Litir do thuismitheoirí: Bain triail as beagán gaeilge! Irish phrases for parents.

Tuismitheoirí – bain triail as beagán gaeilge!

Dúisigh wake up

Tá mo dhóthain ite agam I have eaten my fill

Gabh mo leithscéal excuse me

Brostaigh ort hurry up

Múch an teilifís switch off the TV

Cén t-am é? what time is it?

Dún an doras le do thoil close the door

An bhfuil d’obair bhaile déanta agat have you done your homework?

Scuab an t-urláir clean the floor

Amach leat out you go

Tóg sos take a break

Stad! stop!

Tóg go bog é – take it easy

Suigh síos sit down

Haló! hello.

Cé atá ar an fón? who is on the phone?

Faigh é! get it!

Cuir ort do chóta put on your coat

Brostaigh – tá deifir orm anois hurry up

Ar ith tú do lón inniu? Did you eat your lunch today?

Téígh a codladh go asleep

Oíche mhaith agus codladh sámh goodnight and sleep well

Bí cúramach be careful

Ní féidir leatsa é sin a dhéanamh don’t do that

Tá go maith very well

Ná bí ag dul ró thapa don’t go so fast

Téigh amach go outside

Noiméad amháin más é do thoil é one minute please

Téigh go dtí an leitreas go to the bathroom

Dia dhuit hello to you

Faigh do mhála scoile get your school bag

Tá sé in am don dinnéar time for dinner

Slán leat goodbye (to person leaving)

Slán agat goodbye (to person not leaving)

Slán abhaile safe home

Feicfi dh mé thú ar ball see you later

Go raibh maith agat thank you

 

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First TP? Here are Sample Daily Lesson Plans. 1st-3rd class English. Theme Animals.

English Lesson 1

Date:

Subject: English
Time: 10.20-11.00

Class: 1st, 2nd and 3rd class

Duration of Lesson:  45 minutes

Theme: Animals

Strand: Reading

Strand Unit: Reading for pleasure and information. Developing reading and word identification strategies 

Differentiated Learning Objectives:

  1. That allchildren will be enabled to….Identify, recognise and learn both difficult and new words while developing strategies to do so – ‘Blast Off’, ‘Cheer it’. Use simple dictionaries to find words.
  2. That mostchildren will be enabled to…Read about and remember new information about whales and dolphins.
  3. That some children will be enabled to…Summarize (orally) the main points in the text.

Assessment:

I will assess the children by:

-Teacher observation: I will be observing each individual throughout the lesson to ensure every individual is clear on tasks and understanding things. I will listen to the children reading during P.A.L.S, assessing their ability to read the new words with confidence. I will assess the children of lower ability in the class, by walking around during the class, observing them, and checking to see if they have the appropriate letters/words underlined. I will note my findings in teacher notebook.

– I will assess the knowledge learned about whales by questioning the children at different time throughout the lesson; a range of questions will be used to accommodate children of varying abilities. The Teddy Game will be another way of further assessing new knowledge.

Language / Literacy Development:

The children will identify, recognise and learn new words; whale, sea, school/pod, dolphin, porpoise, drank, distressed, confused, submerged, despair, approached, creatures, coax, kayaks, snout, submerged, confused, protect).

-Practice use of dictionaries.

– Summarise text orally and summarising work read.

-Practising phonics.

Teaching Methodologies: (Underline where relevant)

 

  • Talk and Discussion: listening, questioning, brainstorming, think, pair, share.
  • Collaborative/Co-operative Learning: group work.
  • Active Learning:hands on experience.
  • Skills Through Content:observing, predicting, investigating and experimenting, estimating and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.
  • Using Local Environment:use of pupil environment and lived experience.
  • Problem Solving:apply logic and rationality to given situations

Introduction:

Teacher will construct a brainstorm with the children to find out their prior knowledge about whales. I will elicit information by asking questions if the children find it difficult.

-I will have a model of a whale to show the children.

Ì will also have a model of a dolphin to show the children as this is one of the new words in the text for first and second class while the dolphin is part of the story for third.

Key Questions:

 

Lower Order Questions:

  1. What is a whale?
  2. Where do whales live?
  3. Are whales big or small?

Higher Order Questions:

  1. Do you think whales are friendly?
  2. Do you think dolphins are friendly?
  3. Do you think you would like to live in the ocean? Why?

Development:

  • Teacher will put new/challenging words from the first paragraph of ‘Wesley the Whale’ on the flashcards on the board for first and second class, and a list of flashcards with different words from the first page of the story for third class.
  • I will ask the children if they know what these words mean, or if they have seen these words before.
  • I will explain the meaning of these words to the children so that they will become familiar with the meaning when they come up in the text. I will have third class look up two of the words themselves in pairs while I am explaining the words to first and second class.
  • Children will be invited to say these words together, in groups, then individually.
  • I will familiarise the children with these words by doing the word wall chart ‘Blast Off’/ ‘Cheer It’. To do this, children start crouched on the floor. As they say each letter, they get a little higher and finally jumping into the air as they say the word. This will be modelled for the children first. Alternatively, for ‘Cheer It’; one child acts as a cheer leader, spelling the word by method of call and response to the class. Give me a In _____________’
  • Teacher will distribute the two texts to the classes. They will be asked to act like word detective and to look for the new words, which are on flashcards on the board, throughout the first paragraph of the text for first and second class and throughout the first page for third class.
  • Teacher will walk around the room during this activity giving extra help to children who appear to be struggling.
  • When children are familiar with the new words in the text, I will have third class read their text silently.
  • Teacher will read the first and second class text to them, pausing each time one of our new words appears, asking the children to remind me what they mean.
  • Children will then read this paragraph as a class.
  • Children will read the paragraphs in pairs using the P.A.L.S. approach, where one child reads one sentence and the other offers assistance if there are any difficulties. The other child reads the next sentence and vice versa.
  • Teacher will walk around the room during this activity, listening to the children read and helping with any difficulties the children have.
  • The pairs will be of mixed ability to cater for the weaker children in class.
  • Teacher will tell the children to read the net paragraph by themselves silently underlining any words they do not know.
  • Teacher will ask third class to re-read the first page in pair using the P.A.L.S. system listening to the children as they read.
  • Teacher will be then ask all children the new information they learned when reading their texts. They will be asked to share with the class.
  • Questions will be asked to elicit the new information learned.

