), description and concluding.

Modelling: Teacher as scribe models how to write a report on a type of fruit. Teacher as scribe used the pupils’ ideas to write a class report on fruit.

Children will use templates to plan their own report of their favourite fruit. They will use this template to write their own report later on in the term.

Summarise the story of ‘The Treasure Hunt’ using a story wheel template.

Grammar: The correct use of speech marks in writing. ( pg. Jolly Grammar 2)

Poetry / Phonics Phonics Ph/wh words: dictation taken from Jolly Phonics Grammar Book 2 Distinguishing between the following intitial blends; sk, sw, stPoem: This Tooth by Lee Bennett Hopkins LOBH

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Its Halloween by Jack Prelutsky LOBHOral response to the poem ‘Witch goes shopping’ by Kryzl Deanne Pascual

Spelling Programme

Week 9 and 11 taken from CJ. Fallons Spellings and Tables Book

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Maths Rang a 2 ResourcesStrand(s)

Shape and space

Strand Units

2D Shpaes

Objectives whiteboard, projector, wireless mouse, speakers, Planet Maths 2nd class, Figure It Out 2 textbook and teacher’s book, concrete materials; netbooks, geoboards, elastic bands, digital camera, 2D Shapes posters, cubes, mini whiteboards, hundred squares, number fans, cubes, iPad (Addition Slider app) Counting can, counting stick, CJFallons and Folens online resources.Assessment Work samples in

pupil’s folders.. Teacher tasks and

observation. Weekly table

tests. Mid termly testingCross Curricular IntegrationVisual Arts: drawing and colouring items in pairsUse of ICT

2D shapes:Planet Maths 2nd class: pg. 34,35,36 / Figure it Out 2 pg. 48

The pupils will be enabled to identify the following 2D shapes: triangle, square, rectangle, circle, and semi-circle, oval in their books, on the interactive whiteboard, around the classroom and at home.

List the properties of each shape. This shape has curved/straight lines. It has .... side/corners.

Reinforcement Activities: Guess my shape - In small groups, children will describe a shape and the rest of the group will draw the shape.

In pairs the pupils will make a picture out of 2D shapes using 2Dtemplates and using Microsoft paint on the school netbooks

Angles Identify and distinguish between right angles and less than and greater than right angles

using the interactive whiteboard, the children’s textbook and teacher prepared worksheets. Children will make the various types of angles using lollipop sticks and unifix cubes. Children will capture of examples of the above angles in the school environment using the

digital cameras. Children will draw of examples of the above angle to illustrate understanding. Card sort – children will sort examples of angles into the correct category: right angle, less

than right angle and greater than right angle.Activities

See concrete activities below. Station teaching – (Mata sa Rang – skip counting in 3,4,5) twice a week: Station 1: iPad -

Addition Slider app, Station 2 match dot pictures to the correct figure Station 3: Teacher teaching - counting ladders Station 4. Make groups of ….. with cubes, ,match it to the correct digit. E.g. 4 groups of 3 = 12 Station 5: Reinforcement in textbook)

Children will complete the above pages in their textbooks and teacher designed worksheets.Algebra

Planet Maths 2nd class: pg. 25-27 / Figure it Out 2 pg. 68, 69 Explore and discuss repeated addition and group counting. Recognise patterns and predict subsequent numbers. Count forward and backward in 2,3,4,5,6,10

Activities

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See concrete activities below. Children will complete the above pages in their textbooks and teacher designed worksheets. - interactive games:

from Planet Maths 2nd

class online resources (www.folensonline.ie) - iPad (Place Value Slider app)

Concrete Activities 2D Station teaching – children will be spilt into 5 groups of 4 and will be rotated from the

following four stations: (a) geoboards – one side the children make the outlines of the above 2D shapes and on the other side the children will make shape pieces.

