Ms. Joan O’ Shea, whose Post of Responsibility is English co-ordinated the review of the English Whole School plan from Sept. 2004 – June 2005 with the support of the principal. Since then the plan has been regularly monitored and reviewed. Literacy has been prioritised by staff for the 2012 - 2014 school years as part of the School Self Evaluation process. Advice with regard to 'best practice' including best teaching approaches and methods has been sought from the Inspector Máire Ní Mháirtín, PDST (Professional Development Support for Teachers), NCCA (National Council for Curriculum and Assessment) and the Department of Education (DES). A decision was made by staff to look in depth at comprehension strategies, writing genres and oral language in the 2013 - 2014 school year.
In teaching English we aim:
To promote positive attitudes and develop an appreciation of the value of language- spoken, read and written
To develop confidence and competence in listening, speaking, reading and writing
To develop cognitive ability and the capacity to clarify thinking through oral language, writing and reading
To enable the child to read and write independently.
To enhance emotional, imaginative and aesthetic development through oral, reading and writing experiences.
The English curriculum is structured according to the strands and strand units. To aid clarity the staff has chosen to plan through the strand units:
Teachers use the curriculum objectives in planning their work. They refer to them regularly, use them for assessment purposes, and ensure there is a balance between the strands as listed below:
Receptiveness to language
Competence and confidence in using language
Developing cognitive abilities through language
Emotional and imaginative development through language
FIVE CONTEXTS OF ORAL LANGUAGE
Teachers help children to develop their oral language through the following five contexts:
Talk and Discussion
Play and Games
Story and Improvisational Drama
Oral Language is used as a basis for reading and writing. All lessons are introduced with an Oral Language activity. The development of Oral Language takes place across all subjects and throughout the whole school day. Sometimes oral language is used as an alternative to written exercises in developing children’s comprehension skills. In an effort to develop higher order thinking skills the teachers use questions:
To gain maximum information
To seek and to give explanations
To discuss different possible solutions to problems
To argue a point of view
To persuade others
To examine fact and fiction, bias and objectivity etc.
To develop critical thinking skills (To download some information on Critical Thinking click here )
DISCRETE ORAL LANGUAGE TIME:
Form, structure, use of language and grammar are addressed during Discrete Oral Language time. Children are encouraged and taught to use correct pronunciation, grammar etc. when speaking. On occasions this may need to be done discreetly by the teacher. Teaching strategies are carefully selected with the ultimate aim to develop children’s confidence in speaking in small group/large group situations.
Teachers use a range of organisational settings for development of Oral Language such as pair work, group work, whole class discussion, formal and informal debates and circle work.
Children are encouraged to present their work to a range of audiences such as classmates, other teachers, and school visitors. Presenting programmes for the local radio station, using the school intercom, the Christmas Concert, Cor Fhéile and other performances also give the children opportunities to present their work to a range of audiences.
ORAL ASSESSMENT CHECKLIST
Twenty Steps Towards Language Development (Teachers' Centre Drumcondra)
Five Components of Effective Oral Language Instruction (PDST)
Magic Emerald Posters and Oral Language cards 1-10
Prim-Ed exercises in listening and Oral Comprehension
Oral Language posters
Posters – cross curricular
Oral exercises/debating topics from class reader
Magic Emerald Oral Box
Posters used in SPHE and SESE
Activites/exercises from class reader
In every class there are children with different reading abilities. The teacher caters for these different abilities in a sensitive manner and strives to develop confidence in the child as they learn to read. It is imperative that children taste success while reading. This is done by ensuring that the material they read is appropriate to their ability.
The class reader is gauged towards the average child. The purpose of using a class reader is to develop reading skills such as using picture cues, word attack skills, dictionary work, comprehension, information retrieval skills etc. Teachers cater for the different needs in the classroom when using the class reader by asking questions gauged at different levels of ability.