Key Questions:

Lower Order Questions:

  1. What do you call a whale’s family?
  2. What was the dolphin called in New Zealand?
  3. What happened to Moko?

Higher Order Questions:

  1. Do you think Wesley likes to live with his family? Why?
  2. Do you think dolphins are clever? Why?
  3. How do you think the whales felt when Moko came along? Why?

Conclusion:

  • Teacher will play a simple game with the children to further revise the new information learned. Teacher will have a teddy and pass it to a child who then passes it to another and they must say something they remembered about whales, anything at all, even a word. This child then passes it on to another child and so on.
  • Teacher will ask first and second class to write their new words into their own dictionaries.
  • Teacher will ask third class children class to tick their words in and fill out a reading response assessment form and to draw a picture within if time permits.
  • Teacher will go through new phonic word with first and second class using the jolly phonics programme /oa/, bring your hand over your mouth and say ‘oh’!
  • Song 3.27 Jolly Phonics Phase 3 will be played and teacher will ask the children for /oa/ sound words; show example of the three main ways /oe/, /oa/ and /ow/ are written on flashcards.

Key Questions:

 

Lower Order Questions:

  1. Can you remember anything about whales?
  2. What does this word mean?
  3. What about the teddy reminds you of Wesley?

Higher Order Questions:

  1. What do you remember about whales?
  2. Have you ever helped anyone like Moko?
  3. Do the whales have anything in common with us?

Resources:

copy of texts for each child, flashcards with new words, whiteboard, marker, pom poms for the word chant ‘Cheer it’, picture of whales, poster,, models of whales and dolphins, whale teddy.

Integration:

 

Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future planning and teaching)

Action Plan:

Template Daily Lesson Plan for TP 2

Date:

Subject: English
Time:

Class: 1st, 2nd and 3rd class

Duration of Lesson:  50mins

Theme: Animals

Strand: Reading

Strand Unit: Competence and confidence in using language

Differentiated Learning Objectives:

1. That all children will be enabled to… read about and remember new information about whales and dolphins.

2. That most children will be enabled to… identify, recognize and learn both difficult and new words while developing strategies to do so ‘Blast off’, ‘Cheer it’ (flippers, tail, animals, plants, blowhole, breathe, whistles, hunters).

3. That some children will be enabled to… summarise orally the main points of the text and complete written work based on the text.

Assessment:

I will assess the children by:

-Teacher observation: I will be observing each individual throughout the lesson to ensure every individual is clear on tasks and understanding things. I will listen to the children reading during P.A.L.S, and when they are orally summarising the main points of the story; I will note after the lesson any children who may have struggled in teacher’s assessment notebook.

-Self-assessment; third class children will be complete a reading response journal that they started yesterday. 1st and 2nd class will pick a ‘My feeling about the text’ face and add it to their text.

 

Language / Literacy Development:

The children will identify, recognise and learn new words; flippers, tail, animals, plants, blowhole, breathe, whistles, hunters. Third class: coax, kayaks, snout, submerged, confused, protect).

-Practice use of dictionaries.

– Summarise text orally.

-Practising phonics.

Teaching Methodologies: (Underline where relevant)

 

· Talk and Discussion: listening, questioning, brainstorming, think, pair, share.

· Collaborative/Co-operative Learning: group work.

· Active Learning: hands on experience.

· Skills Through Content: observing, predicting, investigating and experimenting, estimating and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.

· Using Local Environment: use of pupil environment and lived experience.

· Problem Solving: apply logic and rationality to given situations

 

Introduction:

Teacher will introduce the lesson by asking the children to summarise the main points in the text; eliciting information read by the children yesterday. I will record this information on the board in the form of a brainstorm.

Key Questions:

 

Lower Order Questions:

1. What helps whales swim?

2. What happened to the whale in ‘Moko to the Rescue!’?

3. What saved the whale?

Higher Order Questions:

1. How do you think Whales feel living with their families?

2. Why do you think the whales relaxed?

3. What do you think the dolphin said to the whales?

 

Development:

– Teacher will put new / challenging words from the second page of third classes text and from the second paragraph of 1st and 2nd classes’ text on flashcards on the board. First, teacher will ask children if they know what the words mean, or if they have seen these words before.

– Teacher will explain the meaning of these words to children so that they will be familiar with the meaning when they come across these words in the text. Teacher will then ask the children to put these words into sentences to ensure they understand them, and will ask them to point out striking features of these words, for example, small / tall letters, and small words within these words.

– Children will be invited to say these words together, in groups then individually. Teacher will familiarise the children with these words by doing the word wall chant ‘Blast Off’ / Cheer it. Teacher will have third class look up their new words in the dictionary and write these into their own dictionary copy while this activity is happening.

– Children will be invited to take out the text from yesterday’s lesson. They will be asked to act as word detectives and to look for the new words in the text. Teacher will walk around during this activity giving extra help to the less able.

– When children are familiar with the new words in the text, Teacher will read the second paragraph of the text to them, pausing each time one of our new words appears, asking the children to remind teacher what they mean. The teacher will have 3rd class read the second page of their text silently during this time.

– Teacher will then read the paragraph as a whole class. After this the children read in pairs, using the P.A.L.S approach, where one child reads one sentence and the other offers assistance if there are any difficulties. Teacher will have third class complete P.A.L.S system every three lines or so of the text. Teacher will focus on listening to third class students today as they are working in pairs. Teacher will listen to the children during this activity, helping those with any difficulties. The pairs will be of mixed ability to cater for the weaker children in the class.

– Second class can begin questions based on Wesley the Whale until first class is finished reading.

