First Class Work: Monday May 18 th -Friday May 22 nd Dear parents/guardians,I hope that you are all continuing to keep safe and well. Best wishes to any of our parents/guardians who may be returning to work on Monday for the first time in many weeks. Hopefully this is the first step to things slowly returning to normal.First Class, very well done with your activities last week. I thoroughly enjoyed your cartoon strips and your great drawings. There were many wonderful ideas for a different ending for the story about Icarus and Daedalus. It was great to see so many of you finishing with a happy ending this time! Finally, well done for sequencing the events in your stories or books that you are reading. Keep up the great work!

REMINDERThis week please complete the following three activities and forward them on to me. As you are aware, this can be done using one of the following options, whichever option you find the most convenient and user friendly for you.

1. If you have consented for your child to have a student portfolio/account on class dojo and you have successfully managed to set it up, then you can post it to your child’s account. This option will allow your child to complete the task by writing, taking a photograph, making a video or drawing.

2. You can simply send a message or photograph of your child’s work to me on ClassDojo.

3. You can forward your child’s work to my email address fio.orourke@gmail.com.

Thanking you all in advance for your continued co-operation and hard work with your child’s home schooling. For anyone who might be finding some days a challenge, please remember….

Activity One: Handwriting and Speech Marks1. Please write the following five sentences, A-E on a copybook page or

on the lines below in your neatest handwriting. Remember to

write capital letters at the start of each sentence and please remember to put full stops at the end of each sentence.

2. When you have written each sentence as neatly as possible, please add in the speech marks. This activity is linked to Jolly Grammar page 65 so please check out this page first. Remember that speech marks are used before and after any words that are spoken. For example, School is closed said Molly. ANSWER “School is closed,” said Molly.

A) Woof, woof said the dog.B) Meow said the cat.C) Roar said the lion.D) My parents are really helpful and kind said Mary.E) I would really like to thank my parents said Tim.

Activity Two: My Camping Trip

Use the following words (adventure, packed, excited, tent, sleeping bags, campsite, campfire, night, animals, strange) to write a story about a camping trip. Have you ever been camping, (yes in your garden counts!!) then you can use those memories/experiences to help you. For those of you who have never been camping, no problem at all, you can use the

stories in your Starlight book on pages 54 and 58 for ideas. Here are a few hints to help you.

1. You don’t have to use all of the words that I suggested.2. Your story can be based on a real event or it can be completely

made up.3. Please sequence your ideas, use words like first, second, then, next,

after that, finally in your story.4. Give your story a good ending.5. How long should my story be? Try to write 8-10 sentences and

remember to include your capital letters and full stops.6. Can I illustrate it? Of course you can draw a picture to match your

story. Check out the camping picture below for ideas!7. Your story can be handwritten or you can type it, whichever is easier

for you (and your parents!)

Activity Three: “I Am an Amazing Person!” WorksheetFirst Class, I only had the pleasure of teaching you for a few short weeks but even in that short time, I could see that each one of you have an abundance of amazing talents. Now that you are at home each day and not attending your after school activities, you might feel that you are not getting the chance to use all those wonderful talents, e.g. Art, Music, Sport, being friendly or kind to others etc.

I would like you all to complete this worksheet to remind yourself that you are an AMAZING person. Read the start of each sentence carefully and then finish the sentence. When you have completed all of your writing, please read your sentences aloud to someone at home. I have no doubt that they already know just how special and amazing you are but it’s no harm to remind them!!!*If you cannot print off the worksheet, your child can write the sentences on an A4 or copybook page.

I Am an Amazing Person!Read and complete the sentences below.You can draw or write the answers and then decorate the page.

I am proud of myself when…..

REMINDERThe work that I assign from here to the end are all SUGGESTED

activities. As I have said before, please do not, at any stage, feel under pressure to complete everything. You pick and choose the activities that are most suitable or beneficial to your own child. As always, for

anyone who chooses to complete everything, very well done first of all and secondly I will include a timetable at the end with everything fitted

in from Monday-Friday.

(*Apologies in advance for the repetition every week but it might save some people the effort of having to refer to last week’s sheets)!

I am really good at…….

I know people like me because they …

I am a good brother/sister/son/daughter because…

I am a good classmate because…

My special talent is..