(b)Children, using cards of the 2D shapes to make patterns in pairs, ‘Continue the pattern’ (c )creating a digital 2D Shapes picture using Microsoft Paint. (d) Children will colour and cut out the above 2D shapes. They will them assemble them

together to form a 2D picture. Use of the environment (R2) Naming places in the world around them, in which they see the shapes and angles.

Skills: Applying and problem solving Communicating and expressing Integrating and connecting Reasoning Implementing Understanding and recalling

Mental/Oral Maths: At beginning of lesson (10 mins) Teacher questions using the target board. Counting activities: Choral Counting, counting can and counting stick. Counting up in 2,3,4,5,6,10 Tables: + 7,8Mathematical Language- Right angle, Square, circle, rectangle, oval, circle, semi-circle, triangle

Methodologies: Talk and discussion Active learning with unit cubes, number lines and

hundred square. Skills through content Using the environment Estimation strategies for number Problem solving strategies Integration, linkage and cross-strand planning

Differentiation LS teacher will come into class for maths for

team teaching. Ability grouped. Points of references and hundred squares on

wall Separate activity sheets for Lower and higher

attainers Ad – Hoc lessons for children displaying

difficulty.

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Gaeilge Snáithaonaid: Ag cothú spéise; Ag tuiscint teanga; Ag úsáid teanga

Téama(í):

TeilifísOcáid Speisialta: Oíche Shamhna

Feidhmeanna Teanga Caidreamh sóisialta a dhéanamh. Soiléiriú a lorg i gcomhrá. Dul i gcion ar dhuine eile. Dearcadh a léiriú agus a lorg. Eolas a thabhairt agus a lorg. Struchtúr a chur ar chomhrá

Teanga nua clár lotto, clár bia, clár grin, clár

leanaí. briathrar: cheannaigh, Foclóir a bhaineann le Oíche

Shamhna: sciathan leathair, cailleach, púca, cnónna, úlla, airgead, púimcín, masc, puicín, fáinne, tine chnaimhe, creathlach, ag imirt bob nó bia.

Straitéisí agus Modhanna MúinteAn modh díreachModh na sraitheModh na lánfhreagartha gníomhaíAn modh closlabharthaAn modh closamhaircModh na ráiteGníomhaíochtaí agus pictiúirí chun na focail a mhiniú. • Gach seans a thabhairt to na páistí a gcuid Gaeilge a chleachtadh (obair bheirte) • Ceisteanna a fhreagairt agus a chuir. • Úsáid a bhaint as an téacsleabhar. • Cluichí teanga• Prionta sa timpeallacht Idirdhealú Ceisteanna níos laige a thabhairt do

JB, CB, AB Tascanna nios simplí a thabhairt do

do JB Cabhair breise a thabhairt do CB, JB

le tascanna scribhneoireachta. Ba chóir go mbeadh JRagus CC

ábalta níos mó ábairtí a scríobh i

Rang a 2Éisteacht

Bun go Barr 2 DD

Cluiche idirghníomhaíochta bunaithe ar ceacht 4 agus 5 ag éisteacht agus meaitseáil.ar an suíomh www.cjfallons.ie

Ag éisteacht agus ag leanuint treoacha – éist agus dathaigh: cuir dath glas ar aghaidh an chaileach, tarraigt púca sa spéir srl.

Cluiche bióngó bunaithe ar an bhfoclóir a bhaineann leis Oíche Shamhna.

Ag éisteacht agus aithint – Cluiche teanga: Cé mise? Msh: Tá dáth bán orm, Deirim bú.

Labhairt

Nathanna cainte:

Comhrá beirte: Céard a chonaic tú ar an teilifís inné? Tuairisciú a dhéanamh: is maith liom clár dulrá ach is fearr

liom clár spóirt Dráma a dhéanamh bunaithe ar an léitheoireacht lch 20-21 Tuairisciú a dhéanamh: ag labhairt faoin bpictúir: ‚‘Oíche

Shamhna.‘ Tá dáth bán ar an bpúca. Tá dath oráiste ar an bpuimcín. Tá an chailleach ag gáire.Tá na páistí ag ithe milseáin

Cluiche kim bunaithe ar an bhfoclóir a bhaineann leis Oíche Shamhna.