– Children will be asked about the new information they learned when reading the second paragraph of the text. They will be asked to share this with the class. A range of questions will be used to elicit the new information learned (lower, middle and higher order). Teacher will ask first and second to listen to third classes information to see can they learn anything extra or new about whales.

– Teacher will assign questions to third class based on their reading of the text.

– Teacher will begin phonic work with the children asking them to recall from yesterday the sound they learned ‘oa’. Teacher will ask the class to put this sound into words; second class to put the sound into sentences.

– Teacher will ask first class to complete work on the ‘oa’ sound in their jolly phonics book page 24.

– Teacher will ask second class for three words with the sound and ask the children to write these three words in sentences in their copies.

– Teacher will check third classes progress and correct work stopping wherever they are in the questions.

 

Key Questions:

Lower Order Questions:

1. What is a mammal?

2. Is Wesley a mammal?

3. What do whales use to breathe?

Higher Order Questions:

1. Do you think Moko is an amazing dolphin? Why?

2. Would you like to be a Whale? Why?

3. How do you think the whales felt after being rescued?

 

Conclusion:

– Teacher will ask first and second to listen to third classes information to see can they learn anything extra or new about whales.

– Teacher will play a simple game passing a teddy whale to the children and they must say something they remember about whales, anything at all, even a word.

– Teacher will ask third class children to complete a reading response journal. 1st and 2nd class will colour in a ‘My feeling about the text’ face and add it to their text.

 

 

 

 

Key Questions:

 

Lower Order Questions:

1. What can you remember about whales?

2. What can you remember about dolphins?

3. Does Wesley have teeth?

Higher Order Questions:

1. How do you think Wesley eats having no teeth?

2. What do you think Wesley says when he whistles and squeaks?

3. How do you think the Whales could avoid being washed up ashore?

 

 

Resources:

copy of texts for each child, flashcards with new words, whiteboard, marker, pom poms for the word chant ‘Cheer it’, picture of whales, poster,, models of whales and dolphins, whale teddy.

 

 

Integration:

 

 

 

Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future planning and teaching)

 

 

 

 

Action Plan:

 

Template Daily Lesson Plan for TP 2

Date:

Subject: English
Time: 9.35-10.20

Class: 1st, 2nd and 3rd

Duration of Lesson: 45mins

Theme: Animals

Strand: Oral language, writing, reading

Strand Unit: Developing cognitive abilities through oral language; Competence and confidence in using language

Differentiated Learning Objectives:

1. That all children will be enabled to…review and discuss new information learned about whales in the last two lessons and answer questions based on this discussion

2. That most children will be enabled to… give a description on and recount the story of ‘Wesley the Whale’ and answer questions about it both orally and written.

3. That some children will be enabled to… discuss the story of ‘The Clever Fox’ predicting what will happen next.

Assessment:

I will assess the lesson using teacher observation to monitor the children during the written activity, and also when eliciting knowledge from them through questions. Questioning is another assessment method I will use to judge the children’s knowledge learned I will note my findings in teacher observation note book. I will also assess by monitoring pupil participation and enthusiasm during the lesson.

 

 

Language / Literacy Development:

-Oral language developed through questioning

-Practice of new vocabulary / words through writing based on the text from previous two lessons

-Third class learning new words: indeed, majesty

Teaching Methodologies: (Underline where relevant)

 

· Talk and Discussion: listening, questioning, brainstorming, think, pair, share.

· Collaborative/Co-operative Learning: group work.

· Active Learning: hands on experience.

· Skills Through Content: observing, predicting, investigating and experimenting, estimating and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.

· Using Local Environment: use of pupil environment and lived experience.

· Problem Solving: apply logic and rationality to given situations

Introduction:

– T (teacher) will introduce the lesson by providing third class with a picture of the illustration cover page of the story going to be read. T will give the children a piece of paper in pairs and ask the children to think, pair, share about what they think the story they are going to read is about and to write their taught on the piece of paper provided. T will draw the children’s attention to four main questions: what might be happening in the picture, what might have happened just before this picture, what do you think will happen next? Why do you think the fox might be clever?

– T (teacher) will introduce the lesson to 1st and 2nd by revising the whole text from the last two lessons with the children. T will read the text one last time together, asking the children the most important parts of the text to remember for answering questions.

 

Key Questions:

 

Lower Order Questions:

1. What is happening in this picture?

2. What friends does Wesley have?

3. What do we know about Wesley Whale?

Higher Order Questions:

1. Why do you think the fox might be clever

2. Do you think Wesley is a young Whale? Why?

3. How did Wesley speak?

 

Development:

– T will distribute worksheets to the children. T will read through the questions first to ensure each child understands them. T will repeat this process with 2nd class worksheets which have more difficult questions based on the text.

– T will invite the children to start their worksheets. T will walk around the classroom during this activity, helping the children who may be experiencing difficulties, by simplifying the questions, while challenging the more able students by asking them higher order questions that require a lot of thinking to answer.

– T will ask third class about their predictions of the text encouraging and praising their ideas. T will ask questions based on their ideas in order for the children to justify their answers.

– T will then read the story aloud to the children. T will stop at certain points of the text and ask the class to predict what might happen next.

– T will then have the class read as a group the whole text together.

– T will ask if any of their predictions came through; encouraging guesses and asking the class their thoughts on the text.

– T will invite the class to write what happened in the story as a group on their prediction sheet paper.

– T will invite the children to answer the questions pg. 39 of their books based on their reading. Going through the questions to ensure understanding.

– 1st and 2nd class asked questions based on their work / correcting answers as a class orally

– T begins phonic work with class returning to the /oa/ sounds practiced over last two lessons. T will play the teddy game and tell the children when they get the teddy they should think of a word / sentence based on the /oa/ sound.

– T demonstrates how to write /oa/ and invites children up to the whiteboard to practice writing the letter.

– T asks first and second to practice one line in their writing copies using the oa joint letter writing. Checking copies as the children do this; how they are holding their pencils etc.