I feel good about myself when I …

I am a special friend because …

*Please note: I have included lesson four, “Secrets and Telling” from the Stay Safe Programme in the SPHE section, which you will find below. While it is under the suggested activities, the programme would have been covered if we had been in school so I would recommend that it is one of the activities that you complete with your child. Thanking you in advance for your help in completing this programme.

Jolly Grammar 1: Page 64 & 65 “er” words. Your child can learn the ten spellings from the book as well as four additional spellings = herd, never, silver, winter. (As I have said before if you feel that 10 spellings are sufficient for your child, there is no need to learn the additional four). If time allows and an older sibling or adult are available at the end of the week, please ask your child the spellings. They can be written in their test copy. Page 64: Write an “er” word in each ginger biscuit, draw and colour a picture to match each word. At the bottom of page 64, there is a section entitled, “Dictation”. You can call out the following words and sentences for your child and he/she can write them on the lines provided. This will give them a chance to practise their spellings. 1. herd 2. fern 3. term 4. never 5. winter 6. silver 7. I grew some ferns. 8. Her ring is made of silver 9. There are fish in the river. Please remind your child to start the sentences on number 7,8 and 9 with capital letters and to put full stops at the end of these sentences.Page 65: This page is all about “Speech Marks”. These are the little lines that a writer includes before and after the words that are spoken. (Firstly, ask your child to find a page in the book they are reading with speech marks in it. Tell them that the first word after the opening speech marks usually has a capital letter. You can tell your child that speech marks are used before and after words that are spoken. The words that come out of our mouth are called speech, and it is only these words that go between the speech marks. Your child might find it helpful if you liken the speech parks to a 66 before the speech and a 99 after it). When you or your child are reading this week, encourage him/her to look out for the speech marks).

Activity One this week is linked to this page, please refer to the above information if necessary.

Now please complete page 65, write the animals speech inside the speech bubbles first and then write it inside the speech marks. Please note; in the first two examples, the speech marks are provided in outline and your child has to trace them. For the remaining animals the children should write the speech marks themselves. For example in the speech bubble for the bee, your child should write buzz. Your child should write hiss for the snake and so on.Starlight: Read “Noises in the Night” on page 58 and chat about it with your child. This story is a continuation of last week’s camping trip. Can your child remember any details of the story? (Remember your child can read the story to you, you can read it to your child, you can read it together or take turns, whatever level you feel your child is capable of). Please remind your child to look out for speech marks. Read and discuss the meaning of the focus words at the bottom of the page.

Page 59: Answer A1-6 remembering to put capital letters at the start of your sentences and full stops at the end please. B1-5, please write the missing word. Discuss the questions in the two green boxes on the page with your child, it is not necessary to write down the answers for the green boxes, just have a chat!Page 60, Part A1-4: Contractions: This means squeezing two words together to make one shorter word, for example is + not = isn’t or was + not = wasn’t. See the green box at the top of the page for examples. Now complete part A1-4. (Give your child a chance to complete them before revealing the answers, which are written below).

A1. I wasn’t at the campsite when you arrived.A2. There isn’t even one s’more left!A3. It isn’t healthy to eat treats every day.A4. There wasn’t time to finish the story last night.Page 60 Part B: There is a mistake in each sentence. Please read each sentence aloud and then cross out the word that does not belong. (Answers: B2= not/ B3= was/ B4= isn’t). When your child has completed part A and B on this page, ask them to do the work in the purple box at the bottom of the page. There is no need to write, just ask your child to shorten each word and tell you what it is. (Answers: had not=hadn’t/ did not= didn’t/ would not=wouldn’t/ could not=couldn’t. You can tell them that the apostrophe is used instead of the letter o in each word).Page 61: Firstly, colour the pictures at the top of the page. They show Emma, Ben and Dad’s fishing trip. Can you figure out what happened? Write a suitable title for the story, write what happened on the trip by looking closely at the pictures and finally write the ending.Reading: DEAR: Drop Everything and Read for at least ten minutes each day.

Maths: For anyone who wishes to access EDCO online for the Maths at Homebook or the Maths Assessment book, please see the details below.

