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https://www.scoilnet.ie/uploads/resources/23057/22780.pdf
Added:13 Jun 2017
Contributor: PDST
Resource type: Guide/Notes
This one page document from the PDST provides a guide as to what vocabulary children should use in formal debates. The vocabulary is broken up by class level and structure of the debate from greeting, thesis, position, evidence, alternative position and conclusion.
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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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,
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: Oral Language
Strand unit: Exploring and Using
Strand: Oral Language
Strand unit: Understanding
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
https://www.scoilnet.ie/uploads/resources/23058/22781.pdf
Added:13 Jun 2017
Contributor: PDST
Resource type: Guide/Notes
Here a list of suggest vocabulary for children to use during conversations. This document can be used to assess Oral Language or as a teaching tool when teaching conversations in Oral Language.
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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/23059/22782.pdf
Added:13 Jun 2017
Contributor: PDST
Resource type: Guide/Notes
This is a vocabulary list which guides the teacher as to what language children should be using at each class level when giving instructions.
Giving instructions and outlining procedures involve communicating a series of steps in order to accomplish an end. The language used for this spoken text includes the use of dictate verbs such as put, go, turn, take etc.
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Giving instructions and outlining procedures involve communicating a series of steps in order to accomplish an end. The language used for this spoken text includes the use of dictate verbs such as put, go, turn, take etc.
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: Oral Language
Strand unit: Exploring and Using
Strand: Oral Language
Strand unit: Understanding
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through 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
http://www.pdst.ie/sites/default/fi...0for%20Text-types%20-%20handout.pdf
Added:9 Jun 2017
Contributor: PDST
Resource type: Worksheet
This is a two page document from the PDST in which some different text types are discussed and examples of vocabulary for each are given. It can support a teacher in organising their lessons and important teaching points. The vocabulary examples are useful in creating displays, prompts for children or in assessing oral language in the classroom.
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English1-23-45-6
How it maps to the curriculum
Strand: Oral Language
Strand unit: Understanding
Strand: Reading
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
Strand: Reading
Strand unit: Developing Cognitive Ability through Language
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
Strand: Reading
Strand unit: Developing Cognitive Ability through Language
http://www.pdst.ie/sites/default/fi...ature%20Word%20Cline%20Activity.pdf
Added:9 Jun 2017
Contributor: PDST
Resource type: Worksheet
Word Cline helps students to build, refine and use new vocabulary as they generate synonyms and discuss connotations and nuances of meaning. They generate words with similar meaning and arrange them to show a graduating intensity, according to a given criterion.
1. Select a relevant key word e.g. family. It is important for students to be able to generate at least four synonyms for the chosen key word.
2. Have students generate synonyms (or words that are closely related) for the key word, e.g. relatives, kin, people, folks, ancestors, relations.
3. Invite students to arrange the words in rising intensity against a criterion such as distant relationship to close relationship.
4. Organise students in small groups to discuss the words and reach a consensus about the order of the arrangement. Have them reflect on the factors that influenced the choice of placement.
5. As a whole class, discuss how the use of the different words from the Word Cline could impact on your speaking.
6. Provide time for students to review a selected piece of their own speaking and identify vocabulary that could be replaced with more specific words. (Note: This activity also works well with pupils analysing their writing)
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1. Select a relevant key word e.g. family. It is important for students to be able to generate at least four synonyms for the chosen key word.
2. Have students generate synonyms (or words that are closely related) for the key word, e.g. relatives, kin, people, folks, ancestors, relations.
3. Invite students to arrange the words in rising intensity against a criterion such as distant relationship to close relationship.
4. Organise students in small groups to discuss the words and reach a consensus about the order of the arrangement. Have them reflect on the factors that influenced the choice of placement.
5. As a whole class, discuss how the use of the different words from the Word Cline could impact on your speaking.
6. Provide time for students to review a selected piece of their own speaking and identify vocabulary that could be replaced with more specific words. (Note: This activity also works well with pupils analysing their writing)
English5-6
How it maps to the curriculum
- 5-6
- English
Strand: Oral Language
Strand unit: Developing Cognitive Ability through Language
http://www.pdst.ie/sites/default/files/OwntheWord.pdf
Added:9 Jun 2017
Contributor: PDST
Resource type:
Word mapping allows pupils to create a concept map or a visual organizer that will promote understanding of a new word/concept. It will help pupils to visualise the relationships between words and their possible meanings allowing them to think about the word in several ways. Teachers can use concept mapping for explicit vocabulary instruction or as a classroom assessment for learning tool because they provide teachers with a quick look at students' vocabulary knowledge.
Concept maps;
1. deepen understanding and comprehension.
2. help children organise new information.
3. are especially useful for teaching Tier 3 words.
4. help students to make meaningful connections between the new word and words previously learned.
5. are easy to construct and can be used within any content area.
There are a variety of concepts maps available for vocabulary instruction, the one linked here is Own the Word Graphic Organizer.
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Concept maps;
1. deepen understanding and comprehension.
2. help children organise new information.
3. are especially useful for teaching Tier 3 words.
4. help students to make meaningful connections between the new word and words previously learned.
5. are easy to construct and can be used within any content area.
There are a variety of concepts maps available for vocabulary instruction, the one linked here is Own the Word Graphic Organizer.
English1-23-45-6
How it maps to the curriculum
Strand: Oral Language
Strand unit: Understanding
Strand: Writing
Strand unit: Receptiveness to Language
Strand: Oral Language
Strand unit: Receptiveness to Language
Strand: Writing
Strand unit: Receptiveness to Language
Strand: Oral Language
Strand unit: Receptiveness to Language
Strand: Writing
Strand unit: Receptiveness to Language