 

 

 

Key Questions:

 

Lower Order Questions:

1. Is Wesley Whale big?

2. What is Wesley’s family called?

3. Why would the lion not leave the cave?

Higher Order Questions:

1. Why do you think the fox is clever?

2. Do you think the lion was clever?

3. How do you predict this story will end?

 

Conclusion:

– T will ask third class to finish work at home if not finished.

– T will ask thank children for their hard work and will play (time permitting) the ‘Fact or fib’ game with the children, where I will have a number of facts about whales and the fox written on cards. The children pick one, read it out, and decide whether they think it is fact or a fib.

 

Key Questions:

 

Lower Order Questions:

1. Was the fox eaten?

2. Was the whale called Windy?

3. Is it fact or a fib that whales use their blowholes to drink?

Higher Order Questions:

1. What would be a better ending for the story?

2. Can you think of a question to ask about Wesley?

3. How big do you think Wesley will become?

 

Resources:

Copy of the worksheets, paper for third class group, markers, teddy

 

Integration:

 

 

 

Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future planning and teaching)

 

 

 

 

Action Plan:

 

English lesson 3

Date:

Subject: English
Time: 9.35-10.20

Class: 1st, 2nd and 3rd 

Duration of Lesson: 45mins

Theme: Animals

Strand: Oral language, reading, writing

Strand Unit: Receptiveness to language

Differentiated Learning Objectives:

1. That all children will be enabled to…discuss with their peers what a postcard is, re-draft their postcard into a postcard template.

2. That most children will be enabled to…answer questions based on their postcards

3. That some children will be enabled to… read their postcards for the rest of the class, with confidence.

Assessment:

I will assess by means of teacher designed task; I will correct the children’s re-drafted postcards to ensure understanding of the corrections made to their original draft, and to see where each child is individually and their understanding of the postcard. I will also observe child ___ when reading her postcard to the rest of class in her ability to read aloud and her confidence in doing so.

 

 

Language / Literacy Development:

– Oral discussion of most common words used when writing a postcard

– Discussion with peers about postcards

– Reading postcards for the class.

 

 

 

Teaching Methodologies: (Underline where relevant)

 

· Talk and Discussion: listening, questioning, brainstorming, think, pair, share.

· Collaborative/Co-operative Learning: group work.

· Active Learning: hands on experience.

· Skills Through Content: observing, predicting, investigating and experimenting, estimating and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.

· Using Local Environment: use of pupil environment and lived experience.

· Problem Solving: apply logic and rationality to given situations

 

Introduction:

– T (teacher) will introduce the lesson by asking the children if they can tell me what a postcard is. Asking also why someone would send a postcard; if they were ever on holidays and sent a postcard to someone; if they have ever received a post card: what a postcard looks like. T will ask the children the kinds of things that are normally written in a postcard and jot down the children’s ideas on the whiteboard.

 

Key Questions:

 

Lower Order Questions:

1. What is a postcard?

2. Have you ever sent a postcard?

3. Have you ever received a postcard?

Higher Order Questions:

1. Why would someone send a postcard?

2. How might a postcard look?

3. Would you like to send a postcard? Why?

 

Development:

– T will invite the children to tell the class about any postcards they may have received or given. Children will be asked: Where were they when they sent it, who did they send it to, why did they send it, how long did it take to reach its destination, how did they send it?

– T will ask the children if they can tell the teacher different things that are on postcards: stamps, receiver’s message, message, etc.

– Children will be asked to tell me the different words and vocabulary people might use when writing a post card. We will record these suggestions on the board.

– T will put A3 size example of a postcard on the board for the class.

– T will then tell the children that they are going to write their very own postcard that they would send to someone over winter. They will be given 2 minutes to think of who they want to write their postcards to.

– T will distribute postcard template to each child in 1st and 2nd and 3rd placing emphasis on the address, capital letter and punctuation.

The class will be invited to pretend that they are on holidays in winter wonderland / Lapland / The North Pole and are sending a postcard home to a friend or neighbour, or family member. 2nd and 3rd class will be expected to write more. T will show the children an image of winter wonderland and ask the children to say in their postcards what they see, hear, smell, what they are excited about, do they miss home, what animals did they see, what did the animals look like, feel, smell, were they kind, are they going to get to meet Santa etc. How they got there.

Where they went.

Who they went with

What was the weather like.

T will ask the children to think of any words they might like to know how to spell before they begin their draft. T will place these words on the whiteboard.

T will give 1st, 2nd, and 3rd different worksheets with prompts in order to structure their writing.

 

– T will remind the children that this is a draft and that the teacher will correct the draft before they rewrite the postcard on the templates.

– 1st class will be invited to write 2-3 lines. 2nd class will be invited to write 4-5 lines and 3rd invited to write 7-9.

– The written example of the postcard will be left on the board during the activity to cater for the weaker children in the class. They can copy the words and layout of the example.

 

 

Key Questions:

 

Lower Order Questions:

1. Where were you when you sent / received the postcard?

2. Who did you send it to?

3. How did you send it?

Higher Order Questions:

1. Why did you send it?

2. How long did it take for it to reach its destination?

3. How long do you think it would take a postcard from here to reach the North Pole?

 

Conclusion:

When the children are finished, time permitting, children will read their postcards for the class. If not, this lesson will be continued the following day. T will collect the postcards from the children when they are completed and look through them to help me in assessing my lesson.

If first class finishes early T will do phonic work with the class.

T will assign work for third from their TTS on their stories.

 

 

 

Key Questions:

Lower Order Questions:

1. Who did you write to?

2. What did you write about?

3. What address is on the postcard?

Higher Order Questions:

1. Why did you choose to write to x?

2. How long do you think it would take this postcard to be delivered?

3. How do you think you were feeling on holidays when you were writing this postcard?

 

 

Resources:

Postcard template for each child, large A3 size example of a postcard to cater for the weaker children in the class, example of a post card, words on board that the children wish to use.

