Léitheoireacht Beirte chun páistí a spreagadh chun léitheoireachta as Gaeilge // Paired Reading as a way to encourage children to read in Irish.

 

Léi

Cé go bhfuil an Ghaeilge ar a dtoil ag na páistí sna Gaelscoileanna, cloistear go minic go mbíonn sé deacair iad a spreagadh leabhair as Gaeilge a léamh. Roghníonn siad leabhair as Béarla i gcónaí. Is tríd an léitheoireacht beirte seo go gcuirim ag léamh as Gaeilge iad, agus ag baint sult as. Ní dúshlán chomh mór sin a bhíonn os a gcomhair agus iad ag léamh le pairtnéir atá ar an leibhéal léitheoireachta céanna leo. Tá sé tábhachtach gur léitheoireacht don phléisiúr atá i gceist leis agus mar sin ní bhíonn aon obair scríofa breise le déanamh acu bunaithe ar an léitheoireacht seo. Tugaim leabhair difriúla do na grúpaí ar fad ionas go mbeadh úinéireacht acu ar an léitheoireacht seo agus ionas go mbíonn sé éasca idirdhealú a dhéanamh, a chinntiú go bhfuil gach beirt ag léamh ar léibhéal atá cuí dóibh. Agus na leabhair á thabhairt amach agam, léim cúl gach leabhar os árd don rang ag cinntiú go gcuirim sceitimíní orthu faoin scéal – ag cinntiú go mbíonn siad ag iarraidh na leabhair a léamh.

While the children in our Gaelscoileanna understand and speak Irish, it is often a struggle for us teachers to encourage them to choose to read in Irish. More often than not, when given the option, they will choose to read in English. It is through this process of paired reading that I get them reading for pleasure, through Irish, and enjoying it. The challenge in front of them doesn’t seem quite as daunting when they are reading with a friend or partner who is at a similar reading ability to themselves. It is important that this reading is for pleasure and so I don’t assign any extra written work based on these reading sessions. Each pair gets a different book, ensuring that they have ownership over this reading. This also ensures that it’s easy to ensure differentiation – that each pair are reading at a suitable level but without drawing attention to this. When assigning the books, I read the back of each book aloud, making them excited about the story – ensuring that they really want to read the book.

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Conas mar a oibríonn sé? // How does it work?

Is próiseas fíor-shimplí seo. Suíonn beirt le chéile, leabhar amháin eatarthu agus iad ag breathnú isteach le chéile. Léann páiste A alt. Ansin bíonn ar pháiste B an chuid sin a mhíniú ina f(h)ocail féin. Léann páiste B an chéad alt eile agus míníonn páiste A an píosa sin. Cabhríonn siad lena chéile a chinntiú go bhfuil tuiscint acu ar an rud atá á léamh acu, agus iad a tabhairt faoi deara gur féidir tuiscint a bheith acu fiú muna dtuigeann gach uile focal. Bíonn foclóir ar an mbord acu ar eagla nach dtuigeann siad aon rud agus má bhíonn fadhb fiú tar éis foclóra a úsáid, cuireann said ceist orm. Chomh maith le sin, coinníonn siad a leabhair nótaí ar oscailt chun aon nathanna deasa a aimsíonn siad a bhreacadh síos. Bíonn an seomra ranga glórmhór go leor agus beomhar nuair atá an léitheoireacht seo faoi lán seoil. I mo thaithí, baineann na páistí an sult as seo agus bíonn siad ag súil leis.

It’s a really simple process. Two children sit together, one book between them, looking in together. Child A reads a paragraph. Then Child B explains what happened in that paragraph in their own words. Child B reads the next paragraph and Child A explains it. They help each other to ensure they’re understanding what they’re reading, while realising that understanding can occur even if they don’t understand each and every word. They have a dictionary on the table in case they need it and if they are still stuck after trying the dictionary, they ask me. They also keep their notebooks open to make a note of any nice phrases that they come across. When these reading sessions are up and running they classroom will be noisy and lively. In my experience, the children really enjoy the sessions. They really look forward to them and are very rarely disengaged with the process.

