Start / End of Term
Overview of Termly
Scheme
Reading Folder
D.E.A.R. Time
School Library / Local
Library Visits
(Sept-Dec)
Setanta Book Club
Roald Dahl Day (Sept)
Children’s Book Festival
/ M.S. Readathon (Oct)
Oral Book Presentations
(Nov-Dec)
Book Report Task Cards
(Oct / Dec)
Novel Reading
(Nov-Dec)
Modern Handwriting 4A
Scheme (Sept-Dec)
Thursday 28th August – Friday 19th December – 15 weeks
School will close for Halloween mid term break at 3:00 p.m. on Friday 24th October and will be closed from
Monday 27th October to Friday 31st October inclusive. School will re-open at 9:20 a.m. on Monday 3rd November.
School will close at 12:30 p.m. on Friday 19th December 2014 for the Christmas Holidays.
September
October
Reading: Stories / Non-fiction titles from class reader
Book Surveys / Introduction to libraries (class / school
/ local library) Setanta Book Club / Roald Dahl Day
Writing: Designing Menus / Recipes / Invitations
Grammar / Punctuation: Compound Words / Capital
Letters / Alphabetical Order / Syllables
Spellings: Spellbound Week 1-4
Oral Language: Folens Lessons and Games
Poetry Reciting: Smiling is Infectious (Anonymous)
Reading: Comprehensions from A Way with Words
Introduction to novel “London Eye” by Siobhan Dowd
Children’s Book Festival / MS Readathon
Writing: Writing Excuses / Halloween themed stories
Grammar / Punctuation: Homophones / Word Shapes /
Anagrams / Full Stops / Word Play
Spellings: Spellbound Week 5-8 (Week 8 is Revision)
Oral Language: Folens Lessons and Games
Poetry Reciting: The Marrog by RC Scriven
November
December
Reading: Continued reading of novel “London Eye”
Oral Book Presentations / Folens Reading Pack
Writing: Character Profiles / Transport themed story
Grammar / Punctuation: Synonyms / Nouns / Verbs
Spellings: Spellbound Week 9-12
Oral Language: Folens Lessons and Games
Poetry Reciting: Leisure by W.H. Davies
Reading: Wrap up of novel “London Eye”
FIS Book Club / Book Report Task Cards
Writing: Book Reviews / Christmas themed stories
Grammar / Punctuation: Antonyms / Adjectives
Spellings: Spellbound Week 13-15
Oral Language: Folens Lessons and Games
Poetry Reciting: Christmas themed
AIMS
FOR
TERMLY SCHEME (READING)
Strand: Receptiveness to language
Strand unit: Developing strategies
Strand: Competence and confidence in using language
Strand unit: Reading for pleasure and information
That the pupil will be enabled to;
That the pupil will be enabled to;




Become an increasingly independent reader
Use more than one strategy when reading unfamiliar text
(grapho / phonic, syntactic, contextual)
Refine his/her listening skills through hearing the teacher
read aloud.
Understand the relationship between text and illustration





Have access to a plentiful supply of books both in the
classroom and in the school library
Use library facilities outside school
Experience different types of text
Engage with a wide variety of poetry and verse on a regular
basis
Use simple dictionaries effectively
Strand: Developing cognitive abilities through language
Strand unit: Developing interests, attitudes, information retrieval
skills and the ability to think
Strand: Emotional and imaginative development through language
Strand Unit: Responding to text
That the pupil will be enabled to;
That the pupil will be enabled to;







Extend participation in listening and silent reading activities
Read short books in one sitting to experience success in
reading
Read books independently
Keep a record of his / her reading in various forms
Develop skills in locating and handling books through using
well-stocked school and classroom libraries
Know the structure and terminology of books
Seek recommendations for books to read and recommend
books to others



Engage in talk about books
Talk about choice of books and the reasons for choices
Experience a shared response to fiction through the use of a
class novel
AIMS
FOR
TERMLY SCHEME (WRITING)
Strand: Receptiveness to language
Strand unit: Creating and fostering the impulse to write
Strand: Competence and confidence in using language
Strand unit: Developing competence, confidence and the ability to
write independently
That the pupil will be enabled to;
That the pupil will be enabled to;




Experience a classroom environment that encourages
writing
Observe the teacher modelling different writing genres
Re-read his / her writing for pleasure
See his / her writing valued




Experience varied and consistent oral language activity as a
preparation for writing
Learn to use questions as a mechanism for expanding and
developing a story
Develop an appreciation of how the intended audience should
influence the nature of a piece of writing
Develop an awareness of the difference between written
language and oral language
Strand: Developing cognitive abilities through language
Strand unit: Clarifying thought through writing
Strand: Emotional and imaginative development through language
Strand Unit: Developing emotional and imaginative life through
writing
That the pupil will be enabled to;
That the pupil will be enabled to;





Write in a variety of genres with greater sophistication
Read a story and write it in his / her own words
Read a narrative or expository piece and summarise it
Write about ideas encountered in other areas of the
curriculum
Expand and clarify his / her thoughts on a particular idea
or topic through drafting and re-drafting.