Ceart go leor! Tá Oíche Shamhna ag teacht!

Léitheoireacht Bun go Barr 2 Lch 20-21 – Lottó, Lottó! Dán: Pís agus Rís lch 25 Amhrán: Oíche Shamhna

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Scéal: Oíche Shamhna (sliocht ón sean leagan den Bun go Barr 1)

dtascanna scríbhneoireacta.Comhtháthú le hábhair eileCorpoideacheas: Bí ag rith srl..Mata – ag comhaireamh téama na coiscíse – Oíche ShamhnaMeasúnú Measúnú neamhfhoirmiúil an

mhúinteora ag tús na bliana. Ceisteanna an mhúinteora Scrudú litriu gach Aoine.

Áiseanna Clár bán, idirlíon, Bun go Barr 2,

téascleabhair , DD agus póstaer, www.cjfallon.ie, luascártaí agus pictúirí den bhfoclóir a bhaineann le Oíche Shamhnna

Scríbhneoireacht Cúpla Ceist lch 22 Scríobh an scéal – an lotto lch 24. Líon na bearnaí: Is maith liom clár ….. Is fuath liom clar ,,, Abairtí ... chonaic mé .... ar an teilifís. Ní fhaca mé ...... Abairtí a scríobh faoin oiche shamhna: Ba púcá mé/ chonaic

mé ….. sa spéir. D’ith mé cnónna, úlla agus bairín breac. Nuacht an ranga i rith na seachtaine

Filíocht/Drámaíocht/Amhráin

Dán: Pís agus Rís Dán: Oíche Shamhna

Litriú Ceartlitriú 2 Aonad 6,7

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SESE Science Strands: Living Things; Energy and Forces; Materials; Environmental Awareness & CareSkills Development: Working Scientifically; Designing and Making

Strands: Energy and Forces Strand Units/Lessons: Heat Linkage and

Integration:

Assessment: Pupil work

samples. Teacher

observation. Teacher

designed tasks and questions.

Methodologies:Talk and discussionActive learningGuided and discovery learningCollaborative learningSkills through contentUsing the environmentTeacher directed approachDifferentiation: Differentiating by pace and

differentiated questions (higher and lower.)

Differentiating by pace and support: JB will need my support to complete the tasks.

JB will communicate understanding with pictures and labels and orally.

Extra assistance given to AB and CB when required.

More challenging questions given to CC, R and JR.

ResourcesWhiteboard, projector, speakers, internet, teacher, prepared worksheets

content LO: Become aware of and identify different sources

of heat energy measure and compare temperatures in different

places in the classroom, school and environment learn that temperature is a measurement of how

hot something is

Activities Teacher PowerPoint on heat sources. Reinforcement: teacher prepared worksheet - the

pupils will distinguish between indoor and outdoor sources of heat. The pupils identify the type of fuel that power heat e.g. sunlight, electricity, gas, and coal.

Show the children the thermometer. I will explain it is an instrument that measure temperature. O degrees Celsius denotes freezing point and 100 degrees Celsius denotes boiling point.

I will place the thermometer in various places around the school.

I will ask the children to check and record the temperatures.

Key Questions? Why is it warmer in some places than others? (shade, outside, indoor heating.)

Skills Questioning Observing Predicting Estimating

and measuring

AnalysingSorting and classifyingRecognising patternsInterpreting

Recording and communicating

GEOGRAPHYStrands: Natural Environments and Human environments:Strand Units/Lessons - Living in the Local Community / People and places in other lands

Linkage and Integration:

Cross Curricular Theme. Halloween

Methodologies: Talk and discussion Active learning Collaborative learning Problem solving

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SPHE: myself and the wider world.Assessment:Teacher observation and questions and designed tasks. Teacher designed test at the end of the month.

