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http://www.kidsworldfun.com/ebooks-cookie-rookie.php
Added:16 Oct 2017
Contributor: Mary Reagan
Resource type: Primary Source
Free children's books available to download on line. Categorized also according to subject matter.
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English1-2
How it maps to the curriculum
- 1-2
- English
Strand: Reading
Strand unit: Emotional & Imaginative Dev through Language
Suggestions for use: Could be used in reading and writing whereby the teacher and class discuss as a whole how the writer uses language to get his message across and to make the story more appealing to his/her audience.
https://phonicsinternational.com/
Added:10 Sep 2017
Contributor: Sharon Hogan
Resource type: Reference, Tool
A Phonics International (PI) is a highly-organised, systematic and yet flexible online synthetic phonics programme (program) especially designed for all ages and needs and suitable for anyone who wants to learn to read and spell - perfect for schools, tutoring and homeschooling.
Many items are free - however access to the full programme is typically £99 pa.
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Many items are free - however access to the full programme is typically £99 pa.
Englishin1-2
How it maps to the curriculum
Strand: Useful Websites
Suggestions for use: Use the free resources on this website to supplement any other synthetic phonics programme being taught (e.g. Jolly Phonics). Take out an annual subscription to have full access to all resources.
Strand: Useful Websites
Suggestions for use: Use the free resources on this website to supplement any other synthetic phonics programme being taught (e.g. Jolly Phonics). Take out an annual subscription to have full access to all resources.
https://www.scoilnet.ie/uploads/resources/24419/24142.pptx
Added:28 Aug 2017
Contributor: Dara Hogan
Resource type: Guide/Notes, Presentation
A presentation on the Cultural Context of Hw Many Miles to Babylon looking at money/social class, the depiction of women, the nature of power. Focuses on Key Moments to illustrate the cultural context.
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EnglishSC
How it maps to the curriculum
- SC
- English
Strand: Novels
Suggestions for use: Can be used as a post reading guide to the cultural context of the novel. The presentation picks out Key Moments which can be re-read for deeper analysis. By utilising a simple template students can apply the concepts demonstrated to other comparative texts on their course.
https://www.scoilnet.ie/uploads/resources/24420/24143.pptx
Added:28 Aug 2017
Contributor: Dara Hogan
Resource type: Guide/Notes, Presentation
A powerpoint presentation directing students to examine the vision and view point in How Many Miles to Babylon. It utilises a simple template of examining the beginning, a crisis and the ending of a text which can be applied to other texts.
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EnglishSC
How it maps to the curriculum
- SC
- English
Strand: Novels
Suggestions for use: Can be used as a post reading guide to the vision and viewpoint of the novel. The presentation picks out Key Moments which can be viewed for deeper analysis. By utilising a simple template students can apply the concepts demonstrated to other comparative texts on their course.
https://www.scoilnet.ie/uploads/resources/24421/24144.pptx
Added:28 Aug 2017
Contributor: Dara Hogan
Resource type:
A powerpoint presentation directing students to examine the vision and view point in Sive. It utilises a simple template of examining the beginning, a crisis and the ending of a text which can be applied to other texts.
View full description
EnglishSC
How it maps to the curriculum
- SC
- English
Strand: Plays
Suggestions for use: Can be used as a post reading guide to the cultural context of the play. The presentation picks out Key Moments which can be re-read for deeper analysis. By utilising a simple template students can apply the concepts demonstrated to other comparative texts on their course.
https://www.scoilnet.ie/uploads/resources/24422/24145.pdf
Added:28 Aug 2017
Contributor: Dara Hogan
Resource type: Guide/Notes, Presentation, Worksheet
A collection of short questions to accompany Sive which tests comprehension but also assists students in recording their initial response to the play. May be used for formative assessment.
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EnglishSC
How it maps to the curriculum
- SC
- English
Strand: Plays
Suggestions for use: Can be used as read along questions or discussion points during the initial or subsequent readings of the play. As well as checking comprehension they allow students to record and shape their own response to the play. Could also be useful as a revision tool.
https://www.scoilnet.ie/uploads/resources/24410/24133.pdf
Added:25 Aug 2017
Contributor: Sharon Hogan
Resource type: Game
A set of 6 bingo cards and a set of 10 calling cards for the second group of 10 Jolly Phonics high-frequency, non-decodable words:
are, all, you, your, come, some, they, there, here, said
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are, all, you, your, come, some, they, there, here, said
Englishin1-2
How it maps to the curriculum
Strand: Reading
Strand unit: Competence and Confidence in Using Language
Suggestions for use: Once all ten words in the list have been taught, practised and learned, play bingo to reinforce the learning in a fun and engaging way.
Print multiple sets to play in differentiated stations or in groups.
Send mini-sets home as homework.
Strand: Reading
Strand unit: Competence and Confidence in Using Language
Suggestions for use: Once all ten words in the list have been taught, practised and learned, play bingo to reinforce the learning in a fun and engaging way.
Print multiple sets to play in differentiated stations or in groups.
Send mini-sets home as homework.
https://www.scoilnet.ie/uploads/resources/24411/24134.pdf
Added:25 Aug 2017
Contributor: Sharon Hogan
Resource type: Game
A set of 6 bingo cards and a set of 10 calling cards for the first 10 Jolly Phonics high-frequency, non-decodable words:
no, go, so, my, one, by, only, old, like, have
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no, go, so, my, one, by, only, old, like, have
Englishin1-2
How it maps to the curriculum
Strand: Reading
Strand unit: Competence and Confidence in Using Language
Suggestions for use: Once all ten words in the list have been taught, practised and learned, play bingo to reinforce the learning in a fun and engaging way.
Print multiple sets to play in differentiated stations or in groups.
Send mini-sets home as homework.
Strand: Reading
Strand unit: Competence and Confidence in Using Language
Suggestions for use: Once all ten words in the list have been taught, practised and learned, play bingo to reinforce the learning in a fun and engaging way.
Print multiple sets to play in differentiated stations or in groups.
Send mini-sets home as homework.
https://www.scoilnet.ie/uploads/resources/24412/24135.pdf
Added:25 Aug 2017
Contributor: Sharon Hogan
Resource type: Game
A set of 6 bingo cards and a set of 10 calling cards for the first 10 Jolly Phonics high-frequency, non-decodable words:
live, give, little, down, what, when, why, where, who, which
View full description
live, give, little, down, what, when, why, where, who, which
English1-2
How it maps to the curriculum
- 1-2
- English
Strand: Reading
Strand unit: Competence and Confidence in Using Language
Suggestions for use: Once all ten words in the list have been taught, practised and learned, play bingo to reinforce the learning in a fun and engaging way.
Print multiple sets to play in differentiated stations or in groups.
Send mini-sets home as homework.
https://www.scoilnet.ie/uploads/resources/24413/24136.pdf
Added:25 Aug 2017
Contributor: Sharon Hogan
Resource type: Game
A set of 6 bingo cards and a set of 10 calling cards for the first 10 Jolly Phonics high-frequency, non-decodable words
any, many, more, before, other, were, because, want, put, saw
View full description
any, many, more, before, other, were, because, want, put, saw
English1-2
How it maps to the curriculum
- 1-2
- English
Strand: Reading
Strand unit: Competence and Confidence in Using Language
Suggestions for use: Once all ten words in the list have been taught, practised and learned, play bingo to reinforce the learning in a fun and engaging way.
Print multiple sets to play in differentiated stations or in groups.
Send mini-sets home as homework.