Class novels ( C 39, 51, TG 66 – 68)
The novel is used from third class up to give children the experience of using real books. Novels can be read independently or used in a group or class setting. Carefully selected class novels help to encourage children to read and draw the child’s attention to descriptive text, development of characters, plot etc. It is expected that class teachers have read and are very familiar with novels before using them for class discussion. Real books are also used from Junior Infants, with Big Books being used in the early years.
Outside the set novels listed teachers use their own discretion in using novels in the classroom to develop skills in English.
Name of Novel
Sept. ’06, ’08, ’10 …
Year 2: Sept. ’07,’09, ’11…
The Sheep Pig
The Yuckey Prince
Supplementary/ancillary/parallel readers are used to give children the opportunity to read at their level. At an early age children become aware of their different abilities. In Scoil Mhuire teachers make every effort to instil confidence in children, and help them to identify and use their talents. It is very important that children with difficulties in reading are affirmed, encouraged and supported in taking the next step. Every child needs to taste success regularly in some area of school life.
Parents have a very important role in encouraging their children to read. Time the children spend reading together with parents should be a pleasurable experience where the parent and child use an age appropriate book set at the child’s level of ability. Parents are given advice in November at parent/teacher meetings as to how they can best support their children with reading and how they can reinforce what is done in the classroom.
ORGANISATION OF READING IN THE CLASSROOM
Teachers use a variety of organisational settings when teaching reading including whole class reading, paired reading, group reading, independent reading, individualized reading, teacher reading aloud, silent reading etc.
Round Robin Reading where individual children are asked to read unprepared text one after the other is cautiously used in Scoil Mhuire for a number of reasons namely:
Readers give their worst performance
Provides listeners with several examples of poor reading. Children provide poor models for each other.
Good readers are reduced to the speed of the slowest reader. The amount of material covered is also artificially restricted.
Poor readers publicly demonstrate their inability
Children dread doing it and are bored listening to it
No planning is involved. Designated readers deal with limited portions of text.
Alternative strategies such as ‘Reader’s Theatre’ where children have pre- prepared the section they will be reading in front of their peers is encouraged for the following reasons namely:
Because practice precedes performance, the quality is improved
Children provide their best performance for each other
Speed increases with practice
Rehearsal enables poor readers to give their best
Children enjoy participating and listening
Planning and rehearsal around the whole text promote sensitive and thoughtful responses and increased understanding and appreciation.
Children can be asked in advance to prepare particular paragraphs/ sections or take on character roles, narrative roles etc. Children can be given photocopies of scripts and asked to highlight the section they will be reading, mark places they need to pause with a couple of slashes, // etc.
PRINT RICH ENVIRONMENT (C. 18, 27, 39, 42, 51, 54)
In our classrooms and school children are surrounded by print. Everything in the classroom is labelled at a level appropriate to the age of the children in the class. Teachers use posters, charts, dictionaries, newspapers etc. to provide an appropriate print rich environment for the children. From Infants children are able to use the labels and posters in their classrooms as cues for writing.
The staff in the local town library are very supportive, helpful and welcoming to teachers. They have supplied the school with books in the past and are happy to continue doing so.
Alternative Reading Material: Ancillary/Supplementary Readers
€8,000 was spent on Supplementary Readers. Restocking class libraries was an area highlighted for attention in the most recent Mór Thuairisc. It has been noted that children are reading at their level and really enjoying these books (October 2005).
WORD IDENTIFICATION STRATEGIES ( C 18, 25 TG 57)
From Junior Infants children are encouraged to look at letters in words, to look at the shape of words, to look for letters they recognise, to sound out letters that they know, to look for little words in big words etc.
The following jingle is introduced in first class:
Look at the front
Look at the end
Find the root
And then blend
Other strategies used with the children every day are encouraging the children to look at the shape of the word, look for small words, breaking the word into syllables etc. Children are also encouraged to use syllabification and contextual clues.
