On Thursdays over the next 12 weeks, Roisin Kilgallon from Music Generation will be sharing her fantastic musical talents with the children in First and Second Class.

 


Soil is Not Dirt Workshop in Kilglass House

The boys and girls in Mrs Meeneghan’s 1st and 2nd Class went on great trip to Kilglass House today as part of Science Week.  The children had a super time in the gardens of Kilglass House.  They really had lots of fun in the hands-on “Soil is Not Dirt” workshop.  The children were full of joy as they  learned about nature and the web of life.

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Report Writing

The boys and girls in 6th Class have been working with 1st and 2nd Class on their Report Writing.  They are researching their topics on the iPads, talking about their facts and engaging in shared writing.  It is great seeing the children freeing up their imagination and writing independently with the support of 6th Class.  

Music Generation

On Thursdays over the next 12 weeks, Roisin Kilgallon from Music Generation will be sharing her fantastic musical talents with the children in First and Second Class.

Writing Genres

Recount Writing

To retell past experiences.

Purpose:

Personal

Factual

Imaginative

Framework

Setting:

Who? What? When?
Where? Why? How?

Events:

In time order

Concluding Statement:

**Recount writing is always
written in time order**

Examples:

 My School Tour
 St. Patrick’s Day

Language Features:

 Specific participants
 Linking words to do with time, e.g. later, after, before
 Paragraphs in time order sequence
 Action verbs
 Simple past tense

Report Writing

To present factual information.

Purpose:

Objects

People

Places

Animals

Framework

Classification:

What is it?

Description:

Size? Shape? Features?

Place/ Time:

Where? What?

Dynamics:

What does it do?

Summarising Comment:

Example:

 Frogs

Language Features:

 Generalised participants
 Impersonal objective language
 Timeless present tense
 Subject specific vocabulary

Procedural Writing

To list steps to follow in making/doing something

Purpose:

 Give instructions on how to operate something e.g. washing machine
 Show steps for making and doing e.g. baking a cake, playing a game
 List sequences of actions e.g. find a location

Framework:

Aim:

What is to be done

Requirements:

List of what is needed

Method:

How to do it

Evaluation:

Was it successful?

Examples:

 Cooking
 Directions

Language Features:

 Detailed factual description
 Reader referred to in a general way or not mentioned at all, e.g. draw a line
 Linking words to do with time e.g. after, as soon as
 Tense is timeless
 Action verbs often begin each sentence

 

 

Persuasive Writing

To persuade others in argument or debate

Purpose:

 persuade readers to agree with one point of view
 show all points of view and reach conclusion e.g. debate
 argue a case

Framework:

State Problem/ Argument

Arguments for and supporting evidence

Arguments against and supporting evidence

Conclusion

Example:

 Mobile phones should be banned

Language Features:

 Generalised participants
 Passives to help text structure
 Linking words associated with reasoning e.g. therefore
 Nominalisation (actions become things) e.g. to pollute becomes pollution

Explanatory Writing

To explain how things work or came to be.

Purpose:

 Explains how things occur e.g. how does a rainbow occur?
 How things work e.g. how do engines work?
 Why things are or happen

Framework:

Definition:

What is it?

Parts:

Describe

Operation:

How it works

Application:

When/Where it works, how it’s used

Interesting Features:

Comment:

Evaluation:

Example:

 How erosion occurs

Language Features:

 Generalised non-human participants
 Cause and effect relationships
 Some passives e.g. is driven by
 Timeless present tense e.g. soil is deposited

Narrative Writing

To tell an imaginative story, but this may be based on fact.

Framework:

Title:

Setting:

Who? Where? When?

Initiating Event:

How did the characters get involved?

Problem:

What is the problem? What is the conflict?

Resolution:

How was it solved?

Examples:

• Fairy tales
• Novels
• Fables

Language Features:

 Usually past tense
 Defined characters
 Dialogue
 Descriptive language to create images
 Linking words to do with time

 

Narrative Writing – Super Stories!