 

Seo cúpla taifeadadh gairid de pháistí i mo rang féin ag léamh agus ag míniú lena chéile. Tá sé deacair go leor iad a chloisteáil in áiteanna toisc go bhfuil na páistí eile ag léamh ag an am céanna. Tá súil agam gur féidir a bhraith ó na físeáin seo conas mar a oibríonn seisiún léitheoireachta beirte.

Here are a couple of short recordings of children from my own class reading and showing understanding. It’s difficult to hear in spots because the other children in the class are reading at the same time. I hope these give a feeling for how a paired reading session feels.

 

Cén leabhair a bhíonn á léamh acu? // What books do they read?

Ní téacsanna scoile a bhíonn i gceist don chuid is mó, ach úrscéalta éagsúla do pháistí, cuid acu dúshlánach (do na léitheoirí láidre) agus cuid eile simplí go leor (dóibh siúd atá lag ag an léitheoireacht).  Sna pictiúir seo, is na leabhair is dúshlánaí atá ar bharr agus na cinn is simplí atá ar bhun. Tá súil agam go gcabhróidh siad.

For the most part, I don’t use school texts, but rather random children’s novels, some challenging (for the stronger readers) and others fairly simple (for those weaker readers).  In these pictures, the books at the top are more difficult to read, decreasing in difficulty, the easier books at the bottom. I hope these suggestions will be helpful.

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Tá an dá leabhar seo an-dúshlánach agus oiriúnach má tá léitheoirí an-láidir sa rang agat.

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Oiriúnach do léitheoirí láidre.

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Oiriúnach do léitheoirí láidre.

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Oiriúnach do léitheoirí láidre.

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Oiriúnach do léitheoirí láidre.

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Oiriúnach do léitheoirí láidre.

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Oiriúnach do léitheoirí meánacha.

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Oiriúnach do léitheoirí meánacha.

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Oiriúnach do léitheoirí meánacha.

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Tá an dá leabhar seo á léamh ag na léitheoirí is laige i mo rang.

Mholfainn d’aon mhúinteoir seo a chur i bhfeidhim. Cé go bhfuil na leabhair thús roghnaithe do Rang 6, is féidir tabhairt faoin bpróiseas céanna in aon rang ag baint úsáide as leabhair oiriúnacha.

I would advise any teacher to put this process in place. While the books in the list above have been selected for 6th class, the process can be followed in any classroom, using appropriate reading material.

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Rangaithe faoi Litearthacht // Literacy

Ag déanamh ime // Making butter

Is gníomhaíocht álainn seo le tabhairt faoi sa seomra ranga. Bhain na páistí fíor sult as fad is a bhí gnéithe de na curaclaim eolaíochta, stair agus tíreolas á chlúdú agat. Seo mar a rinneamar i Rang 6 é, ach d’fhéadfá é a dhéanamh in aon rang. D’úsáidfinn próca idir grúpa, b’fhéidir, leis na páistí óga ionas go mbeadh siad in ann an obair fisiciúil a roinnt.

This a great activity to have a go at. The children really enjoyed it while covering elements of the science, history and geography curricula. Here’s the rundown on how we did it in 6th class, but this could be done with younger age groups. I might do one jar per group with the younger children so that they can share the physical work of shaking the jar without tiring their arms.

Rudaí atá de dhíth : próca gloine le barr air do gach páiste (nó gach grúpa) – glanta agus an lipéid bainte de, uachtar (bhí thart timpeall ar 150ml an pháiste agam), gráinnín salainn do gach páiste agus arán le n-úsáid chun an t-im a bhlaiseadh ag deireadh.

What you need : a glass jar with a lid per child (or per group) – cleaned out and the label removed, regular cream (I had approximately 150ml per child), a pinch of salt per child and some bread to taste the completed butter on.