PHONOLOGICAL AND PHONEMIC AWARENESS ( C 18, 25, TG 58)
Phonological Awareness is an umbrella term which includes Phonemic Awareness (focused on sounds of letters and letter blends), Syllabification (focused on breaking words into syllables) and Onset and Rime (focused on rhyme). The Jolly Phonics programme is used in the school infants - 2nd classes. Teachers may teach sounds during the year in whatever order they wish. However, the whole programme must be taught by the end of the school year.
The Jolly Phonics programme was introduced into Junior and Senior infant classes in September 2007. It was introduced into 1st in 2010 and 2nd 2011. Jolly Grammar is also used.
For information for parents on Jolly Phonics programme click here.
Children in Junior Infants learn the following:
Letters A-Z: recognise letter sounds
Recognise ai, oa, ee, ou, ue, er, ar, or, sh, ch, th, oo, ie, ng, qu, oi, er and their sounds.
Children in Junior and Senior Infant classes learn the following :
Sounds: children revise the sounds learned in Junior Infants.
Children learn to blend consonant and short vowel sounds (cv)
Children are taught to blend 3 letter words (cvc)
In 1st class children learn to blend cvcc and ccvc words. The PAT programme is used to teach phonics and structured onset and rhyme. Children in 1st learn the following vowel diagaphs: alternative spellings of vowel sounds, plural endings, short vowels and consonant doubling, tricky words and consonant blends.
In 2nd class children learn the following sounds: silent b, w, k, h, c, wh, ph, ea for /e/; soft c, g. wa for/wo, ou for /u/, air, ch for/k/, ai, ee, ie, oa, ue, k, er, oi, ou, or, ey, ear, are for /air/, ti for /zh/ si for /zh/, ei +eigh, o for /u/, ture, ie for /ee/ ore and le.
Assessment of individual Phonological awareness: A phonics test, devised by the Special Needs team for assessment purposes, and based on the programme above, will be given to infants before the end of June. Class teachers assess children informally, regularly, on what has been taught. The class teachers and Special Needs teams will use the results of these tests, along with other informal/ formal tests and teacher observation to identify the needs of individual children. Dictation exercises are also given to children.
BASIC SIGHT VOCABULARY ( C18, TG 57)
From 1st - 3rd classes an agreed basic sight vocabulary such as the Dolch list with a combination of sight words from the Magic Emerald Reading scheme, is used regularly with all children.
Assessment of basic sight vocabulary will take place before the end of June for 1st – 6th classes. From 4th class upwards this checklist is used only with the below average readers. All teachers have a copy of these checklists (available from Ms. Morris) The class teachers and Special Needs teams will use the results of these tests, along with other informal/ formal tests and teacher observation to identify the needs of individual children.
LANGUAGE EXPERIENCE CHARTS (TG 55)
Flip charts/ boards are used to record basic words children use in their every day experiences. These words are used to help develop basic sight vocabulary. In junior classes teachers compose sentences using these words and subsequently model the reading process
The Reading Zone Reading Scheme is used throughout the school.
Emergent Reading (C 18, TG 50; Drumcondra English Profiles 91 – 93, 96 – 97: Learning Support Guidelines 80 – 81)
The English Teacher Guidelines (pg.54) state that
“ … the child will not be expected to engage with a structured reading scheme until his/her language competence is strong enough to support reading development. Children by and large, can begin a structured reading programme some time during the senior infant class.”
The emphasis in junior infant classes is on pre-reading skills. Asking children to read a book before they are ready is exposing them to failure. A positive experience of emergent reading in junior infants that is characterised by informal activities provides children with the necessary skills and confidence to progress to the challenges presented by a structured reading programme.
Big Books, Picture Books etc. are used so that children are given many opportunities to hear reading, talk about reading, appreciate the usefulness and pleasures of reading, to help them understand the conventions of text and the terminology of books (letter, word, sentence, page number, reading from left to right) etc.