Express his / her reactions to particular experiences in
writing
Write about experiences and feelings in diary form
Write about favourite moments, characters and events in
stories
Express in writing his / her reactions to personal reading
AIMS
FOR
TERMLY SCHEME (ORAL LANGUAGE)
Strand: Receptiveness to language
Strand unit: Developing receptiveness to oral language
Strand: Competence and confidence in using language
Strand unit: Developing competence and confidence in using oral
language
That the pupil will be enabled to;
That the pupil will be enabled to;




Experience the teacher’s use of challenging vocabulary and
sentence structure
Listen to, retell and tape a narrative or a description, taking
turns giving the account
Give and follow instructions on how to perform a particular task
or process
Become increasingly aware of the importance of gesture, facial
expression, tone of voice, audibility and clarity of enunciation in
communicating with others






Give and take turns in speaking and experience a classroom
environment in which tolerance for the views of others is fostered
Initiate conversations and respond to the initiatives of others in
talking about experiences and activities
Present ideas that are relevant to the subject in a logical sequence
Discuss the meanings and origins of words, phrases and expressions
with the teacher
Play synonym and antonym games
Become familiar with the functions of words without necessarily
using technical grammatical terms
Strand: Developing cognitive abilities through language
Strand unit: Developing cognitive abilities through oral language
Strand: Emotional and imaginative development through language
Strand Unit: Developing emotional and imaginative life through oral
language
That the pupil will be enabled to;
That the pupil will be enabled to;





Discuss issues that directly affect his / her life
Discuss a story being read and predict future events and likely
outcomes in it
Justify personal likes and dislikes
Explore historical events through improvisational drama
Learn how to use the basic key questions




Discuss favourite moments, important events and exciting
characters in a story, play or poem
Express reactions to events and characters in stories
Experience and enjoy playful aspects of language
Express feelings and attitudes through improvisational drama
Structured / Guided Reading
Independent Reading
Folens Class Reader “The Golden Harp”
The King and the Wrestler, Wise Aunt Alice, Windows to the Past,
So You Want to be a Writer? The Three Sillies, The Haunted House,
The First Cars, The Cloud Washerwoman, Bentley’s Wish
D.E.A.R. / E.R.I.C. Time (Weekly slots on timetable)
Listening to Interactive Reading
E
Comprehension texts from CJ Fallon series “A Way with Words”:
Al Dontay’s Restaurant for the Ravenous, William Tell, TV Channel
Guide, Sorcha Takes a Stand, Stage Fright, Stage Fright
A
Focus on Skimming and Scanning and K.W.L. strategies (integration
with oral language and writing in other subjects)
R
D
I
N
G
Novel Reading - “London Eye” by Siobhan O’Dowd
Reading aloud in class as well as some nightly reading homework.
Integrated with oral language and writing. Accompanying Pack
Local Library Time (Fortnightly on Fridays)
Teacher Read Aloud
Reading for homework / Reading at home
Folens Reading Pack (November / December)
Reading Related Activities and Ideas
September / October:
 Class Reading Folder – Designing a Reading Cover
for folder / Book Survey / Book Cover
Poetry Reading – The Me I’m Learning to Be / Remember Me / The
Competition for Children’s Book Festival
Sound Collector / I Am /, Oh I’d Wish I’d Looked After My Teeth /
 Setanta Book Club
Mr Squirrel / Old Man Platypus, The English Lesson
 Children’s Book Festival (October)
Integration Reading (other curriculum subjects)
 M.S. Readathon (12th October – 12th November)
Stories from Earthlink S.E.S.E. textbook:
Brother MacCudda / The Wooden Horse of Troy / The Bear and the
Two Travellers
November / December:
 Library Trail / Pupil Reading Logs
 Activities based on novel “London Eye”
 Book Report Task Card
Alive-O 6 / Bible stories:
 Oral Book Presentations
Five Friends / Creation / The Wedding at Cana / The Parable of the
 Book Windsock
Good Samaritan / Come to the Manger / A Chance to Change
Process Writing – Developing (4th Class)
General Writing Activities throughout the term
Recount
Writing Activities in Response to Reading
W
R
I
T
I