Skills through content Using the environment Co-operative learning Photos & artefacts ICT Guided Discovery Interviews/Surveys Maps, globes and atlases Simulation and models Fieldwork StoryDifferentiation: Differentiating by pace for

AB, CB and JB on written tasks,

Differentiation by task; allow more time for lower ability children to prepare answers.

Resources:Internet, whiteboard, projector, wireless mouse, teacher prepared worksheets, Unlocking SESE 2nd class online resources www.folensonline,ie

Skills:

A sense of place and space > A sense of place Maps, globes and graphical skills > Using pictures, maps

and globes Questioning Observing Predicting Investigating and experimenting Estimating and measuring Analysing Recording and communicating

LO: Identify, explore and discuss aspects of some major natural features in the local environment: lake, river, stream, sea.

Activities I will show the children a projected image of a landscape of a

mountain, hill, stream, river, lake and coast. Class discussion on what features are in our locality? What

features are not in our locality? Using the wireless mouse I will ask children to point out the

location of the following aspects: Reinforcement- teacher prepared worksheet: the pupils will

label the features named above. Pupils will name the following features in our village i.e. Camlin river and Gorteen lake.

LO: Examine how Halloween is celebrated in MexicoActivities

Using the Folens Unlocking S.E.S.E. online resources we will read how Mexico celebrate the feast of Halloween. Class discussion on the similarities and contrasts between how Ireland and Mexico celebrate Halloween.

Reinforcement: Teacher prepared worksheet: colour the Mexico flag. Fill in a simple Venn diagram outlining the similarities and contrasts between how Ireland and Mexico

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celebrate Halloween.

HISTORY Strands: Myself and my Family Strand Units/Lessons: Feasts and Festivals in the past

Linkage and Integration: ICT: internet skillsEnglish – nonfactual reading Cross Curricular theme: Halloween

Assessment: Teacher

observation and questions.

Teacher designed tasks and work samples.

Methodologies:StoryUsing ICTTeacher led discussionUsing artefactsPictures and photographsUsing the environmentDifferentiation: JR and CC will be challenged in their

learning by asking them more HO questions.

Differentiation of resources pictorial evidence.

Extra support given to JS in written tasks and will write according to ability.

He will communicate understanding through labelled pictures.

Resources Interactive whiteboard, internet, Halloween PowerPoint presentation, apples, barn brack, teacher prepared worksheets.

LO: The children will be enabled to: explore and discuss the origins and traditions of some

common festivalsActivities

PowerPoint presentation of the tradition Halloween, key points: Halloween was a pagan festival. People originally dressed up to frighten away evil spirits. People believed the spirits used to play pranks on that

night. This is where the tradition ‘Trick or Treat’ comes from.

Explore and play some of the traditional games associated with Halloween.

Children complete a cloze procedure reinforcing the above concepts.

S.P.H.E.Strands: Myself Strand Unit(s): Safety and protection

Safety at Halloween Class discussion on the key points to follow during

Halloween: - Never go trick or treating alone, always let your parents know where you will be at all times. Do not knock on stranger’s houses without having another adult

Context(s) within which the lesson/theme will be taught (tick and give brief detail if necessary): Positive school climate and

atmosphere Discrete time

Cross curricular integration

Methodologies & Differentiation: Sensitivity will be shown to

individual children’s feelings depending on their circumstances

Talk and discussion Collaborative learning Problem solving Skills through content Using the environmentIntegration and linkage

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present.- Fireworks are illegal and dangerous - never play with them

as they can cause serious injury.- Keep pets inside as it can be a frightening time for them.- Respect old people’s privacy as they can feel lonely or

scared at this time of the year.- Children draw and colour a poster highlighting the above

safety points.

Safety and protection > Water Safety LO: Identify risky behaviour and examine its positive and

negative consequences. I will use the IWS PAWS Programme resources and

posters to evoke discussion and identify main water safety hazards in swimming pools, at the beach and playing near lakes, streams and canals.