How do I access EDCO?

www.edcolearning.ie/loginLevel: Primary

Username: primaryedcobooksPassword: edco2020

Type “Maths” in the box entitled, “Subject” and type “Operation Maths First Class” in the box entitled, “Search for a book by name”.

This week our topic is still tens and units similar to last week. Page 38 in the Maths At Homebook will provide extra practise of addition and subtraction using the tens and units concepts. I mentioned this page last week so some of you may already have completed it. As I said last week the pages in the At Homebook and The Assessment book are there for anyone looking for extra Maths or practice on a particular topic, I am only making you aware of the books available to you and what we would have covered if we were in school.Please see the information below for suggested Maths activities for this week, May 18th-22nd.Tables: This week, we are learning -5. Some children may be on -3 or -4 and some children may be further on. As I have said before, you know your child and what he/she is capable of. Please continue to revise tables previously learned, subtraction and addition. Like every week, if time allows, please give your child their weekly tables test on Friday. This can be based on what they learned this week or on a mixture of what they have learned to date. Please continue to use games or activities that help your child with their tables.Master Your Maths: Week 24 (Page 52 & 53) and the Friday Test page 89.Operation Maths: Page 110, A, B, C, D1-3 on each number (Addition) and page 111, A, B, C, D and E1+2 on each number (Subtraction): Please remind your child to observe the rule, first the units, then the tens. For example, 31 + 46 (1 and 6 are units, add them first, that makes 7. Now add 3 and 4 as they are tens, that makes 7. Your answer is 77. The same rule applies for subtraction, just remember to take away rather than add!Page 112: Nothing like a joke to brighten your day!! Write the answer to each sum, write the correct letter beside each number and you will reveal the answer to the question.Page 113: A and B1+2 on each: add or subtract. Remember first units and then the tens! Part C1-4, read each problem carefully, underline the numbers in each problem, draw a picture if that helps, estimate your

answer, should it be higher or lower? Finally, complete the two number lines at the bottom of the page.REVISION: Days of the week, months of the year, time (o’clock and half past).Gaeilge: This week we will do some revision. You will need to use Abair Liom lth (page) 112 & 113, 118 & 119, 124 & 125, 130 & 131 to help you.

Scríobh, tarraing agus dathaigh (Write, draw and colour)Divide a copybook page or an A4 page into 12 boxes. Write the word neatly on a line in a box, draw a picture to match it and colour it neatly. This will help you to learn the words. Parents, maybe set your child the challenge of finding the words they need on the pages before you reveal the meaning of them. They may remember some of the words from work they did in previous weeks.

1. piorra (pear)2. sparán (purse)3. scuab (brush)4. cuisneoir (fridge)5. spéaclaí gréine (sunglasses)6. uachtar gréine (suncream)7. scathán (mirror)8. uachtar reoite (suncream)9. taos fiacla (tooth paste)10. bratach (flag)11. caisleán gainimh (sandcastle)12. ag súgradh (playing)

*Please remember if you are interested in accessing Abair Liom online for additional games, activities, songs or poems, please follow the details below. The units we are revising here are Aonad 23, 24, 25 and 26.

1. Go to folensonline.ie and click register.2. Select Teacher.3. Fill in a username, email and password.4. For Roll number, please use the code: Prim20.

*PLEASE REMEMBER: Do not feel under any pressure when helping your child with their Irish schoolwork. I have included the answers for you so hopefully this will be of some benefit. If you or your child are unsure of the words or the pronunciation of the words, simply do your very best and remember whatever work you do is of huge benefit to your child. Thank you in advance for helping your child with their Irish work. (Reminder: This paragraph is included each week to ensure nobody feels anxious or worried at the sight of their child’s Abair Liom)!!