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Cuireann siad an t-uachtar agus an salann sa phróca agus dúnann siad é – go cúramach. Ansin bíonn orthu an próca a chroitheadh chomh tapaidh agus chomh láidir is gur féidir leo go dtí go mbíon an t-im le feiceáil sa phróca leis an mbláthach timpeall air. Tógann sé idir 5 agus 15 nóiméad orthu ag braith ar láidreacht an pháiste. Chuir muidne ceol ar siúl agus seo á dhéanamh againn agus bhí gach éinne ag cur allais go tapaidh.

They put the cream and the salt into the jar and close it – carefully. Then they just shake the jar as quickly and as strongly as they can until they can see the butter clumping with the buttermilk around it. It takes between 5 and 15 minutes, depending on the child’s strength. We put music on and danced while we were shaking. Everybody was working up a sweat quite quickly.

Ní gá ansin ach an bhláthach a bhaint ón bpróca (agus mhol mé dóibh é a bhlaiseadh) agus is é an t-im amháin atá fágtha.

All that’s left to do then is to remove the buttermilk (and I encouraged them to taste it in the process) so that only the butter remains.

Chuireamar ar an t-arán é agus bhlasamar é. Bhí siad ar fad sásta go raibh sé fiú níos deise ná an t-im a bhíonn ceannaithe againn.

We then spread some on our bread to taste it. The children were all chuffed and convinced that it was nicer than the butter that we buy.

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Bainigí triail as!

Give it a go!

 

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Rangaithe faoi Uncategorized

Aidhmeanna na Bliana Nua

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Ní seo ach píosa an-ghearr faoin obair a rinne muid ar an gcéad lá scoile 2017 – ag tabhairt faoi aidhmneanna na bliana nua. Labhair muid ar dtús faoin mbealach gur ceart go mbeadh aidhmeanna cliste agus gur cheart ‘Táim chun níos mó léitheoireachta a dhéanamh’ a athrú go ‘Táim chun caibidil amháin a léamh gach oíche’ nó ‘Táim chun dhá leabhair a léamh in aghaidh na míosa’.

This is just a really short piece to share the work we did on the first school day of 2017 – discussing New Year’s Resolutions. We first spoke about how goals should be SMART and how ‘I’m going to read more’ would be better as ‘I’m going to read a chapter every night’ or ‘I’m going to read two books per month’.

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Ansin, chun ár naidhmeanna a chur in iúl, d’úsáid mé smaoineamh a chonaic mé ar Irish Primary Teacher – cé go raibh sé in úsáid ansin do cheacht staire. Rinne na páistí amach leathanach bán mar atá le feiceáil thíos.

Then, to display our resolutions, I used an idea that I first saw on Irish Primary Teacher – though it was used for a history lesson there. The children made out the pages as seen below.

 

Scríobh siad a gcuid aidhmeanna ar bhun ansin agus chruthaigh siad pictiúir 3T le dul leis. Bhí siad an-deas sa deireadh, nach raibh?

They wrote their resolutions at the bottom and created 3D pictures to go with them. They turned out really nicely in the end, didn’t they?

 

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Rangaithe faoi Uncategorized

Gníomhaíocht a chabhríonn le páistí imníocha // Activity to help anxious children

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Tá cuma ar rudaí go bhfuil níos mó agus níos mó páistí inár seomraí ranga atá ag deileáil le himní agus go bhfuil sé ag cur isteach ar a gcuid forbartha go sóisialta agus go hacadúil. Is gníomhaíocht liteartha agus ealaíne é seo gur féidir le páistí áirithe a úsáid mar stráitéis agus a bheadh go deas do pháistí eile chomh, fiú nuair nach bhfuil fadhb áirithe imní acu. It seems it is becoming more and more common that children in our classrooms are suffering from anxiety and are finding that it is affecting their development, both social and academic. This is both a literacy and visual arts activity which can be a real and useful coping strategy for certain children, and may be comforting even to those children for whom anxiety is not a specific issue.

Tháinig mé, sa chéad áit, ar an smaoineamh seo ar The Art Curator for Kids (blag iontach don ealaín a mholfainn go mór ) agus shíl mé go mbeadh sé deas ár leagan de a roinnt libh. I originally came across this activity on The Art Curator for Kids (a great visual arts blog which you should definitely follow ) and thought I’d share our version of it with you.