Reinforcement: teacher prepared worksheet. Cloze procedure and spot the hazards picture.

Early finishers this fortnight with design a poster highlight the dangers and safety rules to follow.

English – describing people using adjectives. Oral language topic. Visual Arts – describing people using adjectives. Oral language topic.Curriculum theme of the fortnight: Halloween

Co-operative games.Resources:Talking object, IWS PAWS Programme resources, teacher prepared worksheet. Paper and markers.Assessment: Teacher observation Teacher questions and tasks.

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Physical Education Strands: Athletics, Dance; Gymnastics; Games; Outdoor and adventure activities; Aquatics.

Assessment: Checklist based on

teacher observation and questions

Teacher designed tasks.

Resources:whistle, cones, Astroturf, laminated letters, skipping ropes, crayons, plastic box, swimming gear.

IntegrationSPHE: Water SafetyGeography: following maps and keys.

Curriculum Activity/Skill: Team teaching with Mrs. McCannStrand Unit: OrienteeringWarm Up: Warm up, stretches and cool down to be carried out at the beginning and end of each lesson respectively: stretching, jogging on the spot, scissors jumps. Lesson 1: Strand Unit: Orienteering• Find objects or areas by following a simple plan:· follow a snake walk;· introduce map to ground orientation/spatial awareness;· teach the language, e.g. around, behind, between and outside. Activity: 1 Snake walk/follow a route1: Discuss the enlarged plan of equipment layout with the class, relating the drawings to the items. Place the equipment as in the plan with the help of the children. 2. Place the children in groups of 4 colours. Each group will be given a different starting point with a different route and finishing point. 3. The groups must select the correct route with the other children calling out directions.4. At each item of equipment there will be a letter and colour to act as a control.5. The children when finished, must return to the base and submit their control cards to be checked by teacher.Lesson 2: Strand Unit: AquaticsFrom Oct 22nd for 6 weeks, the children will attend swimming lessons in the Mall Leisure centre in Longford town. Areas covered include: Buoyancy and propulsion glide forward or backwards along the surface in a stretched position glide to the bottom of the pool explore use of arms and legs to travel in water jump, side-step or run across the pool practise balance, rotation and recovery exercises with and without

float

Differentiation: Differentiation by task

the pupils will graded in the swimming according to ability and experience.

Differentiation by support and pace: children having difficulty with tasks will be given one on one help

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Entry to and exit from the water: Climb out of the water and enter the water. Hygiene: appreciate the importance of hygiene when using the poolStroke development: develop a selection of swimming strokesUnderstanding and appreciation of aquatics : develop an appreciation of the freedom of movement in water extend knowledge of swimming strokes discuss a wide range of aquatic activities become aware of local organisations and clubs that promote aquatics understand basic hygiene procedures understand how to stay safe in water develop an increased understanding of flotation appreciate the dangers of waterWater safety >

recognise hazards of water observe the rules of the local pool identify correct procedure for dealing with hazards

Water-based ball games: participate in pair and group playPlayground games:

Crumbs and crusts. Chain tag

Visual Arts Strands: Drawing; Paint & Colour; Print; Clay; Construction; Fabric and Fibre Concepts & Skills Development: An awareness of line/shape/form/colour and tone/texture/ pattern and rhythm/space

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Strands: DrawingLesson: 1 Jack O Lanterns window decorations

Aim: to create a pumpkin window decoration. The children will cut out a hollow in pumpkin outline from orange card using a template. The children will stick orange, yellow and red cellophane or tissue paper onto tracing paper. This will act as a translucent background for the pumpkin outline.

Lesson: 2 Halloween Silhouettes The children will stick a pumpkin, bat, ghost or witch card

template over an A3 black sugar paper page. They will paint a circle over the template using gold or

silver metallic paint. This will represent the moon. Once they peel back the template it will reveal a shadow

against the full moon To complete the picture the children will stick gold glitter

against the black background to represent the stars.

