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https://www.scoilnet.ie/uploads/resources/23093/22816.pdf
Added:16 Jun 2017
Contributor: PDST
Resource type: Guide/Notes
Within this document there are characters, settings and problems. Cut each up and put them into a box for characters, settings and problems. Ask the children individually, in paris, in groups or as a whole class activity to select from each box. A story must then be created using the chosen characters, settings and problems.
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Englishin1-23-45-6
How it maps to the curriculum
Strand: Oral Language
Strand unit: Communicating
Strand: Oral Language
Strand unit: Exploring and Using
Strand: Oral Language
Strand unit: Understanding
Strand: Oral Language
Strand unit: Communicating
Strand: Oral Language
Strand unit: Exploring and Using
Strand: Oral Language
Strand unit: Understanding
Strand: Oral Language
Strand unit: Competence and Confidence in Using Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Emotional & Imaginative Dev through Language
Strand: Oral Language
Strand unit: Receptiveness to Language
Strand: Oral Language
Strand unit: Competence and Confidence in Using Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Emotional & Imaginative Dev through Language
Strand: Oral Language
Strand unit: Receptiveness to Language
https://www.scoilnet.ie/uploads/resources/23094/22817.pdf
Added:16 Jun 2017
Contributor: PDST
Resource type: Guide/Notes, Lesson Plan
Stories can begin in different ways. Four types of story openings include: action, dialogue, description of a character and description of a setting. This document can be used for two activities:
1. Whole class activity: Read the story openings aloud and ask pupils to ‘think-pair-share’ to identify which type of opening it is.
2. Pair/Group work: Distribute the story openings to pairs or groups and allow time for discussion to identify the type of story opening.
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1. Whole class activity: Read the story openings aloud and ask pupils to ‘think-pair-share’ to identify which type of opening it is.
2. Pair/Group work: Distribute the story openings to pairs or groups and allow time for discussion to identify the type of story opening.
English3-45-6
How it maps to the curriculum
Strand: Oral Language
Strand unit: Competence and Confidence in Using Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Emotional & Imaginative Dev through Language
Strand: Oral Language
Strand unit: Receptiveness to Language
Strand: Oral Language
Strand unit: Competence and Confidence in Using Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Emotional & Imaginative Dev through Language
Strand: Oral Language
Strand unit: Receptiveness to Language
https://www.scoilnet.ie/uploads/resources/23095/22818.pdf
Added:16 Jun 2017
Contributor: PDST
Resource type: Guide/Notes, Lesson Plan
Within this document there are four story settings. The setting of the story is not made explicit but is described through things you might see and hear if you were there.
This document can be used for the following activities
1. Read each paragraph and discuss where you think the story is set
2. Which words/phrases gave you clues as to where the story was set?
Follow-up Activities:
Create a story opening using descriptive vocabulary for one of the following;
A school
A Playground
On board a ship
View full description
This document can be used for the following activities
1. Read each paragraph and discuss where you think the story is set
2. Which words/phrases gave you clues as to where the story was set?
Follow-up Activities:
Create a story opening using descriptive vocabulary for one of the following;
A school
A Playground
On board a ship
English3-45-6
How it maps to the curriculum
Strand: Oral Language
Strand unit: Competence and Confidence in Using Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Emotional & Imaginative Dev through Language
Strand: Oral Language
Strand unit: Receptiveness to Language
Strand: Oral Language
Strand unit: Competence and Confidence in Using Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Emotional & Imaginative Dev through Language
Strand: Oral Language
Strand unit: Receptiveness to Language
https://www.scoilnet.ie/uploads/resources/23075/22798.pdf
Added:13 Jun 2017
Contributor: PDST
Resource type: Guide/Notes
This is a one page document in to support teachers in their reflection on how Oral Language was taught in the classroom.
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Englishin1-23-45-6
How it maps to the curriculum
Strand: Oral Language
Strand unit: Communicating
Strand: Oral Language
Strand unit: Exploring and Using
Strand: Oral Language
Strand unit: Understanding
Strand: Oral Language
Strand unit: Communicating
Strand: Oral Language
Strand unit: Exploring and Using
Strand: Oral Language
Strand unit: Understanding
Strand: Oral Language
Strand unit: Competence and Confidence in Using Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Emotional & Imaginative Dev through Language
Strand: Oral Language
Strand unit: Receptiveness to Language
Strand: Oral Language
Strand unit: Competence and Confidence in Using Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Emotional & Imaginative Dev through Language
Strand: Oral Language
Strand unit: Receptiveness to Language
https://www.scoilnet.ie/uploads/resources/23076/22799.pdf
Added:13 Jun 2017
Contributor: PDST
Resource type:
The teacher identifies 3 children and uses the attached document to observe and assess the Oral Language in the classroom. This could also be used to help identify where you class are on the Progression Continua.