N
G
Fact Finding
Explanatory
Procedural
Choosing the word closest in meaning
Using most suitable word - fill in the gaps
Persuasive
Narrative
Choose the correct answer
Grammar Exercises
Process Writing Activities
Summarising stories
Character Descriptions
 Paragraph writing
Use Your Imagination
 Writing excuses
Exploring the Text
 Interviews with people
Comprehension questions and answers
 Picture Story Writing
Poetry questions and answers
 Proofreading exercises will be completed in the A
Integration with other subjects including summary of
Way with Words workbook throughout the term.
Alive-0 religious stories and Earthlink S.E.S.E questions
and answers
Writing Activities and Oral Language






Report
Brainstorming
Conferencing
Ask three before me
Character Portfolios
Word Wall / Word Webs
Adjective Frames
Poetry Process Writing (Magic Emerald Scheme)
Limericks
Acrostics
Shape Poems
Haikus
Syllabic
Make-Break Up
Picture Poems
“Mad” Signs
Nonsense
W
R
I
T
I
N
G
Spelling and Phonics
Phonic Sounds: oi or oy / or / our / ou
Double letters (ll / bb / rr / gg / dd)
ect / ing / le / ble / el / dge
School Spelling Scheme - CJ Fallon’s Spellbound 4
Week 1-14 (Week 8 is Revision)
Spelling Activities / Games: Spelling City website
Countdown / Compound Word Spelling Challenge / Spelling
Mnemonics / Anagrams
Thematic Spellings: Food / Weather / Halloween / Transport /
Christmas
Spelling of High Frequency Words (H.F.W’s)
Use of St. Seachnall’s H.F.W. Chart
Homophones: (or / our / are) (to / too / two)
Handwriting including Modern Handwriting 4A Scheme
Modern Handwriting 4A Scheme
This scheme is for pupils who are learning a looped style of
handwriting. It is designed to facilitate the teaching of the
following aspects of handwriting;
 Revision and consolidation of features developed in Book
3A, including correct heights of letters – ascenders and
descenders, correct word-spacing, punctuation marks,
etc. (pages 2-9)
 Work on conventions of presentation, conversion of print
to script, awareness of margins, paragraphs, addresses on
letters / postcards, layout of letters, writing a stylish
signature (pages 9-17)
C
O
N
T
D.
Grammar and Punctuation
Poetry (Written Response)
September: Compound Words / Alphabetical Order / Syllables /
Anagrams / Capital Letters / Full Stops
October: Double Letters / Anagrams / Word Shapes / Question
Marks
November: Synonyms / Antonyms
Nouns (Proper Nouns / Plurals / Masculine and Feminine /
Collective) Verbs (Past Tense)
December: Synonyms / Antonyms / Adjectives (Comparative /
Superlative)
Written Responses to following poems:
Folens Reading Zone Teacher’s Manual
The English Lesson, The Night Wind, The Haunted House, The
Moon, The Pine Tree
CJ Fallon’s A Way with Words
Annabel’s Lunchbox, Bullied
Other Poems
The Sound Collector, Oh I’d Wish I’d Looked After My Teeth
O
Oral Language in Literacy (Learning Language)
R
Oral Language Strategies in Reading
Think aloud / Read aloud / Oral Book Reports / Picture Stimulus /
Thought tracking / Think-pair-share / Twinning / Skimming and
Scanning
A
L
L
Talk and Discussion
Play and Games
Story
Improvisational Drama
Poetry and Rhyme
Oral Language Strategies in Writing
Brainstorming / Research / Conferencing / Ask three before me /
Think Aloud / Read Aloud / Active Listening / Character Portfolio Folens ‘Listening and Speaking’ Oral-Aural Lessons
/ Word Wall / Word Webs
A
Discrete Oral Language Time
N
Form, structure, use of language and grammar
Use correct pronunciation, grammar etc. when speaking
G
5 Principal Contexts for Oral Language Development
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
1H Limericks
3C What Does It Mean?
1E This is Your Life
3D Sequence Reversal
1D My Interests
3G Object Game
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
2D Charades
4H Self-Esteem
2C Stand-Up Comedy
4A Anti-Litter
2I Call my Bluff
4F Wise Sayings
U
Oral Language across the Curriculum
Poetry and Rhyme
A
Themes or Topics to be basis of oral language development
Poems to be basis of oral language development
G
E
Birthdays
Food and Farming
The Harvest
Teeth
Gaelic Games
Fire Safety
Weather
Trees
Astronomy
Halloween
Saints
Transport
Green Schools
Bullying
Christmas
Reciting of following poems: Smiling is Infectious, The Marrog,
Leisure, Christmas Eve
Oral response to following poems: The Me I’m Learning to Be /
Remember Me / The Sound Collector / Oh I’d Wish I’d Looked
After My Teeth / Mr Squirrel / Old Man Platypus, Remember
Me / I Am / The English Lesson