Basic sight vocabulary will be taught in Junior Infants including the vocabulary used in the Magic Emerald Reading scheme in preparation for the time when the children will be introduced to the reading scheme. However, if children are able to read when coming to Scoil Mhuire they will be encouraged to continue reading at their level and suitable reading material will be available for them in their classrooms.
Junior/ Senior Infants: Reading scheme for Infants is to be reviewed in 2012 - 2013
Hip – Hip Hippo
Up Up Up
Little Hippo Gets Lost
Animals in the Trolley
Honey Bears Party
Lion in the Mud
Focus is on developing pre-reading skills. The formal class reader is not introduced at this stage. Appropriate library/ancillary books are read in school and at home depending on the child’s ability as follows:
Picture books – no script
Books with one or two words
Books with one sentence
Alphabet books e.g. Everything in book beginning with c
Characters from the first three books (Hip-Hip Hippo, Up Up Up and Little Hippo Gets Lost) are introduced to the children. Sight words from Hip-Hip Hippo and Up Up Up are taught to the children using Big Books only. At this stage the formal individual class reader is not introduced to the child. Library/Ancillary books continue to be used.
Big Books with little readers based on them are read. The teacher first reads the Big Book and then the teacher distributes the little readers.
The sight vocabulary from Little Hippo Gets Lost is taught. The Big Book is used and children are introduced to the individual formal class reader Little Hippo Gets Lost. Library/Ancillary books continue to be used. A combination of real big books and schemed books are used to focus on high frequency words and difficult words from the Jolly Phonics programme.
Teachers use Big Nursery Rhyme Books and other Rhyming books to help teach on-set and rime and phonemic awareness.
Ancillary Readers: Storyworld (Sets 1 - 6)
Ginn 360 (Sets 1 and 2) Ms. Frances Mitchell has a list of all the ancillary readers used in infant classes.
1st/2nd classes: (Reviewed in 2012)
Class readers are used in conjunction with ancillary/supplementary readers. Children will be grouped according to their ability. The class reader will be used for Oral Language, Comprehension, Word attack strategies, Grammar/Phonics, writing activities and reinforcement of key words.
3rd – 6th classes: (Reviewed in 2012)
Reading skills, word attack skills and dictionary skills will be taught using the class reader. Teachers will use a variety of approaches sometimes grouping children according to ability, sometimes using mixed ability groups depending on the needs of the children and the focus of the reading lesson.
The Special Needs team will work with class teachers and assist them when working with reading groups.
Comprehension skills are developed through a combination of reading the text, reflecting on the text, discussing it, and writing about it. In the early years children are encouraged to use picture cues when answering questions.
For developing comprehension skills teachers use a variety of methodologies such as the following:
SQ3R: Scan, Question, Read, Recite, Review
KWL: What is it you Know?
What is it you Want to know?
What have you Learned?
Teachers are aware of the higher-order comprehension skills listed below
( C 42, 54, TG 61 – 68)
In a whole class situation during an oral language lesson teachers cater for all abilities through clever use of well thought out questions. Teachers use a variety of organisational settings when striving to develop the pupils’ comprehension skills: sometimes children working individually, in pairs, in groups or with the whole class. Comprehension skills are developed through oral and written work with an emphasis on discussion. Workbooks and class readers are used selectively and judiciously by teachers as a tool to develop the pupils’ comprehension skills. Comprehension skills are developed across the curriculum in all subject areas. For information on using group work to develop comprehension skills click here.
POWER HOUR was introduced in April 2011 for children from senior infants to 4th classes. Power Hour is an intensive literacy programme lasting 45 minutes daily for 6-7 weeks. Depending on their literacy needs, 16 pupils are chosen from a class level to attend Power Hour. Pupils rotate from station to station where 4 teachers from the special education team work on a different aspect of literacy for the 45 inutes including: phohnological awareness, oral langauge, reading fluency, reading comprehension, spelling and/or creative writing. Each Power Hour programme is tailored to the individual needs of pupils.
