6th Class Use framework to write a personal, Carry out simple experiments Use framework to write a report factual & imaginary recount. and discuss what was used & on an animal, including what happened. endangered species & Discuss cause & effect (make unfamiliar animals. connections between parts & Introducing countries & people. operations). Use a diagram to explain how a simple object works. Explain & write about simple / familiar phenomenon “….is…..” e.g “snow is….” Plan for First Steps Writing (Independent Construction)–Year 2 Term 1 Term 2 Term 3 Genre: Narrative Procedural Persuasive Examples Setting, problem, resolution How to make Which are better cats or dogs/ … – fairy tales, fables, novels, Step by step format football or soccer, etc why? – mystery stories Instructions for games, recipes, Children should have a vote; Should how to Santa Claus come to Goldilocks? brush your teeth… Junior Sequence pictures of Follow simple instructions to carry Orally explain why they want / need narratives and label with out everyday tasks. something. Use a narrative story for Infants teacher where appropriate. Engage in shared class activities the context of discussion, eg a letter and teacher models from the Farmer to Farmer Duck
6th Class Use framework to write a personal, factual & imaginary recount. Carry out simple experiments and discuss what was used & what happened. Discuss cause & effect (make connections between parts & operations). Use a diagram to explain how a simple object works. Explain & write about simple / familiar phenomenon “….is…..” e.g “snow is….” Use framework to write a report on an animal, including endangered species & unfamiliar animals. Introducing countries & people. Plan for First Steps Writing (Independent Construction)–Year 2 Term 1 Term 2 Term 3 Genre: Narrative Procedural Persuasive Examples Setting, problem, resolution – fairy tales, fables, novels, mystery stories How to make … Step by step format Instructions for games, recipes, how to brush your teeth… Which are better – cats or dogs/ football or soccer, etc why? Children should have a vote; Should Santa Claus come to Goldilocks? Junior Infants Sequence pictures of narratives and label with teacher where appropriate. Follow simple instructions to carry out everyday tasks. Engage in shared class activities and teacher models Orally explain why they want / need something. Use a narrative story for the context of discussion, eg a letter from the Farmer to Farmer Duck
Whole-school-2-year-plan-for-Writing.docx