 

Integration:

– Music: Flight of the Bumble Bee

– Visual Art: Making construction with animals

– Religion: Teaching and Nourishing –

– Geography: Effects of water pollution on Freddy the fish –

– Drama: Little Red Riding Hood – Date

-Science: Plants and animal life (food chain) winter animals –

-SPHE: Relating to others –

 

 

 

Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future planning and teaching)

 

 

 

 

Action Plan:

 

English lesson 4

Date:

Subject: English
Time: 9.35-10.20

Class: 1st, 2nd and 3rd 

Duration of Lesson: 45mins

Theme: Animals

Strand: Oral language, reading, writing

Strand Unit: Receptiveness to language

Differentiated Learning Objectives:

1. That all children will be enabled to…discuss with their peers what a postcard is, re-draft their postcard into a postcard template.

2. That most children will be enabled to…answer questions based on their postcards

3. That some children will be enabled to… read their postcards for the rest of the class, with confidence.

Assessment:

I will assess by means of teacher designed task; I will correct the children’s re-drafted postcards to ensure understanding of the corrections made to their original draft, and to see where each child is individually and their understanding of the postcard. I will also observe child ___ when reading her postcard to the rest of class in her ability to read aloud and her confidence in doing so.

 

 

Language / Literacy Development:

– Oral discussion of most common words used when writing a postcard

– Discussion with peers about postcards

– Reading postcards for the class.

 

 

 

Teaching Methodologies: (Underline where relevant)

 

· Talk and Discussion: listening, questioning, brainstorming, think, pair, share.

· Collaborative/Co-operative Learning: group work.

· Active Learning: hands on experience.

· Skills Through Content: observing, predicting, investigating and experimenting, estimating and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.

· Using Local Environment: use of pupil environment and lived experience.

· Problem Solving: apply logic and rationality to given situations

 

Introduction:

– T (teacher) will introduce the lesson by revising with the children what a postcard is; what we use postcards for. T will then give the children back their corrected draft of their postcards. T will ask the children to take a minute to look at their corrected work and ask the children if they have any questions about it. T will ask the children if they can now think of anything they would like to add to their postcards. T will place on the whiteboard the most commonly misspelt words by the children in their original draft to remind the children of how they are spelt.

 

Key Questions:

 

Lower Order Questions:

1. What is a postcard?

2. Where are we sending our postcards from?

3. What did you see when you were in Lapland?

Higher Order Questions:

1. How do ye think we could improve our postcards?

2. How might our postcards look when they are finished?

3. What two things can must we always put on postcards?

 

Development:

– T will invite the children to use the postcards given to the children to redraft their postcards.

– T walks around the room as the children are doing this to ensure all children are working on task and help any children who may need help.

– T will question individual children as she does this to ensure understanding about postcards from all.

– T will begin phonic work with first class when they finish writing their postcards, T will further revise with the class the sound of /oa/ and the children will complete a worksheet based on the sounds.

– T will then ask second class (early finishers) to draw a picture which might be placed at the front of their postcards.

– T will correct the children’s postcards as she walks around the room observing

 

 

Key Questions:

 

Lower Order Questions:

1. Who did you write your postcard to?

2. What did you write about?

3. What animal did you see when you were there?

Higher Order Questions:

1. Why was that your favourite part of the trip?

2. What else could you have mentioned in your postcard?

3. How long do you think it would take a postcard from here to reach the North Pole?

 

Conclusion:

– When the children are finished the children will read their postcards for the class.

– T will ask the children questions about their postcards and invite the children to ask one another questions about their postcards after the child has completed his / her oral presentation.

 

 

 

Key Questions:

Lower Order Questions:

1. Who did you see when you were there?

2. How did you get home?

3. What did you tell your friend about?

Higher Order Questions:

1. How could we improve our postcard writing next time?

2. How do you think the person reading this postcard will feel?

3. How do you think you were feeling on holidays when you were writing this postcard?

 

 

Resources:

Postcard template for each child, large A3 size example of a postcard to cater for the weaker children in the class (on interactive whiteboard), example of a post card, words on board that the children wish to use.

 

Integration:

– Music: Flight of the Bumble Bee -16th November

– Visual Art: Making construction with animals – 16th November

– Religion: Teaching and Nourishing –

– Geography: Effects of water pollution on Freddy the fish –

– Drama: Little Red Riding Hood

-Science: Plants and animal life (food chain) winter animals –

-SPHE: Relating to others –

 

 

 

Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future planning and teaching)

 

 

 

 

Action Plan:

 

Date:

Subject: English
Time: 9.35-1.20

Class: 1st, 2nd and 3rd 

Duration of Lesson: 45mins

Theme: Animals

Strand: Oral language, reading, writing

Strand Unit: Receptiveness to language

Differentiated Learning Objectives:

1. That all children will be enabled to…discuss with their peers what a postcard is, and the reasons for writing a postcard; discuss the words most commonly used when writing postcards.

2. That most children will be enabled to… write a postcard to a person of their choice, using the words previously discussed.

3. That some children will be enabled to… read their postcards for the rest of the class, with confidence.

Assessment:

I will assess by the method of teacher observation, observing pupils during the writing of the postcard and observing participation in the discussion with peers about the postcard. I will note the children who do not participate as willingly in my assessment notebook. I will also assess by means of questioning the children at different stages throughout the lesson and will collect the postcards at the end of the lesson, to look at them and see where children are making mistakes and spelling errors. I will then, during the next lesson, write the words that they spelled incorrectly into their dictionaries to allow them to acknowledge how they spelled it wrong and allow them to correct it themselves by looking, saying, cover, write and check. I will also observe child ___ when reading her postcard to the rest of class in her ability to read aloud and her confidence in doing so.

 

 

Language / Literacy Development:

– Oral discussion of most common words used when writing a postcard

– Discussion with peers about postcards

– Reading postcards for the class.

 

 

 

Teaching Methodologies: (Underline where relevant)

 

· Talk and Discussion: listening, questioning, brainstorming, think, pair, share.

