Oral Language
Developing receptiveness to oral language
The child is enabled to:
- Listen to expressions, reactions, opinions and retell
or summarise them
- Listen to radio broadcasts and discuss what he has
heard
- Follow detailed instructions
- Use mime to convey ideas
- Interpret mood, attitude and emotion in video extracts,
advertisements, paintings and photographs
- Listen to or watch sound tapes, videos and films, and
discuss how sound effects enhance the film
- Listen to authors reading and discussing their own work
Developing competence and confidence in using oral
language
The child is enabled to:
- Acquire the ability to give detailed directions
- Converse freely and confidently on a range of topics
- Practise and use improvisational drama to acquire a
facility in performing social functions
- Discuss the positive and negative effects of jargon,
slang, cliché
- Understand the functions and know the parts of speech
– noun, verb, adjective, adverb, pronoun, conjunction, preposition,
article and interjection
- Learn about and name the basic properties of nouns and
verbs – common, proper, gender, case, tense, voice, person and number
- Become familiar with compound and complex sentences,
and know and understand the terms `phrase’ and `clause’.
- Explore the possibilities of language and sentence
structure
- Discuss the meaning, effect and diversity of local
words and expressions
Developing cognitive abilities through language
The child is enabled to:
- Discuss ideas of major concern
- Discuss ideas and concepts encountered in other areas
of the curriculum
- Use a discussion of the familiar as the basis of a more
objective grasp of a topic
- Use the basic key questions and checking questions as a
means of extending knowledge
- Listen to a presentation on a particular topic, decide
which are the most appropriate questions to ask and then prioritise them
- Agree points of view from the perspective of agreement
and disagreement through informal discussion
- Justify and defend particular opinions
- Respond to arguments presented by the teacher
- Discuss the value, truth or relevance of popular ideas,
causes and proverbs
- Explore and express conflicts of opinion through
improvisational drama
Developing emotional and imaginative life through oral
language
The child is enabled to:
- Discuss with others his reaction to everyday
experiences and events
- Discuss the concerns of others
- Discuss ideas encountered in literature
- Discuss personal reading and writing
- Express individual responses to poems and literature
and discuss different interpretations
- Discuss plays, films and television
Reading
Developing reading strategies
The child is enabled to:
- Achieve proficiency in word identification skills
- Improve his ability to recognise and understand words
by using root words, prefixes, suffixes and syllabication
- Engage with an increasing range of narrative,
expository and representational text
- Become confident independent readers
Reading for pleasure and information
The child is enabled to:
- Read widely as an independent reader from a more
challenging range of reading material
- Learn about the structure and appreciate the function
of the component parts of a newspaper – editorial, news, features, review,
sport, obituary, crossword, advertisement, schedule of radio and television
programmes
- Visit the local library
Developing interests, attitudes, information retrieval
skills and the ability to think
The child is enabled to:
- Listen to, read, learn, recite and respond to poetry
- Have access to a wide range of reading material
- Continue to keep a record of personal reading
- Use comprehension skills such as analysing, confirming,
evaluating, synthesising to aid
deduction, problem-solving
- Develop study skills such as skimming, scanning and
note-taking
- Retrieve and interpret information presented in a
variety of ways – flowcharts, diagrams, lists, web, survey, question,
read, recall and review (SQ3R)
- Read and interpret different kinds of functional texts
– forms, menus, timetables and recipes
- Explore non-fiction texts for various purposes
- Use information retrieval strategies in
cross-curricular settings
- Distinguish between fact and opinion, bias and
objectivity in text and in the media
- Use the class and public libraries to develop insight
into book location, classification and organisation
- Find information relevant to purpose in non-fiction
texts, graphs and pictorial data and the use of IT
Core Reading Books:
- The Jazzman and Other Stories
- Edge of the Wild and Other Stories
Other Reading Material
- Strongbow , Amelia, The Guns of Easter
- Four Kids, Three Cats, Two Cows, One Witch (maybe)
- Brian Boru
- Under the Hawthorn Tree
- Cherokee
- The Moon King
Writing
Creating and fostering the impulse to write
The child should be enabled to:
- Experience a classroom that encourages writing
- Express and communicate reactions to reading
experiences
- See his writing valued
- Write for an increasingly varied audience
- Receive and give constructive responses to writing
Developing competence, confidence and the ability to
write
The child should be enabled to:
- Write regularly on chosen topics
- Write for a sustained length of time
- Engage in the writing of one piece over a period
- a week, a number of weeks, a term
- Experience consistent oral language activity as part of
the pre-writing process
- Write independently through a process of drafting,
revising, editing and publshing
- Observe the conventions of grammar (See separate note)
- Use dictionaries and thesauruses
- Explore the possibilities of syntax and sentence
structure
- Choose a form and quality of presentation appropriate
to the audience
- Develop a legible, fluent personal style of handwriting
- Develop skills in the use of IT (See separate policy
document)
- Take part in co-operative writing activities –
projects, class newspaper
Clarifying thought through writing
The child is enabled to:
- Write in a variety of genres – narrative prose,
poetry, instructions, diaries, reports, letters, summaries, forms, recipes
- Write for a particular purpose
- Express and communicate new learning
- Use notes to summarise reading material
- Sketch an ordered summary of ideas
- Argue the case in writing for a particular point of
view
Developing emotional and imaginative life through
writing
The child is enabled to:
- Analyse in writing his reactions to personal
experiences
- Write stories and poems
- Write longer stories in book form
- Express reactions to a poem
- Express in writing reactions to music, artwork, films,
television programmes and videos
Note on Grammar and Structure of Writing
- Basic skills such as the use of capital letters,
commas, full stops, question and exclamation marks, inverted commas and
apostrophes to be revisited.
- Paragraphing
- The structuring of sentences. The aim is to develop
sentence structure by proper use of conjunctions.
- Structuring of essays. Introduction, middle and
conclusion. Study texts to see how they are structured - when paragraphs
occur, and how conclusions are presented.
- Proper use of adjectives and adverbs.
Suggestions
- The Best Place in the World
- How I would like to change my life
- The Most Important Moment of My Life
- A Daunting Task
- Elephants
- The Day I Saw a Shark
- My Summer Holidays
- The Year 2050
- My Camping Holiday
- Smugglers
- The Man Fell off the Roof
- I Can Fly
- The frog is a most unusual creature.....
- My dog was stung by a wasp....
- A day in the life of ....
- Leaving Home for the First Time
Letter Writing
How to structure a letter, begin and end it; address an
envelope; letters to friends and relations; letters seeking employment; looking
for information. Integrated with geography work.
Functional Writing
- Filling out forms
- Responding to advertisements
- Drafting advertisements
Poetry
Give the children the opportunity to hear, recite and
write poetry. Explanation of ideas, showing why poet opted for one word instead
of another.
Phonics and Spellings
Spellings are based on words from reader, from spelling
lists and phonic drills. [See separate phonic programme]
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