Looking and Responding: Children look at their own work;

identify the elements they like, and what they could do differently.

Linkage and Integration:Maths – symmetryGaeilge – Oíche ShamhnaMusic – Halloween theme of the fortnight. Differentiation: Differentiating Differentiation by

support Differentiation by outcome Differentiation of pace

Assessment: Teacher observation

and questions. Samples of child’s

work to be kept in art portfolio.

Resourcespumpkin, bat, ghost and witch card templates, gold glitter, silver and gold paint, scissors, black sugar paper, glue, ribbons, Halloween sequins and decorations,

Music Strands: Listening and Responding; Performing; Composing Musical Concepts: A sense of ……pulse / duration / tempo / pitch / dynamics / structure / timbre / texture / styleStrands:Performing; singing.- Sing the song ‘Wicked Witch.’ Keep the steady beat of the song by click

fingers and clapping hands in a four beat rhythm.- Chant the poem/rap of ‘The Bone yard Rap’ by Wes Magee. Use body

percussion as an accompaniment. E.g. click fingers, flick fingertips, slap knee and clap hands.

- Explore the change of tempo and timbre using the chant; ‘Lickety Spit!’- Playing instrument: tune – ‘London Bridge’ on the tinwhistle,Composing - singing > Improvising and creating LO: recall, answer and invent simple melodic and rhythmic patterns,

using voice, body percussion and instruments. Compose an accompaniment to the rap ‘The Haunted House’ using body

Differentiation:- Differentiating learning objectives- Differentiation by support- Differentiation of paceResources:Interactive whiteboard, tin whistles. Tinwhistle notes, percussion instruments, chime bars, The Right Note 2nd Class teacher manual and CD 1.Linkage and Integration:English: Halloween - oral language theme procedural writing. Drama: teacher led visualisation of a visit to the haunted house.Gaeilge: Oíche Shamhna

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percussion and wooden instruments. Compose an accompaniment to the song ‘Wicked Witch’ using chime

bars and tambourines. Listening and Responding Explore environmental sounds through listening, identify and imitating.

Children will listen to the song: ‘Something Spooky’ The children will draw a picture depicting the scene and what it evokes in

their mind when they hear it.

Assessment:Teacher observation.

Professional Reflection: In week 2 and 3 I could not teach the orienteering lessons in P.E. due to the bad weather. This was the concluding lesson

of this strand. I will teach these lessons again after Easter when the weather is warmer. Instead I took the children to the halla where we played the following games: crumbs and crusts, ship, sea, shore and traffic lights. We held running, skipping and walking relays. Throwing target practice in small groups throwing quoits into hula hoops.

Síniú an Oide: Dáta:

Drama: No formal drama lesson will be taught this fortnight. Drama will be taught in an integrated manner as a teaching methodology for these 6 weeks on

account of the GAA coaching that will be taking place.

Drama Activities:

Dráma a dhéanamh den léitheoireacht i nGaeilge. Mime and role-play to demonstrate of certain traits of characters. Visualisation - Listen to the song ‘Spooky Song.’ Close your eyes and tell me what

you can see/hear/feel around you?

Resources:Postits, pencils, chairs, chalk and blackboard.Linkage and Integration:Cross Curricular Theme: HalloweenSPHE – Myself and others. Dealing with m y feelings and the feelings of others.English – Oral Language: asking and answering questions.Assessment:Teacher observation and questions.Teacher designed tasks.

Other Activities Visit from the Inspectorate -WSE MLL County Final Excitement They children have access to the class iPad on alternate days. This month, we were working on subtraction tables,

spelling and digital drawing apps. Paddy Columb, the Longford School GAA coach comes to take the class for a 45 minute training session every Thursday.

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Notes: The six central methodologies of the revised curriculum: Talk and Discussion, Active learning, Collaborative learning, Problem Solving, Skills

through content, Using the Environment.Overview of methodologies for each subject area:

Gaeilge English Mathematics SPHE P.E.