DEAR time – Drop Everything and Read.
Silent Reading was introduced in September 2005 and teachers have noted its success. 1st – 6th classes drop everything and read at a time chosen by the teacher every day. Teachers ensure that all children have a book they can read in advance of DEAR time. In acting as a good role models the teacher reads silently as well. Teachers of 1st and 2nd classes use their discretion in deciding the amount of time children spend reading silently.
Fifth/Sixth class do Shared Reading with children from 1st, 2nd, 3rd and 4th classes. The children from 1st – 4th classes are chosen by the class teachers. They are children who have reading problems due to learning difficulties or children whose second language is English. Shared Reading is from 09.15a.m. – 09.30 a.m. and runs from Halloween to Easter. Staff may decide to continue it after Easter but paired/shared reading will be held for a 4 month period annually.
Teachers recognise that the parent’s support is crucial and parents support teachers primarily by showing an interest in their child’s learning: listening/talking with their children, talking about pictures in books, listening to their children reading, asking them questions on what they have read, checking spellings, encouraging them to become members of the local library etc. Parents are asked to sign their children’s homework diaries. Some class teachers may ask parents to sign reading logs. If parents are concerned about their child’s progress they should discuss this with the class teacher at the earliest opportunity.
Mist programme: To be reviewed in 2012 - 2013
MIST is a screening programme for Senior Infants. It tests listening skills, initial sounds, written vocabulary, blending 3 letter words and sentence dictation. It is given to Senior Infant children after Christmas. Children who are experiencing difficulties are selected for the MIST Forward Together Programme. This programme is taught to parents over a number of weeks by the Learning Support teachers and parents use the programme to help their children at home.
SPECIAL NEEDS/ ROLE OF SPECIAL NEEDS TEACHERS’ TEAM
See school policy on Special Needs.
BOOK RELATED EVENTS
Book Fair: A Book Fair is held every year for one week. It is run by a book company. Responsibility for its organisation lies with Ms. Caitríona Duignan (Special Duty Teacher). Parents are notified in advance of the Fair in a school letter. Infants may purchase books after 2.00p.m. with their parents. Other classes are timetabled to visit the fair during school time and may also visit it after 3.00p.m. with their parents. At the end of the week a percentage of money spent during the fair is given to the school to choose books for the school. The company voucher is divided equally between all teachers to select books for their classes.
Book week: Children are sometimes encouraged to dress up as their favourite character.
Authors/Poets/Journalists are occasionally invited to read and speak to the children
The children visit the local library to hear books read
Book Party considered for 3rd/4th classes 2012 - 2013
To see the formation of lower case and upper case letters in the Junior and Senior sections of the school click on the links below. Cursive script is encouraged and an example of the cursive script can be acccessed using the link below. sed in the school is attached. Children are taught from the beginning of Junior Infants how to hold a pen, crayon properly, using tripod grip. Stickers on the pencil are used to indicate where children should place their fingers and thumb when gripping a pencil. Children are also taught how to form their letters properly. A consistent approach is used throughout the school.
Example of letter formation in Junior section of school (updated 2012 in line with Jolly Phonics scheme)
Example of cursive script in Senior section of school
Penmanship Resource Book
The Modern Handwriting books by Folens are used by 2nd - 6th classes. 1st class use Just Write.
Children continue letter formation as in Junior and Senior infants. Children move to writing on just one line, skipping a line between sentences. In the last term some children move to writing without skipping lines, if the teacher feels their writing is good enough. Children will practise their handwriting daily.
Correct script will be reinforced at the beginning of the school year. Children no longer skip lines between sentences. For handwriting practice children use B2 handwriting copies and the focus is on neat, tidy handwriting with correct formation. A red pen is introduced in 2nd class for headings, dates and margins. Children begin to join letters in cursive form.
