Postcard Reading & Writing

ST Details

ST Name: Kym Fox
ST Number: 40036679
Class Level: 2nd & 3rd Class
Date: 8/5/25

Lesson Details

Subject: English
Time: 9:00
Duration: 40 minutes
Number of Pupils: 27

Curriculum Alignment

• Strands: Reading, Writing
• Elements: Exploring and using, Communicating
• Learning Outcomes (IE Curriculum):
  • [EU] Response and author’s intent: Discuss and share thoughts and opinions on texts in a range of genres across the curriculum. Consider and discuss author’s intent (English Curriculum, Reading Strand, Outcome 2).
  • [C] Communicating through writing: Use writing as a tool to clarify and structure thought and to express individuality (English Curriculum, Writing Strand, Outcome 3).

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Focus of New Learning / Learning Objectives

1. The child should be enabled to read and understand an informal text (postcard), identifying key information such as name, age, hobbies, and feelings.
2. The child should be enabled to write a postcard response that includes personal information and responds appropriately to the initial message, using correct greeting and closing formulas.

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Assessment

1. Method: Observation of pupil engagement during reading and writing activities; review of written postcard responses.
2. Assessment of: Comprehension of the postcard text; ability to structure and communicate personal information in writing.
3. To be recorded: Notes on individual pupils’ ability to extract main ideas, express themselves clearly in writing, and use punctuation and format appropriate to a postcard.

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Teacher Questioning

Lower order questions (Closed Questions)

1. What is the name of the child who sent the postcard?
2. How old is the child in the postcard?
3. What hobbies does the child mention?

Higher order questions (Open Questions)

1. Why do you think the children from the other school sent us a postcard?
2. How would you feel if you received a postcard from a friend in another school?
3. What else would you like to tell the children in your reply, and why?

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Language Development Opportunities

• Introduction and use of vocabulary related to personal identity (name, age, hobbies).
• Practice of sentence structures for informal writing (greetings, simple sentences, questions, closings).
• Oral language enriched through reading aloud and group discussion.

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Literacy Development Opportunities

• Reading comprehension skills: skimming for key information, scanning for specific details.
• Writing skills: sentence formation, punctuation, use of capital letters in names and greetings, paragraphing in a short text.
• Introduction to text features of a postcard (address, greeting, body, closing).

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Teaching Methodologies

Primary: Collaborative/Co-operative Learning, Talk and Discussion, Active Learning
Supporting: Skills Through Content

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Introduction (10 minutes)

Stimulus: Present an actual physical postcard or a large clear projection of the postcard the children have received from the partner school. Use expressive reading to engage interest.
Elicit Prior Knowledge: Ask pupils if they have ever sent or received a postcard before, giving examples. Brief discussion about postcards, their purpose, and typical contents.
Share Learning Intention: Explain that today they will read a postcard from friends in another school and write back to them telling about themselves.

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Development (25 minutes)

1. Guided Reading (10 minutes):

   • Read the postcard aloud together.
   • In pairs, pupils highlight or underline the name, age, and hobbies mentioned.
   • Teacher models how to answer: “This postcard tells us...”, checking comprehension.

2. Group Discussion (5 minutes):

   • Discuss the author’s intent: Why did the children write the postcard? What can we learn about their lives?
   • Encourage pupils to share what hobbies they have in common or find interesting.

3. Writing Task (10 minutes):

   • Introduce the format of writing a short postcard reply: greeting, introducing self (name, age), hobbies, and a closing sentence.
   • Provide sentence starters on the board (e.g., "Dear friends,", "My name is ____. I am ___ years old.", "I like to...", "I hope you enjoy...", "Best wishes, ___").
   • Pupils write their own postcard reply individually using lined paper or postcard templates. Teacher circulates to support spelling and sentence structure.

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Conclusion (5 minutes)

Cognitive:

• Pupils share their postcard sentences aloud in pairs or in small groups.
• Recap what they learned about reading postcards and writing personal information.

Social:

• Discuss how sending and receiving postcards helps friends get to know each other better.

Universal Design for Learning:

• Visual postcard stimulus supports visual learners.
• Sentence starters scaffolding writing for emerging writers.
• Collaborative peer discussions promote social and communication skills.

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Pupil Differentiation

Pupil(s)	Reason(s)	Method(s)	Additional Comments
Pupils with EAL (English as an additional language)	Support with vocabulary and sentence starters	Pair work; use of visuals for vocabulary	Target key words with pictures
Pupils who find writing challenging	Scaffolding using sentence starters; one-to-one support	Guided writing with teacher support	Allow oral response if needed
High ability pupils	Encourage extension by adding more details or questions in postcard	Individual or paired challenge task	Use of more descriptive language

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The Learning Environment & Resources

• Environment: Classroom seating in pairs or small groups to support discussion and peer collaboration.
• Resources:
  • Sample postcard from partner school (physical or projected)
  • Projector or visualiser to show the postcard clearly
  • Lined paper or postcard template for pupil writing
  • Markers/highlighters for reading task
  • Sentence starter display on board or handouts

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This lesson plan brings authentic engagement with reading and writing by connecting with real children, enhances language development in a meaningful context, and directly supports the IE Curriculum emphasis on communication, comprehension, and expression. The collaborative elements and scaffolded support ensure all pupils access and excel, making learning enjoyable and impactful.