· Collaborative/Co-operative Learning: group work.

· Active Learning: hands on experience.

· Skills Through Content: observing, predicting, investigating and experimenting, estimating and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.

· Using Local Environment: use of pupil environment and lived experience.

· Problem Solving: apply logic and rationality to given situations

 

Introduction:

– T (teacher) will introduce the lesson by asking the children if they can tell me what a postcard is. Asking also why someone would send a postcard; if they were ever on holidays and sent a postcard to someone; if they have ever received a post card: what a postcard looks like.

 

Key Questions:

 

Lower Order Questions:

1. What is a postcard?

2. Have you ever sent a postcard?

3. Have you ever received a postcard?

Higher Order Questions:

1. Why would someone send a postcard?

2. How might a postcard look?

3. Would you like to send a postcard? Why?

 

Development:

– T will invite the children to tell the class about any postcards they may have received or given. Children will be asked: Where were they when they sent it, who did they send it to, why did they send it, how long did it take to reach its destination, how did they send it?

– T will ask the children if they can tell the teacher different things that are on postcards: stamps, receiver’s message, message, etc.

– Children will be asked to tell me the different words and vocabulary people might use when writing a post card. We will record these suggestions on the board.

– T will put A3 size example of a postcard on the board for the class.

– T will then tell the children that they are going to write their very own postcard. They will be given 2 minutes to think of who they want to write their postcards to.

– T will distribute postcard template to each child in 1st and 2nd class while have 3rd class format the postcards themselves placing emphasis on the address, capital letter and punctuation.

– The class will be invited to pretend that they are on holidays somewhere and are sending a postcard home to a friend or neighbor, or family member. 2nd and 3rd class will be expected to write more.

– 1st class will be invited to write 2-3 lines. 2nd class will be invited to write 4-5 lines and 3rd invited to write 7-9.

– The written example of the postcard will be left on the board during the activity to cater for the weaker children in the class. They can copy the words and layout of the example.

 

 

Key Questions:

 

Lower Order Questions:

1. Where were you when you sent / received the postcard?

2. Who did you send it to?

3. How did you send it?

Higher Order Questions:

1. Why did you send it?

2. How long did it take for it to reach its destination?

3. How long do you think it would take a postcard from here to reach America?

 

Conclusion:

When the children are finished, time permitting, children will read their postcards for the class. If not, this lesson will be continued the following day. T will collect the postcards from the children when they are completed and look through them to help me in assessing my lesson.

 

 

 

Key Questions:

Lower Order Questions:

1. Who did you write to?

2. What did you write about?

3. What address is on the postcard?

Higher Order Questions:

1. Why did you choose to write to x?

2. How long do you think it would take this postcard to be delivered?

3. How do you think you were feeling on holidays when you were writing this postcard?

 

 

Resources:

Postcard template for each child, large A3 size example of a postcard to cater for the weaker children in the class, example of a post card, words on board that children wish to use.

 

Integration:

 

 

 

Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future planning and teaching)

 

 

 

 

Action Plan:

 

 

 

English Lesson

Date:

Subject: English
Time: 11.10-12.00

Class: 1st, 2nd and 3rd class

Duration of Lesson:  50 minutes

Theme: Clothes

Strand: Reading

Strand Unit: Reading for pleasure and information. Developing reading and word identification strategies 

Differentiated Learning Objectives:

1. That all children will be enabled to….Identify, recognise and learn both difficult and new words while developing strategies to do so – ‘Blast Off’, ‘Cheer it’. (1st and 2nd).Use simple dictionaries to find words. Explain what the words mean.  (3rd class).

2. That most children will be enabled to…Read about and remember new information about ‘The Emperor’s New Clothes’.

3. That some children will be enabled to…Summarize (orally) the main points in the text and ask questions based on the text.

Assessment:

I will assess the children by:

-Teacher observation: I will be observing each individual throughout the lesson to ensure every individual is clear on tasks and understanding things. I will listen to the children reading during P.A.L.S, assessing their ability to read the new words with confidence. I will assess the children of lower ability in the class, by walking around during the class, observing them, and checking to see if they have the appropriate letters/words underlined. I will note my findings in teacher notebook.

-Self-assessment; third class children will be complete a reading response journal that they started yesterday. 1st and 2nd class will pick a ‘My feeling about the text’ face and add it to their text.

Language / Literacy Development:

The children will identify, recognise and learn new words;

-Practice use of dictionaries. (Third class).

– Summarise text orally and summarising work read.

-Practising phonics.

Teaching Methodologies: (Underline where relevant)

 

· Talk and Discussion: listening, questioning, brainstorming, think, pair, share.

· Collaborative/Co-operative Learning: group work.

· Active Learning: hands on experience.

· Skills Through Content: observing, predicting, investigating and experimenting, estimating and measuring, analyzing, synthesizing, describing, categorizing, recording and communicating.

· Using Local Environment: use of pupil environment and lived experience.

· Problem Solving: apply logic and rationality to given situations

 

Introduction:

Teacher will show the children an image from the next part of the story of the Emperor’s New Clothes and ask the children to guess what they think the story is going to be about. T will revise with the children what they have read so far by passing around the teddy.

-T will have the children to complete think, pair, share, to talk about what they think of the story so far.

-T will take the children’s answers and write them in a form of a brainstorm on an A3 piece of paper from yesterday’s lesson.

Key Questions:

 

Lower Order Questions:

1. What is in this picture?

2. What happens in the start of the story?

3. What did the King love?

Higher Order Questions:

1. What kind of person do you think the King was? Why

2. What kinds of people do you think his servants were? Why

3. How could the King have saved himself from being embarrassed?

 

Development:

– T will revise the new challenging words from yesterday’s lesson with the children. T will ask the children if they can remember what they mean.

– T will have a child from each class complete ‘Cheer it’. To do this, one child acts as a cheer leader, spelling the word by method of call and response to the class. Give me a  _____________’

– Teacher will ask the children to take out their texts. They will be asked to act like word detective and to look for the new words, which are on flashcards on the board, throughout the first paragraph of the text for first and second class and throughout the first page for third class.