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Englishin1-23-45-6
How it maps to the curriculum
Strand: Oral Language
Strand unit: Communicating
Strand: Oral Language
Strand unit: Exploring and Using
Strand: Oral Language
Strand unit: Understanding
Strand: Oral Language
Strand unit: Communicating
Strand: Oral Language
Strand unit: Exploring and Using
Strand: Oral Language
Strand unit: Understanding
Strand: Oral Language
Strand unit: Competence and Confidence in Using Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Emotional & Imaginative Dev through Language
Strand: Oral Language
Strand unit: Receptiveness to Language
Strand: Oral Language
Strand unit: Competence and Confidence in Using Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Emotional & Imaginative Dev through Language
Strand: Oral Language
Strand unit: Receptiveness to Language
https://www.scoilnet.ie/uploads/resources/23077/22800.pdf
Added:13 Jun 2017
Contributor: PDST
Resource type: Guide/Notes
Here is a questionnaire to help a teacher asses a child's Oral Language. Questions include what language is spoken at home and whether they visit the library and read books.
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English3-45-6
How it maps to the curriculum
Strand: Oral Language
Strand unit: Competence and Confidence in Using Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Emotional & Imaginative Dev through Language
Strand: Oral Language
Strand unit: Receptiveness to Language
Strand: Oral Language
Strand unit: Competence and Confidence in Using Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Emotional & Imaginative Dev through Language
Strand: Oral Language
Strand unit: Receptiveness to Language
https://www.scoilnet.ie/uploads/resources/23080/22803.pdf
Added:13 Jun 2017
Contributor: PDST
Resource type: Guide/Notes
This is a one page document to support the assessment of children's oral language in giving instructions. The rubric is broken up based on the structure giving instructions should have.
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Englishin1-23-45-6
How it maps to the curriculum
Strand: Oral Language
Strand unit: Communicating
Strand: Oral Language
Strand unit: Exploring and Using
Strand: Oral Language
Strand unit: Understanding
Strand: Oral Language
Strand unit: Communicating
Strand: Oral Language
Strand unit: Exploring and Using
Strand: Oral Language
Strand unit: Understanding
Strand: Oral Language
Strand unit: Competence and Confidence in Using Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Emotional & Imaginative Dev through Language
Strand: Oral Language
Strand unit: Receptiveness to Language
Strand: Oral Language
Strand unit: Competence and Confidence in Using Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Emotional & Imaginative Dev through Language
Strand: Oral Language
Strand unit: Receptiveness to Language
https://www.scoilnet.ie/uploads/resources/23082/22805.pdf
Added:13 Jun 2017
Contributor: PDST
Resource type: Guide/Notes
This is a one page document in which oral reports can easily be assessed. The document has divided oral reports into different sections including text structure, language and speaking and listening skills.
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Englishin1-23-45-6
How it maps to the curriculum
Strand: Oral Language
Strand unit: Communicating
Strand: Oral Language
Strand unit: Exploring and Using
Strand: Oral Language
Strand unit: Understanding
Strand: Oral Language
Strand unit: Communicating
Strand: Oral Language
Strand unit: Exploring and Using
Strand: Oral Language
Strand unit: Understanding
Strand: Oral Language
Strand unit: Competence and Confidence in Using Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Emotional & Imaginative Dev through Language
Strand: Oral Language
Strand unit: Receptiveness to Language
Strand: Oral Language
Strand unit: Competence and Confidence in Using Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Emotional & Imaginative Dev through Language
Strand: Oral Language
Strand unit: Receptiveness to Language
https://www.scoilnet.ie/uploads/resources/23083/22806.pdf
Added:13 Jun 2017
Contributor: PDST
Resource type: Guide/Notes
This one page document is a useful tool when assessing a children oral language skills in storytelling and anecdotes.
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Englishin1-23-45-6
How it maps to the curriculum
Strand: Oral Language
Strand unit: Communicating
Strand: Oral Language
Strand unit: Exploring and Using
Strand: Oral Language
Strand unit: Understanding
Strand: Oral Language
Strand unit: Communicating
Strand: Oral Language
Strand unit: Exploring and Using
Strand: Oral Language
Strand unit: Understanding
Strand: Oral Language
Strand unit: Competence and Confidence in Using Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Emotional & Imaginative Dev through Language
Strand: Oral Language
Strand unit: Receptiveness to Language
Strand: Oral Language
Strand unit: Competence and Confidence in Using Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Emotional & Imaginative Dev through Language
Strand: Oral Language
Strand unit: Receptiveness to Language
https://www.scoilnet.ie/uploads/resources/23056/22779.pdf
Added:13 Jun 2017
Contributor: PDST
Resource type: Guide/Notes
In this one page document there is suggested vocabulary for arguments and informal debates by class level. The purpose of debating and developing arguments is to persuade an audience to accept a particular point of view. Debates provide pupils with practice in giving and justifying opinions. Pupils will be required to research topics to provide relevant information to support their point of view. Debates can be used for exploring issues and different points of view such as topics from literature being studied in class or local concerns such as pollution, phone masts and current affairs.
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Englishin1-23-45-6
How it maps to the curriculum
Strand: Oral Language
Strand unit: Exploring and Using
Strand: Oral Language
Strand unit: Understanding
Strand: Writing
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Exploring and Using
Strand: Oral Language
Strand unit: Understanding
Strand: Writing
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Emotional & Imaginative Dev through Language
Strand: Oral Language
Strand unit: Competence and Confidence in Using Language
Strand: Writing
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Emotional & Imaginative Dev through Language
Strand: Oral Language
Strand unit: Competence and Confidence in Using Language
Strand: Writing
Strand unit: Developing Cognitive Ability through Language