Handwriting is practised formally twice a week for 3rd classes and once a week formally for 4th classes. Pens are introduced in 3rd class during the 2nd term in handwriting copies.
Children will continue writing in cursive form and should be proficient by the end of fourth class. Children will at times during the year write in pen using a handwriting pen. A B4 handwriting copy will be used for practice.
See the sheet on Process Writing attached titled ‘Write? Right!’ (before pg. 1 of this English plan). Teachers in Scoil Mhuire follow the approaches documented here in developing the process of writing with their pupils. At a planning day in February 2006 teachers from 1st – 6th classes discussed in class level groups the Writing Process under the following headings:
Emphasis on the process
Variety of audience
Children have some control over subject
Children have consistent practise at drafting, editing and redrafting
Teacher acts as mentor and guide
See the Process folder for notes on these meetings.
Infant teachers are following the STEPS writing programme. Teachers manuals were purchased in May 2007. Lorraine Connuaughton, class teacher introduced the STEPS programme into the school.
An agreed Editing/Correction Key was developed by the teachers and all 3rd – 6th class teachers use this checklist when correcting children’s work. Teachers agreed to display a chart showing these symbols in their classrooms.
P. Punctuation … , “ “ ? !
C. Capital letter
Gr. Grammar: Tenses 1st/2nd classes are exposed to elements of correction key: P., C., and Sp.
S.S. Sentence structure
[ ] New paragraph
R. Repetition: Using the same word again and again e.g. Then …………… and then.
Editing Checklist for pupils
2nd CLASS: (Review 2012 - 2013 needs to be included for all classes)
Children learn: Proper nouns, common nouns, plurals, personal pronouns, verbs, adjectives, possessive adjectives, comparatives and superlatives, adverbs, prepositions, conjunctions, a/an, the, sentences, punctuation, exclamation marks, commas, apostrophes, paragraphs, alphabetical order, dictionary work.
Grammar 5th/6th class programme.
The Drumcondra Spelling Test was tried with 1st – 6th classes in September 2005. Staff decided to discontinue this after evaluation.
The development of spellings skills
The focus of planning is on the child’s acquisition of spelling skills and his/her progress with spelling. Teachers are aware of current thinking and research regarding the teaching and learning of spellings and have been given copies of extracts from Brendan Culligan’s book on spelling.
All classes from 1st – 6th use the following approach Look, Cover, Say, Write and Check. It is felt by teachers that if this is consistently taught and used by children from 1st – 5th classes the process should be automatic by the time children reach 6th class.
The school’s structured phonics programme will help children learn spelling. However teachers are aware that phonics alone cannot be used to teach spelling and a consistent multi-dimensional approach is used in order to ensure that children do not become over reliant on phonics when spelling. Teachers encourage children to use a combination of Look, Cover, Say, Write and Check, Phonics and Word Attack skills when teaching spelling.
A decision was made by staff in October 2005 to use the Prim-Ed spelling books to teach and develop spelling skills but not necessarily to use the spelling lists for testing purposes. In May 2007, having implemented the Prim Ed programme staff decided that teachers would decide to use/not use the Prime-Ed/ Spellbound programme depending on the individual class’s ability.
Children are tested weekly from Jolly Grammar Spelling Lists 1 and 2. Teachers will try to ensure that all pupils will be able to spell the first 100 words from the DOLCH List.
Depending on the class needs teachers will work on Prim-Ed workbook C, or Spellbound 2 (Fallons).
Dictation exercises from the Culligan’s high-frequency words (see attached) and the Newell Phonics scheme will also be used. Children will be tested weekly.
Teachers will try to ensure that the children know how to spell the 300 most commonly used words from Keda Cowling’s book Stareway to Spelling (see attached).
Depending on class needs supplementary spelling material will be chosen by the class teacher e.g. Prim Ed workbooks, Spellbound workbooks based on phonics and class reader (vocabulary extension) etc.