Religion: Last week, we learned all about the Rosary. We start and finish the Rosary by making the sign if the cross. Ask your child if they can remember what prayer we say at the start of it? (Our Father) How many Hail Marys do we pray then? (ten) What prayer do we finish with? (Glory Be) What can we use to help us count the Hail Marys? (Rosary beads) Remind your child that we say the Rosary to remember the events in the life of Mary and Jesus. May is the month of Mary and October is the month of the Rosary.Page 55: Please read and discuss the information on this page with your child. Then please ask your child to number the boxes at the top of the page in the correct order. Finally colour the picture neatly at the bottom of the page.Unlocking SESE: We all talk about the weather. We say things like, “I hope it’s sunny for my party”, “Teacher, it’s only drizzling, why can’t we go outside??” “Mam, I don’t need a coat, sure it’s not even cold!” First Class, I would like you to check out the forecast for the week, you can watch it on television or parents, maybe they could check it out on your phone/laptop if they have permission to do so. It would be a good idea to do this activity on Monday, write the weekly forecast for the week on page 112. You can use the symbols at the top of the page. Each day, you can visit this page and draw in the actual weather that we had. At the end of the week, you can see how accurate the forecast was. Write down how many sunny days we had.Page 113: What have you learned in this chapter last week and this week? Read the three boxes at the top of the page to remind you what the chapter was about. Write or draw 1-3 things that you learned.

SPHE: (This work is not included on the timetable as this exact lesson will be included on next week’s work also as there is an abundance of material to work through).

Stay Safe Programme: First Class had completed the following three topics in The Stay Safe programme before school closed on March 12th. Topic one: Feeling Safe and UnsafeTopic Two: Friendship and BullyingTopic Three: Touches*The following material is all taken from the Stay Safe Programme for 1 st and 2 nd Class. You can create your own examples of good and bad secrets for discussion purposes with your child. You can work through it at a pace suitable to your child. There is a worksheet at the end of the lesson which will revise the content that you complete with your child.

There are five topics in the programme and over the next few weeks, with your help at home, we will cover the final two topics. Thanking you all in advance for your help and co-operation. We will start topic 4 this week which is entitled, “Secrets and Telling”. The core message of this topic is that touch should never be kept a secret. Children learn how to tell, who to tell, when to tell and to keep on telling until someone listens.(DISCUSSION) To begin the topic ask your child to give you examples of good secrets. A good secret is something that you feel good about, for example a pleasant surprise. Maybe a special birthday gift for someone, a special card or gift for Mother or Father’s Day. Then move on to talking about bad secrets. A bad secret makes you feel worried or scared. The person wants you to keep the secret forever. They don’t want you to talk to anyone else about it. For example, what if you saw someone in your class stealing money from someone’s school bag? They tell you to keep it a secret. Ask your child if this would be a good or bad secret and ask them to explain why?What they are doing is wrong. They are taking something that does not belong to them and they have no right to ask you to keep it a secret. Ask your child how that secret would make them feel? Your child may give you more examples of good and bad secrets.Your child should understand that they should never keep secrets about touch, or any secret that makes them feel bad or uncomfortable, or that they are not sure about. You could discuss the following secrets with them.

One of the children in your class keeps taking your lunch and warns you not to tell.

Your aunt is expecting a new baby but doesn’t want anyone outside the family to know yet.

Your friend is being bullied on the way home from school but he doesn’t want you to tell about it because he’s afraid the bullying might get worse.

Your friend makes you promise not to tell anyone about the big bruise you saw on her back when you were playing.

What could you do about a bad secret? You tell an adult you trust. You tell to get help. It isn’t your secret, it’s theirs. Remember, you don’t have to keep a bad secret. Always tell an adult you trust and keep telling until someone listens.Please read this story for your child.Martin looked around the table at his family. Everyone looked happy. They were all having one of Mum’s special dinners because tomorrow was the first day back at school after the Christmas holidays. Martin wasn’t feeling very happy. He had been very quiet all day. Mum had even joked that he