– Teacher will walk around the room during this activity giving extra help to children who appear to be struggling.

– When children are familiar with the new words in the text, T will have all three classes listen to the second part of the story being read in a video clip on the interactive whiteboard.

– T will ask the children questions based on the story and ask third class to think of any questions they could ask the class about the story.

– T will then ask the children to read the second paragraph of the text in pairs using the P.A.L.S. approach, where one child reads the sentence and the other offers assistance if there are any difficulties. The other child reads the next sentence and vice versa.

– T will ask second and third class to complete the same activity using their texts. (Asking the children to underline any words they are unsure of as they read).

– Teacher will walk around the room during this activity, listening to the children read and helping with any difficulties the children have.

– The pairs will be of mixed ability to cater for the weaker children in class.

– T will ask the children to stop at a certain point of their texts.

– Teacher will ask all children the new information they learned when reading their texts. They will be asked to share with the class.

– Questions will be asked to elicit the new information learned.

 

Key Questions:

Lower Order Questions:

1. Were the travellers really making a cloth?

2. Why did they say everyone couldn’t see the cloth?

3. What did the King say about the coat?

Higher Order Questions:

1. Why do you think the servants lied?

2. How do you think the King felt when he couldn’t see the coat? Why

3. How do you think the rogues / travellers felt? Why?

 

Conclusion:

– Teacher will play a simple game with the children to further revise the new information learned. Teacher will have a teddy of a king and pass it to a child who then passes it to another and they must say something they remembered about whales, anything at all, even a word. This child then passes it on to another child and so on.

– Teacher will ask third class children class to tick their words in and fill out a reading response assessment form and to draw a picture within if time permits.

– Time permitting T will ask first class to look for the /ue/ words in their texts.

– Time permitting T will play the phonics loop game with 1st and 2nd as 3rd are filling out their assessment sheets.

– T will ask 1st and 2nd to give their reading today a smiley face according to how they think they did.

Key Questions:

 

Lower Order Questions:

1. Can you remember anything about the story?

2. What does this word mean?

3. Have you ever tricked anyone like the rouges?

 

Higher Order Questions:

4. What do you think of the King? Why?

5. How could the King have avoided being embarrassed?

6. How would you describe the King?

 

 

Resources:

copy of texts for each child, flashcards with new words, whiteboard, marker, pom poms for the word chant ‘Cheer it’, picture of whales, poster, teddy, video and audio of the story.

 

 

Integration:

 

 

 

Record of Assessment: (To be written after lesson is taught – Report on observations & show how information gathered is interpreted and used to inform future planning and teaching)

 

 

 

 

Action Plan:

 

 

 

 

Áilleacht agus an Bhrúid. Drama as Gaeilge.

Caireachtairí

 

An Bhrúid/Prionsa – Is brúid é leis an masc.

Áilleacht

Daidí

Cailleach

An Clog

An Coinnleoir

Feirmeoir agus a bhean

Siopadóir

Custaméirí

Muintir na háite

Arm de Shaighdiúirí

Crainn

 

Réamhrá

 

 Seo dráma atá oiriúnach do pháistí bunscoile ó na ranganna naíonáin go dtí na meánranganna de réir aidhmeanna agus cuspóirí Curaclam na Bunscoile (1999). Is feidir le chuile páiste bheith páirteach sa dráma seo mar gheall go bhfuil páirteanna gan mórán comhrá agus páirteanna eile gan comhrá ar bith, a bheith oiriúnach do pháistí atá lag ag an teanga nó páistí nach bhfuil mórán muinín acu astu féin.

 

 Radharc 1.

 beauty1

Suíomh: Caisleán.

Frapaí: Sean éadaí don chailleach, éadaí deasa don phrionsa, rós agus masc uafásach. 

(Tagann cailleach go dtí an doras agus buaileann sí cnag.

Osclaíonn prionsa an doras, é gléasta in éadaí deasa dathúla ).

 

Cailleach: Dia duit.                                                                                                                                 beauty2

Prionsa:  Dia is Muire duit.

Cailleach: Tá mé fuar agus fliuch. An bhfuil

cead agam fanacht anseo?

Prionsa:  Tusa, fan anseo. An bhfuil airgead agat.

Cailleach: Níl, ach tá rós agam.

Prionsa:  Rós! Níl mise ag iarraidh rós.

Cailleach: Tá tú santach. Athróidh mé isteach i do bhrúid thú.

 

(Ritheann an Prionsa den stáite. Cuireann sé masc uafásach air agus tagann sè ar ais mar bhrúid.)

Cailleach: Muna dtiteann tú i ngrá roimh a shroicheann tú fiche haon bliain d’aois, fanfaidh tú mar sin go deo.

 

Radharc 2.

 

Suíomh: An chistin.

Frapaí: Bord, 2 chathaoir, raidió, báisín, éadaí agus clóca.

(Tá Daid ina shuigh ag an mbord ag déanamh raidió. Tá áilleacht ina seasamh ag nigh na h-éadaí i mbáisín ag an mbord in aice lena h-athair. Canann na páistí “Nigh na h-éadaí.” Ansin.)

 

Daidí:  Cén chaoi a bhfuil tú Áilleacht?

Áilleacht:  Tá mé go maith. Céard atá á dhéanamh agat?

Daidí:  Tá mé ag déanamh raidió le díol leis an siopadóir. Tá airgead uaim.

Áilleacht:  An bhfuil cead agam dul go dtí an siopa leat?

Daidí:  Tá cinnte. An bhfuil tú réidh?

 

(Cuireann Áilleacht clóca thart uirthi a bhí ar an gcathaoir taobh léi.)

Áilleacht:  Tá. 

(Fágann Áilleacht agus a h-athair an stáite.) 

 

 

 

Radharc 3.beauty3

 

Suíomh: An choill. Daidí agus Áilleacht ag siúl tríd an choill.