1st and 2nd Class were very busy over the last few weeks writing their own stories. They created and brought their characters to life. Thanks to 6th class for helping them to edit their stories. They then designed their own covers. They are all very proud of their creations. Here is a sample of a few!

Comprehension strategies are being explicitly taught to the children in 1st and 2nd Class.  It is important that we think about what we are reading and to construct meaning.  We are busy predicting, questioning, visualising and making connections in First and Second Class.  We will be adding to our comprehensions strategies during the year.

Predicting is like being a detective.I can make predictions before and during reading.I think about the information I know from the cover, pictures and the story.I think about what will happen next and listen to the author’s clues.It doesn’t have to be right!!“I predict that …”Explains whyUse prior knowledgeUse evidence and cluesWhat has happened so far?What is the reason for your prediction?Why do you think that?What clues are you using to predict?What will happen next because of this event? Why do you think this will happen?

We can ask questions anytime!They help us to think more about what we read.Sometimes we can find answers to our questions in the story or using our background knowledge.Sometimes the author leaves us wondering!Asking questions helps us to “solve” the story by putting all the pieces together.“I wonder …?”“Here” questions have obvious answersWhat? When? Where? Which? How?“Head” questionsUse your own thoughts, feelings and opinionsUse prior knowledge to make connectionsWas it something that happened that made you think that?Do you need to infer?“Hidden” QuestionsTry to use all the clues from the story so far.Think about the characters in the story and the things they are doingWhy do you think he did that? How do you know?Why do you think she felt that way? How do you know?Why do you think he said that? How do you know?

Picture / movie in your headWe use our “movie” to help us picture the story inside our heads.  Smells, sounds, taste and touch can make your movie better.The words are like the script.Change your movie as you get more information.Everybody will have a slightly different movie.Are you connecting with something?My picture is slightly different …Why did that picture come into your head?Can you describe what you saw in the film of you head while reading?Can you describe something you could see? / feel? / touch? / hear?

We can make connections at any time.You think about something that happened in the story that reminds you of something else in:The Story – Text to TextYour Own Life – Text to SelfThe World – Text to World.Our background knowledge is very important here.It makes the story come to life and you can imagine it better.“It reminds me of …”Did you make a connection with this text?Did it remind you of anything?What type of connection is that?

This strategy encourages readers to constantly ask themselves what is important in a sentence, phrase, paragraph, chapter or whole text.I can understand the main ideas of the text and what the author’s message is.The text was mostly about…The important details were…I will underline the key words ….I think … and … are importantWho, what, when, where, why …Famous Five Key Word SearchWhat’s Your StoryMain Idea Pyramid

Summarising is the ability to reduce a larger piece of text so the focus is on the most important elements of the text.When I summarise I can think about what I have read and then focus on the most important elements.First, next, finally, then…I think the purpose of this text was to…I can think about the most important parts and retell them in my own words…

School Tour!

Writers and Editors at Work

Busy Bees

Summertime Art – Pointillism

Parachute Fun!

Spring Gardening

Snow Much Fun!

Following the Star

Pancake Tuesday

St. Valentine’s Day Art

Literacy Lift Off

Literacy Lift-Off is in full swing in Mrs Meeneghan’s first and second class.  Literacy Lift-Off is an intensive programme which gives the children lots of opportunities to read books at their own level of competency and gradually lift the complexity of what they can do both in reading and writing.  The programme uses specially graded “PM+” readers which were purchased by the Parent Association.  New reading, familiar reading, phonic work, word work and writing are stations that the children visit each day under the guidance of Mrs Meeneghan, Mrs Mulhern, Martin, Mr O’Boyle,  and Mrs Cawley.

 


Soil is Not Dirt Workshop in Kilglass House

The boys and girls in Mrs Meeneghan’s 1st and 2nd Class went on great trip to Kilglass House today as part of Science Week.  The children had a super time in the gardens of Kilglass House.  They really had lots of fun in the hands-on “Soil is Not Dirt” workshop.  The children were full of joy as they  learned about nature and the web of life.

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