must be sad about going back to school, but that wasn’t the problem - ok, a little bit - but the real reason he was so quiet was bigger than that. Martin really wanted to tell, but it was so hard to start that conversation. What if his family hated him when he told them? If only it had never started, but it seemed like a joke to begin with… Last September, the new boy, Pierre, joined the class. At first it was just little things like hiding Pierre’s homework copy under the library books, or breaking his pencil. Knocking over his drink at lunchtime seemed funny at the time, at least the other boys had laughed! As time went on, Martin had to be more careful so he wouldn’t get caught, like the time he managed to knock Pierre’s towel into the pool. He knew from the way Pierre looked at him that Pierre knew it was no accident. So the months passed till Christmas. It seemed like the other boys expected him to give them a laugh every day, at Pierre’s expense. He thought back to the day school closed. Teacher had organised a class party. She asked them to bring in their favourite CDs and games. Pierre had taken in his iPod with lots of good music and teacher had hooked it up to speakers. As they all danced around the room, some of the boys dared Martin to knock over Pierre’s iPod. He really hadn’t wanted to damage it. After all, they were having fun listening to the songs. But as he was jumping around he decided to give it a little knock with his elbow. As it hit the floor another boy stamped hard on it and the music stopped! When Martin looked at Pierre’s face he felt sick in his stomach. Why did he do these horrible things? That nasty feeling kept coming back through the holidays. He just knew he didn’t want this to continue. He knew he was going to be in so much trouble, but he had to tell. He had to make it all right and his Mum and Dad would help him - help him to say sorry, help him to make it up to Pierre, help him to be happy in school again.Points for Discussion: - Early in the story what did you think was worrying Martin? - What did Martin want to tell his parents about? - Why did he want to tell his parents? - Why do you think Martin behaved the way he did to Pierre? - Do you think the other boys were responsible for Martin’s actions? - How do you think Martin will feel when he has told his parents? - What about the other children who were looking on and enjoying the pranks at Pierre’s expense?Dealing with Threats and Bribes Threats: What if you were in the changing room at the pool and an older boy touched your private parts and then warned you to keep it a secret? He said that if you told he’d make sure you were sorry. Would this be a good or a bad secret? What could you do? Remember, you should never keep a secret about touch. Tell an adult you trust and get help Bribes: What if someone offered you a treat, money, or a new toy to keep a secret? What should you do? Explain that a bribe is when someone offers you a treat, money, or anything else, to do something you shouldn’t

do. Emphasise the importance of telling. The only secrets to keep are good secrets. A good secret is something everyone feels good about. It is like a surprise and it is not a secret forever. Encourage the children to give you some more examples of bad secrets and to describe what they would do in these situations. Reinforce the safety rules (Say No, Get Away, Tell someone, Keep telling until someone listens) and emphasise that they can always tell about a bad secret. If they are not sure whether it is a good or a bad secret, then they should always tell an adult. (You could ask your child to name some adults that they trust and could talk to). What if it was your friend’s secret? Your friend told you that someone had touched their private parts and warned them never to tell about it. What should you do? What would you advise your friend to do? Telling: There are lots of reasons why telling someone about a problem can be hard. You might be a bit embarrassed or you might be afraid of being blamed, even though it’s not your fault if someone has made you feel scared or unsafe. Who could you tell? It is important to tell an adult rather than another child because the adult will be able to help you. What if they didn’t listen? If you tried to tell your Mum or Dad about a problem and he/she didn’t listen to you, what could you do? You could try again. If that didn’t work, what could you do? You could tell someone else. You should tell and keep telling until someone helps you. When to tell: Sometimes we try to tell an adult about a problem but they do not listen properly. Maybe they are busy doing something. Then we should try telling them at another time. If they still don’t listen, do we give up completely? No - we choose someone else to tell, we keep telling until someone listens. To finish this topic and when you feel your child is ready, he/she can complete the activity on the next page. I have adapted it from the Stay Safe programme.

GOOD SECRET BAD SECRET NOT SURE

One of the children in your class keeps taking your lunch and warns you not to tell.Your aunt is expecting a new baby but doesn’t want anyone outside the family to know yet.Your friend is being bullied on the way home from school but he doesn’t want you to tell about it because he’s afraid the bullying might get worse.An older child asks you to touch a private part of his/her body.A birthday party is being arranged for your older sister. You are asked to keep it a secret.Your friends makes you promise not to tell anyone about the big bruises you saw on her back when you were playing.

SPHE: In times of crisis and change, feelings and emotions can be heightened,particularly for children. I would like to share a new ‘Breathe’ resource with you which features a range of calming breathing techniques and guided visualisations that children can use to bring about a sense of peace and comfort in any situation. The resource, which is suitable for

children (and adults!) of all ages and class levels, is accompanied by audio recordings of the guided visualisations in both English and Irish. There are currently 25 audio clips on the website andmore will be added over time. The resource is available to access and download fromhttps://www.pdst.ie/primary/healthwellbeing/relaxationandself-regulationtools