Teachers will try to ensure that the children know how to spell Brendan Culligan’s corewords lists 1 and 2 (see attached).
Sentences will be outlined each week and dictated for the test at the end of each week.
Children set their own targets with guidance from the class teacher. Depending on the class needs supplementary spelling material will be chosen by the class teacher.
In conjunction with Corewords 1 and 2 as referred to above, topic words will be chosen from cross curricular reading material.
Assessment of Spelling
Teachers in the school use a variety of approaches.
When spelling tests are corrected teachers give marks for attempted spelling e.g. teachers highlight correct letters used in words. Teachers use their professional judgement when correcting spellings, depending on the child’s ability.
Teachers teach spelling and give spelling tests regularly. However, depending on the ability of the children or the length of the week they may choose not to give a spelling test. Spelling still needs to be monitored and children with difficulties identified.
Teachers give children lists (taking differentiation into account) to learn and cater for different abilities by asking children to set realistic targets for themselves. If children chose to learn 5 spellings and get them all correct they get 100% the same as the child who gets 20/20. However, percentages need not be used for marking spelling tests. Children are then encouraged to set a new, more challenging target for the next week.
Teachers and pupils have their own individual personal tastes in poetry. It is important that there is some flexibility in the selection of poetry by an individual class. However the following core set of poems will be taught during the year:
Water (Magic Emerald Teacher’s Manual pg.12)
Down to the Pond
Blue Wellies Yellow Wellies (Magic Emerald Teacher’s Manual pg.15)
The Elephant (Magic Emerald pg. 128)
Walking Round the Zoo (Magic Emerald pg.40)
My Snowman (Magic Emerald pg. 129)
The Ice-Cream Van (Magic Emerald pg.45)
Food for Thought (Magic Emerald pg. 46)
A witch goes shopping
The Wrong start
Betty at the Party
Thirty Days has September
The Haunted House (alternative to Haunted House to be decided in 2012 - 2013)
Year 2 - Sept. 2013, 2015, 2017
Rainy Nights by Irene Thompson
Please Mrs. Butler by Alan Ahlberg
The Newcomer by Brian Patten
Sunning by James Tippett
Spaghetti! Spaghetti! by Jack Prelutsky
Year 1 - Sept. 2012, 2014, 2016
The Quarrel by Eleanor Farjean
The Witch by Percy H Hott
Billy Mc Bone by Alan Ahlberg
On the Ning Nang Nong by Spike Milligan
Once there was a snowman (Anon.)
5th/6th (Some of the following are too long to memorise but children study and discuss in detail the following:)
Year 2 - Sept. 2009, 2011, 2013
The Stolen Child
The Song of Wandering Angus
Stopping by Woods on a Snowy Evening by Robert Frost
Tarantella by Hillare Belloc
Year 1 - Sept. 2010, 2012, 2014
The Presence of God by Joseph Mary Plunkett
Trees by Joyce Kilmur
Daffodils by William Wordsworth
To a Squirrel at Kyle-na-no by Yeats
The Lake Isle of Innis Free by W.B. Yeats
EMOTIONAL AND IMAGINATIVE DEVELOPMENT ( c 21, 31, 44, 56)
Teachers foster the emotional and imaginative development of the children in the school through story, poetry and drama. The Christmas Concert, Cor Fhéile, Féile Drámaíochta, programmes for the local radio, role play, informal drama, live performances from outside experts, visits to the Roscommon Arts Centre all provide opportunities for the emotional and imaginative development of the children.
IMPLEMENTATION AND REVIEW
Discussion and review of Reading 2004 – 2005
Implementation of decisions made as a result of the review on Reading 2005 – 2006
Discussion and review of Writing 2005 – 2006
Review of Special Needs Policy by Special Needs Team 2005 - 2007
Implementation of decisions made as a result of the review on Writing 2006 – 2007
Reviewed 2011 - 2012. Ratified by the Board of Management in June 2012 and for implementation by all teachers
in September 2012.