An modh díreachModh na sraitheModh na lánfhreagartha gníomhaíAn modh closlabharthaAn modh closamhaircModh na ráite

Talk and discussionActive learningCollaborative learningProblem solvingSkills through contentUsing the environmentUse of ICT

Talk and discussionActive learningCollaborative learningProblem solvingSkills through contentUsing the environmentEstimation strategies for numberProblem solving strategiesIntegration, linkage and cross-strand planningMathematical trailsUse of ICT

Talk and discussionActive learningCollaborative learningProblem solvingSkills through contentUsing the environmentPictures, photos and visual images Drama activitiesCo-operative gamesWritten activitiesUse of ICT

Directed teachingGuided discoveryIntegration

Science History Geography Music Visual Arts Drama

Talk and discussionActive learningGuided and discovery learningCollaborative learningSkills through contentUsing the environmentFree exploration of materialsInvestigative approachTeacher directed approach

StoryDrama and role playOral evidenceDocumentary evidenceUsing ICTPersonal and family historyUsing artefactsPictures and photographsUsing the environmentUsing evidence

Talk and discussionActive learningCollaborative learningProblem solvingSkills through contentUsing the environmentCo-operative learningPhotos & artefactsICTGuided DiscoveryInterviews/SurveysMaps, globes and atlasesSimulation and modelsFieldworkStory

Talk and discussionActive learningGuided and discovery learningCollaborative learningUsing the environmentListening &respondingPerformingComposingUse of ICT

Talk and discussionActive learningGuided and discovery learningCollaborative learningProblem solvingSkills through contentUsing the environmentDrawingPaint and colourPrint/ClayConstructionFabric and fibreLooking and responding Use of ICT

Talk and discussionActive learningCollaborative learningProblem solvingSkills through contentUsing the environmentMake – believe play to process drama

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‘Linkage’ refers to integration within the particular subject area (e.g. you could be covering ‘living things’ and integrating this with the strand on ‘environmental awareness and care’) while ‘integration’ refers to cross curricular connections.

Assessment Strategies: Teacher observation; Teacher designed tasks and tests; Work samples, portfolios and projects; Curriculum profiles; Diagnostic tests and Standardised tests.

Differentiation : The term is used to describe the various strategies teachers use to enable groups of students with diverse learning characteristics to participate in the mainstream programme. It embraces the rethinking of teaching approaches, the application of different grouping strategies in the classroom and the optimum use of whatever resources and support may be available.There are various possible forms of differentiation including:

Differentiating learning objectives

Differentiation by support

Differentiation by outcome

Differentiation of pace

Differentiation by resource

Differentiation by grouping

Differentiation by teaching style

Differentiation by task

Other

The following abbreviations could be used to record methodologies/resources

AL Active LearningA ArtefactsCI Children’s IdeasCM Concrete MaterialsCoG Co-operative GamesCoL Co-operative LearningCT Circle TimeD DramaDb DebateDL Discovery LearningD/P Drill and PracticeE EvidenceEnv EnvironmentFW Field Work

GS Guest SpeakerH-O Hands-on ApproachIA Investigative ApproachInA Integrated ApproachIT Information technologyL Listening and respondingLA Linkage LB Library BooksL/R Looking and respondingM/D Making and Doing O/C Observation and curiosityOP Oral PresentationsP ProjectsP/G Play and Games

PS Problem SolvingPT Peer TutoringPW Pair WorkRE Reading for EnjoymentR M Reading for MeaningR/P Role PlayS StoryTB Theme BasedT/D Talk and DiscussionTDA Teacher-directed approachTX Text BookV VideoVD Vocabulary DevelopmentWA Written Activity

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GD Guided Discovery ApproachGDis Guided DiscussionGW Group Work

P/P Pictures and Photographs WC Whole Class1-1 one-to-oneWS Worksheet

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