Plan for First Steps Writing (Independent Construction)–Year 1 Term 1 Term 2 Term 3 Genre: Recount Explanation Report Examples: News, class/school events, holidays, newspaper articles, diary entries, imaginative (a day in the life of Cinderella/Michael Collins) Water cycle, life cycle of…, why people live in homes, borrow book from the library, how earthquakes/volcanoes occur, how erosion occurs. Animals – appearance, habitat, diet… Country/ Culture – language, foods, climate, … Junior Infants Use framework to draw basic personal recount (with labels where appropriate).provide opportunity to “write” a recount. Orally explain the different parts of simple objects; simple reasoning how/why something happens Teacher as scribe. Shared writing of a report. Labelled picture of an animal (description, habitat); toys, food or homes. Senior Infants Use framework to draw & caption basic personal recount. Orally explain the different parts of simple objects. simple reasoning how/why something happens Teacher as scribe. Use framework to write a basic report on an animal, food, home, toys. ets (4 lines- title, classification, description, habitat & habits) 1st Class Use framework to draw & write a basic personal recount. Orally explain the different parts of simple objects. Label the parts of these objects. Use framework to write a basic report on an animal, toys, food or homes etc.
2nd Class Use framework to write a basic personal recount. Orally retell a factual recount. Orally explain the different parts & usage of simple objects. Label the parts of these objects. Draw a simple diagram which shows the parts of an object. Use framework to write a report on an animal, toys, food or homes. Using subheadings 3rd Class Use framework to write a personal & factual recount. Carry out simple experiments and discuss what was used & what happened. Use a diagram to explain how a simple object works. Use framework to write a report on an animal, including endangered species & unfamiliar animals. 4th Class Use framework to write a personal & factual recount. Orally retell an imaginary recount. Carry out simple experiments and discuss what was used & what happened. Use a diagram to explain how a simple object works. Discuss cause & effect (make connections between parts & operations). Use framework to write a report on an animal, including endangered species & unfamiliar animals. Introducing countries. 5th Class Use framework to write a personal, factual & imaginary recount. Carry out simple experiments and discuss what was used & what happened. Use a diagram to explain how a simple object works. Discuss cause & effect (make connections between parts & operations). Explain phenomenon “….is…..” e.g “snow is….” Use framework to write a report on an animal, including endangered species & unfamiliar animals. Introducing countries & people.
Senior Infants Sequence and caption pictures of narratives. Shared written narratives. Draw narratives (picture books). Follow simple instructions to carry out everyday tasks. Sequence pictures of everyday tasks. Orally explain why they want / need something. Explain why they like / dislike certain things (colour, food, games, tv programmes). Draw what they like & label with teacher’s support. 1st Class Use teacher’s framework to write basic narratives. Good exposure to fairytales. Carry out simple procedures (recipes) Sequence & caption pictures of everyday tasks. Orally explaining likes & dislikes stating reasons why. “This is my favourite…..because…” 2nd Class Use teacher’s framework to write basic narratives. Orally retell fairytales. Carry out simple procedures (recipes) & children write the procedure. Writing letters to parents / caregivers trying to convince them to buy a present / go on a trip etc. Oral informal debate on personally significant topics. 3rd Class Use teacher’s framework to write basic narratives. Orally retell myths & legends. Begin writing their own legends. Carry out simple procedures (recipes, making something) & children write the procedure. Exposure to visual adverts discussing the main objective of the ad. Debates. Write on argument for and one argument against in relation to school topics/ issues. 4th Class Use teacher’s framework to write basic narratives. Orally retell myths & legends. Writing their own legends. Good exposure to fables. Carry out simple procedures (recipes, making something) & children write the procedure. Exposure to visual adverts discussing the main objective of the ad. Debates. Write both sides of the argument in relation to school topics/ issues. 5th Class Use teacher’s framework to Carry out simple procedures Exposure to visual adverts
write basic narratives. Writing their own legends & fables. (recipes, making something) & children write the procedure using the framework. Write own procedure of their choice (familiar procedure in own words). Using a selection of equipment ‘create’ a game, taking photos and use to write the instructions on how to play. discussing the main objective of the ad. Debates. Write both sides of the argument in relation to school topics/ issues. Study of advertising & create their own ad for a book / newspaper / school. 6th Class Use teacher’s framework to write basic narratives. Writing their own legends & fables. Carry out simple procedures (recipes, making something) & children write the procedure using the framework. Write own procedure of their choice (familiar procedure in own words). Using a selection of equipment ‘create’ a game, taking photos and use to write the instructions on how to play. Exposure to visual adverts discussing the main objective of the ad. Debates. Write both sides of the argument in relation to school topics/ issues. Study of advertising & create their own ad for a book / newspaper / school. Study TV advertising, highlighting the persuasive tactics used.