Múinim páistí atá 11-12 bliain d’aois agus mar sin, thosaigh muid le plé ranga ar an imní – céard é imní, cén bealach a mhothaíonn sé a bheith imníoch agus na rudaí éagsúla go mbíon daoine imníoch faoi. Bhí smaointe léargasach acu.  The children I teach are 11-12 years old and so we began by having a whole class discussion on worry – what it means to be worried, what it feels like to be worried and what kinds of things people sometimes worry about. Their thoughts on the subject were very insightful.

Ansin, léigh muid le chéile an leabhar atá sa phictiúr thuas – Silly Billy le Anthony Browne. Dar liom féin, ní teideal oiriúnach atá ar an leabhar agus ní bheinn ag iarraidh a rá le páistí go bhfuil sé ‘silly’ a bheith buartha, ach seachas sin, is scéal álainn é.  Insíonn sé do na páistí faoi na Bábóg Imní a thagann as Guatamala, atá in úsáid ar fud Mheirceá Theas le blianta fada. Mar a tharlaíonn, tá seit dóibh agam féin a fuair mé nuair a bhí mé ag taisteal i Méirceá Theas agus thaispeáin mé dóibh iad sin chomh maith. An smaoineamh atá ann ná go mbíonn tú ag insint do na bábóga aon rud atá ag cur buairt ort roimh dul a luí agus cuireann tú faoi do philliúr iad. Tugann na bábóga aire don buairt ar fad fad is a chodlaíonn tú go sámh. We then read together the book pictured above – Silly Billy by Anthony Browne. The title is badly chosen, in my opinion, as I disagree with telling children that it’s ‘silly’ to worry but other than that, the story is lovely. It tells the children about Guatemalan Worry Dolls, which have been used in South America for many years. As it happens, I have my own set which I got a number of years ago while travelling in South and Central America, so I showed these to the children too. The idea of the dolls is that you tell your worries to them before going to bed and then put the dolls under your pillow. The dolls then do the worrying for you and let you sleep soundly.

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Cheap na páistí gur smaoineamh iontach a bhí ann agus ansin, mar a dhéanann Billy sa scéal, rinneamar ár mbábóga imní féin. Tharraing siad carachtair beaga – thart timpeall ar 4cm an cheann. Chuir siad dath orthu, lánaigh siad iad agus ghearr siad amach iad. Ansin thug mé clúdach litreach daite do gach páiste agus thóg siad abhaile leo a gcuid mbábóg. Ó shin, tá páistí agus tuismitheoirí i ndiaidh  teacht chugam le rá gur smaoineamh an-dearfach agus an-chabhrach a bhí ann. Mholfainn go mór an ghníomhaíocht seo. They thought it was a great idea and then, as Billy does in the story, we decided to make our own worry dolls. They each drew a number of small charachters – approximately 4cm tall each. They coloured them, laminated them and cut them out. Then each child put their worry dolls in a coloured envelope and took them home. I’ve had both children and parents come to me to say that they really like the idea and that it’s very helpful. I would definitely recommend this activity.

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Rangaithe faoi Uncategorized

Córas Leabharlainne Ranga // Classroom Library System

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Shíl mé go roinnfinn libh an bealach go mbíonn eagrúchán déanta agam ar an leabharlann atá i mo sheomra ranga. Faighim go bhfuil córas faoi leith de dhíth chun na páistí a spreagadh chun léitheoireachta. Ní mór dúinn suim chruthú sna leabhair atá ann. Seo an córas atá agamsa.

I thought I’d share with you all how I organise my classroom library. I find that I need a system in order to help to inspire the children to read. We need to create interest in the books that are available. This is the system that I use.

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Ar dtús, bíonn na leabhair eagraithe agam sna ciseáin seo de réir seánra – rogha leabhar as Gaeilge agus as Béarla i ngach ceann acu.

Firstly, I organise the books in these baskets according to genre – a choice of books in Irish and in English in each one.

Tá na rialacha leabharlainne ar chrochadh agus bíonn an filteán leabharlainne i gcónaí ar bharr.