If you feel that your child is anxious, worried, concerned or could just benefit from these self–regulation and relaxation techniques, please check out the resource.*I did not include the SPHE in the timetable as you can choose a time that is most convenient for you if you would like to access the audio clips.P.E. Tennis Ball Game/Challenge: All you need is a tennis ball or any type of a small ball and a wall.1. Throw the tennis ball five times with your right hand against the wall and catch it before it hits the ground. (UNDERARM Throw) If the ball hits the ground before you catch it, start again. This rule applies for each activity, if the ball hits the ground at any time, you must go all the way back to number one. To complete the challenge, you must catch the ball each time! Well if you find it difficult, you have plenty of time to practice!!2. Repeat the above activity with your left hand.3. Throw the tennis ball five times with your right hand against the wall and catch it before it hits the ground. (OVERARM Throw)4. Repeat the above activity with your left hand.5. Hold the tennis ball in both hands and throw it against the wall. Catch it before it hits the ground. Repeat five times.6. If you have completed 1-5 successfully, well done! Now all you have to do is one more throw and catch and you have completed the challenge. Oh and you must turn around now, yes, turn away from the wall, throw the ball over your head and then turn to catch it before it hits the ground! Best of luck and remember it’s only for fun!

*(If number 6 is really too challenging, you can offer a football/soccer ball to your child to complete the challenge! If your child finds the task easy to complete, increase the number of catches on each activity from 5 to 10).

SUGGESTED TIMETABLE

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAYP.E.

Joe Wicks (YouTube: 9am)

P.E. Set up an

obstacle course in your garden. Time yourself

and then try to beat your time! Can Mammy or

Daddy beat your time?!

(Sorry parents!!)

P.E. Walk or run around

your garden.Do some skipping if

you have a rope.Practice your Gaelic

football or soccer drills.

Go for a cycle.(Helmets please!!)

P.E.Try the tennis ball

challenge!See the rules of the

game above the timetable.

P.E.YIPPEE it’s

Friday!!Choose your own game or activity and play it for 10-15 minutes.

Reading

(At least 10 minutes per

day)

Reading Reading Reading

“Reading gives us a place to go

when we have to stay where we

are”.

Reading

MathsTables -5,

Master Your Maths,

Operation Maths pg 110 A1-3, B1-3, C1-3, D1-3

MathsTables (Card

Game) Master Your Maths, Operation

Maths pg 111A1+2, B1+2, C1+2, D1+2,

E1+2

MathsTables, Master Your

Maths, Operation Maths pg 112

No. 1 + 2

MathsTables, Master Your

Maths, Operation Maths pg 112, No. 3

MathsTables Test, Master Your

Maths Friday Test, Operation Maths pg

113, A1+2, B1+2, C and

Try This!Jolly Grammar

List, discuss, read the “er”

words, top part of pg 64.

Jolly GrammarAsk spellings,

pg 65.

Jolly GrammarAsk spellings,

dictation (1-6) pg 64

Jolly Grammar Ask spelling

s, dictation (7-9) pg 64

Unlocking

SESEPage 113

Jolly GrammarSpelling Test (14 words or whatever you feel

your child is able for).

11am: RTE Home School

Hub

11am: Home School Hub

11am: Home School Hub

11am: Home School Hub

11am: Home

School HubStarlight

Pg 58 (Read) + Pg 59 (A and B)

StarlightRead pg 58+Pg

60

StarlightPage 61

ACTIVITY THREEI Am an Amazing

Person! worksheet

Religion Grow in

Love pg 55

Unlocking SESE

Pg 112 (watch the forecast) and fill in the weather for

today.*Remember to

record the weather each

ACTIVITY ONEHandwriting and Speech

Marks

ACTIVITY TWOMy Camping Trip

Gaeilge: 1-6 Gaeilge: 7-12

day this week on pg 112.

REMINDER*The parts in red on the SUGGESTED TIMETABLE are the three activities that should be completed this week. Of course, you do not have to do them on the days that I have suggested, you are free to complete them on a day of your choice just please remember to forward them on to me some day next week. I am looking forward to seeing some more of your wonderful work, first class!That is everything for this week and as always if at any stage, you have any questions/queries or concerns regarding your child’s schoolwork, please do not hesitate to contact me via the Class Dojo or via my email address fio.orourke@gmail.com. Thanking you.Kind regards,Fiona.