PDST - Primary Language Curriculum E- Bulletin 3

In this, the third of a series of e-bulletins, we have outlined some learning experiences and activities which may be used to bring Learning Outcome 8/Toradh Foghlama 8 to life for children either in the classroom or virtually.

There is scope for these learning experiences to be used or adapted when addressing other Learning Outcomes across the Primary Language Curriculum (PLC)/ Curaclam Teanga na Bunscoile (CTB). Some examples are included on the task cards below.

This e-bulletin explores Learning Outcome 8, Response and Author’s Intent in both reading and writing agus Toradh Foghlama 8 Freagairt agus Intinn an Údair i dtaobh na léitheoireachta agus na scríbhneoireachta. The concepts, skills and dispositions that children require to share opinions and interpretations on the meaning of texts are developed in this learning outcome. Furthermore, it addresses the need for children to critically reflect on their own intent as authors and the influence of authors on text sa Bhéarla agus sa Ghaeilge.

It is important to remember that “Text includes all products of language use: oral, gesture, sign, written, Braille, visual, tactile, electronic and digital” (PLC, 2019, p.20 and 59). This e-bulletin includes a variety of text types that teachers can consider when focusing on Learning Outcome 8 agus Toradh Foghlama 8. These texts include visual, print, multi-modal and digital texts i nGaeilge agus i mBéarla.

The suggested tasks support an inclusive learning environment and provide opportunities for children to meaningfully access the learning outcome in order to reach their full potential. Teachers can choose the explicit focus of the learning outcome based on the needs, strengths, interests and abilities of the children in the class. Freastalaíonn an e-bulletin seo ar chur chun cinn an Bhéarla agus na Gaeilge le páistí bunscoile.

Learning Outcome 8. Response and Author's Intent

Tortha Foghlama 8. Freagairt agus Intinn an Údair

Reading: Learning Outcome 8 and Progression Continuum

Léitheoireacht: Toradh Foghlama 8 agus Contanaim Dul chun Cinn

Writing: Learning Outcome 8 and Progression Continuum

Scríbhneoireacht: Toradh Foghlama 8 agus Contanaim Dul chun Cinn

Below you will find a series of task cards which contain suggestions for learning experiences that relate to Learning Outcome 8: Response and Author's Intent/Toradh Foghlama 8: Freagairt agus Intinn an Údair. We would encourage you to download these cards, use them flexibly and adapt them to suit the needs and interests of your class.

Task Card 1: The Language of Response

This task card focuses on the explicit teaching of the language children require to respond to text. Visual images provide a context for teaching and using language. They afford opportunities for meaningful interactions and conversations that enable children to use this language to express opinions on their interpretations of text and critically reflect on the intent of the author. Cuirtear straitéisí i leith na Gaeilge in iúl anseo chomh maith.

The suggested websites provide engaging visual images for children of all ages and abilities. These websites are free to use and it is suggested that children choose pictures of interest to them, thus motivating them to engage with the suggested activities described in the Task Card and on the accompanying Response Choice Board, atá ar fáil trí Ghaeilge freisin.

To follow on from the learning experiences explored in Task Card 1, it may be useful to read the PDST manual 'Guiding Comprehension' which can be found on the link below:

Task Card 2: Response and Author’s Intent Explored through Multimodal Texts

The Primary Language Curriculum defines ‘Texts’ as: all products of language use: oral, gesture, sign, written, Braille, visual, tactile, electronic and digital. (PLC, 2019, p. 59).

Cuimsíonn téacs gach toradh ar úsáid teanga: ó bhéal, geáitsíocht, comharthaí, scríofa, Braille, físiúil, teadhlach, leictreonach agus digiteach (CTB, 2019, lth. 51)

Children who prefer to engage with ‘non-traditional’ types of texts are still ‘readers’ and should elicit meaning, engage personally with and think critically about a broad range of spoken, gesticulated, written and multimodal texts.