The library rules are hanging and our library folder is always sitting on top.

Nuair a thógann páiste leabhar amach, déanann siad dhá rud. Scríobhann siad isteach ainm an leabhair atá acu agus an dáta – agus ansin cuireann siad a phionna féin ar an gciseán as a tháinig an leabhar. Nuair a chríochnaíonn siad, líonann siad isteach an dáta ar a chur siad an leabhar ar ais agus cuireann siad an leabhar ar ais sa chiseán ina bhfuil a phionna.

When a childs takes out a book, they do two things. They write the name of the book and the date – and they place their peg on the basket where the book belongs. When they finish, they fill in the date of return and return the book to basket which contains their pin.

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Le linn na bliana, coiníonn gach páiste liosta de na leabhair uilig atá léite acu, cinn ón leabharlann ranga, chomh maith le leabhair eile a léann siad.

During the year, each child keeps a list of all the books they’ve read, those from the classroom library as well as any other books they read.

Tar éis leabhar a chríochnú, ní GÁ dóibh aon rud a scríobh faoi ar chor ar bith. Is dóthain é an léitheoireacht a dhéanamh ar son pléisiúir. Sin ráite, bíonn na teimpléid seo don léirmheas leabhair (Gaeilge nó Béarla) san fhilteán agus tugaim pointí Dójó sa bhreis d’aon pháiste a roghnaíonn ceann a scríobh. Tá ceann ar leibhéal níos ísle agam chomh maith do na ranganna níos óige.

Having finished a book, they don’t HAVE to write anything. It is enough to simply read for pleasure. However, these templates for book reviews (in Irish and English) are in the folder and I give extra Class Dojo points to children who choose to write one. I also have them at a lower level for the younger classes.

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Má bhaineann siad sult as leabhar áirithe, scríobhann siad faoi ar cheann de na cártaí molta seo agus crochann siad ar an mballa é in aice na leabharlainne. Spreagann seo páistí eile an leabhar céanna a léamh.

If they enjoy a particular book, they write about it  on one of these recommendation cards and they hang it on the wall beside the library. This encourages other children to read the same book.

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Ansin, tá an cnuasach speisialta. Bosca leabhar seo gur liomsa go pearsanta iad. Tuigeann siad go bhfuil siad speisialta agus go molaimse iad. Bíonn orthu cúig leabhair eile a léamh ar dtús roimh cead a lorg leabhar a thógáil ón gcnuasach seo. Cruthaíonn sé mistéir agus spreagann sé dóibh an léitheoireacht a choinneáil suas.

Then, there’s the special collection. This is a box of books which I own personally. The children understand that these are special and that I recommend them highly. They must read at least five other books before requesting permission to borrow a book from this collection. This creates an element of mystery and it motivates them to keep up their reading.

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Aon leabhar a bhíonn briste nó stróicthe, cuireann siad in ospidéal na leabhar é le bheith deisithe.

If a book becomes broken or torn, they put it in the book hospital to be repaired.

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Cé nach mbíonn seo in úsáid agam leis na páistí móra, tá sé sa phacáiste ionas gur féidir é a úsáid leis na páistí óga.

Although I don’t use this with the bigger kids, it’s in the package so that it can be used with the younger children.

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Tá an pacáiste ar fad ar fáil anseo má tá suim agat é a cheannach.

The whole package is available here if you’re interested in purchasing it.

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Rangaithe faoi Uncategorized

Ceadúnas Pinn – Néatacht a chur chun cinn // Pen Licences – Developing neatness.

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Seo bealach go mbím in ann a bheith cinnte go mbíonn an obair á dhéanamh go néata ag na páistí i mo rang. I mo rang na rialacha ná go mbíonn orthu dáta agus teideal a chur ar chuile píosa oibre a dhéanann siad. Bíonn peannaireacht néata, ceangailte de dhíth atá soiléir agus éasca le léamh. Bíonn cead acu peann gorm nó dubh a úsáid. Ní ligim dóibh tarraingt ar na cóipleabhair (tugaim ‘doodle’ copies do na páistí go bhfuil gá leis).