Frapaí: Páistí mar chrainn, masc don chlog agus masc don choinnleoir.

(Tagann an clog.)

Áilleacht:  Céard é sin Daidí?

Daidí:  Clog atá ann.

Clog:  Is clog speisialta mé. Tá mé in ann caint. Féach anois. Tic Toc, Tic Toc.

(Tagann an coinnleoir.)

Áilleacht: Agus céard é sin Daidí?
Daidí:  Sin coinnleoir.

Coinnleoir: Is coinnleoir speisialta mé. Lasann mo lámha suas.

Áilleacht: Agus céard é sin?

Daidí: (go faiteach) Sin…sin…sin…

Brúid: Is brúid mé agus tá mé ag iarraidh d’iníon.

 

(Gabhann an Bhrúid Áilleacht agus imíonn sé den stáite léi. Téann Daidí abhaile ag caoineadh.)

 

 

Radharc 4.beauty4

 

Suíomh: Ar sráid atá plódaithe le daoine.

Frapaí: Aprún ar an siopadóir, píce ag an bhfeirmeoir agus claíomh ag chuile dhuine den arm.

(Buaileann Daidí le feirmeoir agus a bhean, siopadóir, custaiméirí agus muintir na háite.)

 

Daidí:  Tá brúid sa choill agus ghabh sé Áilleacht. Fáigh an arm chun í a shábháil.

Gach Duine: Caithfidh muid an arm a fháil chun í a shábháil.

 (Tagann páistí ar an stáite mar an airm. Leanann an airm agus muintir na háite athair Áilleacht ag dul i dtreo caisleán an Bhrúid

 

Radharc 5.

Belle_and_the_beast

 

Suíomh: Caisleán an Bhrúid. Áilleacht agus an Bhrúid ar an stáite.

Áilleacht: Ní maith liom thú. Ní maith liom thú. Tá mé ag iarraidh dul abhaile.

(Tosaíonn sí ag caoineadh.) 

Brúid: Ná bí ag caoineadh. Is brúid deas mé. Ní breathnaíonn mé go deas ach tá mé.

Ailleacht: Níl tú  go deas.

Brúid:  Ní raibh mé i gcónaí mar seo. Cabhraigh liom bheith go deas arís.

Áilleacht: Is féidir liom cabhrú leat.(Tosaíonn Ailleacht ag damhsa leis an mBrúid leis an amhrán “Áilleacht agus an Bhrúid”.)

 

 

(Tagann an airm chun an Bhrúid a fháil, iad ag mairseáil agus ag rá:)

Airm: Faigh an bhrúid, faigh an Bhrúid. Sábháil Ailleacht.

Saighdiúir: Féach ansin é.

 

(Tosaíonn Áilleacht ag caoineadh. Gortaíonn an saighdiúir an bhrúid le claíomh. Titeann an Bhrúid ar an talamh. Tugann Áilleacht póg dó. Baineann an Bhrúid an masc óna aghaidh.)

 

Brúid: Ní brúid mé níos mó.

Áilleacht: Is féidir linn bheith le chéile go sásta go deo.

 

(Tugann Áilleacht barróg don Phrionsa. Dúnann na cuirtíní.)

beauty and the beast 

Amhráin:

 

Áilleacht agus an Bhrúid Nigh na h-éadaí

 Scéal chomh sean le h-am, Nigh na h-éadaí,

Tá Áilleacht léi fèin. Nigh na h-éadaí,

Ní maith léi an Bhrúid, Nigh na h-éadaí a Áilleacht.

Ar chor ar bith. Nigh na h-éadaí,
Tá siad ag damhsa lena chéile, ‘S beidh siad glán amárach.Nigh na h-éadaí,

Tá an Bhrúid go deas,

Is tá sí sásta.

Áilleacht agus an Bhrúid.

beauty6

IFD / Modular Planning. Teaching Practice notes for 1st -3rd class (5 weeks)

If you are on teaching practice it can be handy to find some ideas or guides about how to plan. Here are some example plans.

This is a sharing platform. If you download something from this site it would be greatly appreciated it you upload something in return. Good karma if you like! 🙂 please email back a plan to fearasscoile@gmail.com

This is what keeps this website running.

First to Third Class

General Theme is Winter. This could of course easily be changed to another Season to tie in with when you are on teaching practice. Pick a broad theme and use sub-themes. It makes it much easier to plan.

Here is a sample Modular Plan / Scheme / Long-term for the five weeks.

modular plan first-third

Theme: Animals

Week1_Integrated+Flow+Diagram_first-third_animals

 

Theme: Clothes

Week2 Integrated+Flow+Diagram_clothes 1-3

Theme: travel transport 1-

Theme: weather water

Theme: xmas 1-3

 

 

 

Planning ideas IFD’s Junior & Senior Infants. Teaching practice / DIP

Are you in the midst of teaching practice or your dip? Maybe you are just planning for the next thematic unit of teaching in Infants. Here are a few plans based on themes which may help you organise your thoughts. You will find a weekly plan based on the following topics: animals, clothes, travel and transport, and water; for those of you looking for a magic tie between all of these topics I picked Summer and it worked well.

Please remember we are a community that share resources. If you have plans such as these that you would not mind sharing please email them to fearasscoile@gmail.com the more we get the easier planning becomes for everyone.

 

Thanks

FEARASSCOILE

Theme of Summer or Animals 

Summer or Animals Plans

 

Theme of Clothes 

clothes

 

Theme of Travel and Transport

travel and transport

 

Theme of Water 

water plan

 

Mothers Day Literacy

I love this Mother’s Day page I came across on http://www.skiptomylou.org/wp-content/uploads/2015/05/My-Mother-Coloring-Sheet.pdfhttp://www.skiptomylou.org/wp-content/uploads/2015/05/My-Mother-Coloring-Sheet.pdf

It is free to download on the above link too which is great.

mothers dayMy-Mother-Coloring-Sheet