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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
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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/23060/22783.pdf
Added:13 Jun 2017
Contributor: PDST
Resource type: Guide/Notes
Here is a document with 4 roles for Oral Language group work along with suggested vocabulary for each role. The roles are manager, encourager, record keeper or data gatherer and spokesperson. There is also a short explanation of the function of each role within the group.
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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: Competence and Confidence in Using Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
https://www.scoilnet.ie/uploads/resources/23061/22784.pdf
Added:13 Jun 2017
Contributor: PDST
Resource type: Guide/Notes
Here is a vocabulary list divided by class level for children to use when working in pairs or as part of a small group.
Partner and small group work provides an authentic learning context in which students can develop both speaking and listening skills. Pupils are allowed to become actively involved in the construction of their own knowledge. This can often lead to a greater understanding and internalisation of material. Pupils are allowed to use language to interact and plan, take on a particular role such as the manager, the recorder etc., develop a group activity and monitor and reflect on the task/learning. Small group learning allows the teacher to effectively scaffold students learning by providing guidance towards ensuring that the groups run smoothly, that allocated roles are working and that learning is being fostered.
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Partner and small group work provides an authentic learning context in which students can develop both speaking and listening skills. Pupils are allowed to become actively involved in the construction of their own knowledge. This can often lead to a greater understanding and internalisation of material. Pupils are allowed to use language to interact and plan, take on a particular role such as the manager, the recorder etc., develop a group activity and monitor and reflect on the task/learning. Small group learning allows the teacher to effectively scaffold students learning by providing guidance towards ensuring that the groups run smoothly, that allocated roles are working and that learning is being fostered.
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/23062/22785.pdf
Added:13 Jun 2017
Contributor: PDST
Resource type: Guide/Notes
This is a two page document in which the structure of oral reports is given with suggested vocabulary for each class level.
Oral reports give pupils experience in selecting and organising information that will suit specific purposes, situations and audiences. Reports can be planned such as reporting on a project and unplanned such as the plenary part of a lessons. Oral reports are those based on a shared focus of interest or particular topics being studied at that particular point in time. Subjects like science and geography lend themselves to organising reports.
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Oral reports give pupils experience in selecting and organising information that will suit specific purposes, situations and audiences. Reports can be planned such as reporting on a project and unplanned such as the plenary part of a lessons. Oral reports are those based on a shared focus of interest or particular topics being studied at that particular point in time. Subjects like science and geography lend themselves to organising reports.
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: Competence and Confidence in Using Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
https://www.scoilnet.ie/uploads/resources/23066/22789.pdf
Added:13 Jun 2017
Contributor: PDST
Resource type: Guide/Notes
Here is a 2 page document from the PDST. Storytelling is broken up into 8 parts and there is recommended vocabulary for each class level.
Telling stories, recalling events and relating personal anecdotes has been how many cultures and societies have preserved and passed on their traditions. We constantly communicate information through stories e.g. Wait until I tell you a good one about … Storytelling is a vital part of everyday conversation and so should be an important feature in all classrooms. Teachers can extend storytelling skills into performance opportunities such as play, recital in drama.
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Telling stories, recalling events and relating personal anecdotes has been how many cultures and societies have preserved and passed on their traditions. We constantly communicate information through stories e.g. Wait until I tell you a good one about … Storytelling is a vital part of everyday conversation and so should be an important feature in all classrooms. Teachers can extend storytelling skills into performance opportunities such as play, recital in drama.
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: Competence and Confidence in Using Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through 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