Learning Outcome 8: Response and Author’s Intent can be meaningfully explored through multimodal texts where the author/creator of the text may utilise illustrations, graphics and music to influence the reader. Bheadh sé cabhrach do shealbhú teanga na bpáistí i leith an dara teanga tascanna mar seo a dhéanamh trí mhéan na Gaeilge.

Task Card 3: Using Songs to Explore Author's Intent

With as many songs as there are books, songs provide the perfect, yet often most underutilised, opportunity to develop language and literacy skills. Children may be motivated to connect with a popular or favourite song. Songs, as text types, also offer a wealth of opportunities for differentiation within the learning outcome. Songs offer children a wonderful opportunity to respond to text by expressing their thoughts, opinions and feelings. As a single song can be interpreted in many ways, song lyrics can offer an opportunity for rich discussion about the intent of the author. Gan amhras, baineann na buanna céanna le hamhráin Ghaeilge freisin. Tá neart amhráin le fáil ar na suíomhanna gréasáin seo a leanas www.songsinirish.com agus https://www.youtube.com/user/tglurgan.

Task Card 4: Virtual Author's Chair

Cothaíonn Cathaoir an Údair deiseanna den scoth do pháistí a dtuairaimí i leith téacsanna a roinnt i gcomhthéacs spraíúil agus spreagúil sa seomra ranga.

The Author’s Chair in your classroom provides children with an opportunity to share their texts with others in a safe and comfortable environment. It develops the author’s sense of purpose and voice and provides motivation to continue to write. It enables children to become writers who think critically about texts. Furthermore, it enables the audience to become active participants whilst listening to peers reading their work aloud and affording them the chance to respond and provide feedback for creating future texts.

In this task card, we will explore a digital alternative to the traditional ‘Author’s Chair.’ Using Adobe Spark, children will be invited to produce a ‘Virtual Author’s Chair’ based on a text of their own creation.

Is féidir é a úsáid i mBéarla nó i nGaeilge, agus cabhraíonn sé le forbairt an dá theanga.

Here's one we made earlier...

Cárta Gníomhaíochta 5 : Dearcadh an Charactair

Sa tasc chárta seo, déantar iniúchadh ar intinn an údair mar chuid de Thoradh Foghlama 8 ‘Freagairt agus Intinn an Údair’. Anseo, pléitear intinn an údair trí lionsa carachtair éagsúla i leabhair pháistí. Agus scéal atá in oiriúnt d’aois, riachtanais agus suimeanna na bpáistí roghnaithe agus léite agat leis na páistí, moltar go bpléifidh na páistí dearcthaí éagsúla den scéal. Spreag na páistí mothúcháin agus smaointe a bhaineann le carachtair éagsúla sa scéal a aithint agus a phlé. Lig dóibh cosúlachtaí agus éagsúlachtaí idir carachtair a aimsiú agus a phlé. Is féidir leis na páistí iad féin a chur i ról an charachtair agus intinn an charachtair a thuiscint. Is féidir leis an páistí ról an údair a ghlacadh agus an scéal a athinsint óna bperspictíochtaí. Téann an cleachtas seo go mór chun tairbhe do scileanna scríbhneoireachta agus léitheoireachta an pháiste.

This task card explores the differing perspectives of characters within a text. All of the suggested learning experiences can be explored through English using Transfer of Skills/Aistriú Scileanna.

Task Card 6

Digital Literacy: Responding to False News

Twenty first century literacy practice require children to become consumers of digital text. The PLC recognises that technology can be used as a tool for literacy development and learning and defines texts as ‘all products of language use including electronic and digital’ (PLC, 2019, p.50). Through the learning outcomes of the PLC and engagement with digital technologies, we, as teachers, can equip children with the skills to become digitally literate. An essential element of this literacy development, is critically reflecting on and questioning the intent of the author or creator, as detailed in Learning Outcome 8 Response and Author’s Intent. Further information and resources may be found on www.webwise.ie.


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