Tosaíonn gach páiste amach ag scríobh le peann luaidhe amháin. Ní bhíonn cead acu peann a úsáid go dtí go bfhuil an ceadúnas pinn tuillte acu. Bíonn ar a laghad coicís ann ag tús na bliana go dtí go bhfaigheann éinne ceann. Nuair atá ceadúnas acu bíonn cead acu peann a úsáid. Ach, má bhíonn píosa oibre déanta acu nach bhfuil ar an gcaighdeán cuí, cuirim poll i mbosca amháin ar an gceadúnas (ar nós pointí ar cheadúnas tiomána). Tá trí bhosca. Má bhíonn trí pholl faighte acu, cailleann siad an ceadúnas agus bíonn orthu filleadh ar an bpeann luaidhe go dtí go bfhuil ceadúnas nua tuillte.

Faighim gur iontach agus éasca an bealach é gach duine a choinneáil néata agus a chinntiú go bfhuil iarracht á dhéanamh acu agus nach mbíonn an caighdeán ag sleamhnú nó ag ísliú. Má tá suim agat, is féidir iad a cheannach anseo.

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This is how I ensure that the children in my class present their work neatly. In my class, the rules include that there must be a date and a title on every piece of work that they do. Their handwriting must be neat, cursive, clear and easy to read. I ask that they use only blue or black pen, and I don’t allow them to draw in their copies (though I have given ‘doodle’ copies to a couple of children, where necessary). 

To begin with, all of the children are only allowed to write with pencil. They cannot use pen until they’ve earned a pen licence. I have at least a fortnight at the beginning of the year where nobody gets their licence and we regularly discuss the requirements. They can use pen once they’ve earned their licence. However, if they do a piece of work which doesn’t reach the expected standard, I punch a hole in one box on the licence (like points on a driving licence). There are three boxes. If they get three holes, they lose their licence and must go back to using only pencil, until such time as they earn a new licence.

I find that it’s a great and an easy way to keep everybody working neatly and to be sure that the effort continues rather than slipping or lowering. If you’re interested, you can buy them here.

ceadunas-pinn

 

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Rangaithe faoi Uncategorized

Stáisiúin sa Mhata // Maths Stations

Is iontach an bealach iad na stáisiúin deis a thabhairt duit an méad is mó gur féidir leat a dhéanamh as an t-am atá agat. Tá go leor leor buntáistí ag baint leo chomh maith.

  1. Is brea leis na páistí iad agus bíonn an-suim acu.
  2. Foghlaimíonn na páistí níos mó agus iad a ‘imirt cluichí’ agus ag tabhairt faoin bhfoghlaim ghníomhach.
  3. Tugann sé deis duit tabhairt faoin idirdhealú i mbealach atá fíor éifeachtach.
  4. Is féidir cleachtadh a dhéanamh agus tabhairt faoin measúnú go héasca sa bhealach seo.

Seo cúpla pictiúr de na páistí i mo rang féin ag tabhairt faoi na stáisiúin an tseachtain seo. Is féidir teacht ar na pacáistí ag na nascanna seo. Tá siad uilig as Gaeilge. Táim ag súil le níos mó a chur leis an méad atá ann ach tógfaidh sé roinnt ama.

  1. Luach Suíomh
  2. Achar
  3. Céatadáin
  4. Airgead
  5. Codáin

The stations are a great way to get the most done in the time you have. They have lots of other advantages too.

  1. The children really enjoy them and always show great interest.
  2. They learn more as they ‘play games’ and while they are actively learning.
  3. It gives you the opportunity to differentiate really effectively.
  4. It gives the children a great opportunity to practice the skills they’ve learned and gives us teachers a great opportunity to assess learning and inform future planning.

Here are a few pictures of the children in my class during stations this week. You can get the packages at these links. They are all as Gaeilge. I’m hoping to add to what’s currently available thoug it will take time.

  1. Place Value
  2. Area
  3. Percentages
  4. Money
  5. Fractions

Freagra

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