Mo Sheomra Ranga 2017 // My Classroom 2017

Breathnaíonn an-chuid den seomra mar a bhí anuraidh. Tá na háiseanna céanna in úsáid agam don chuid is mó. Mar a deirtear, muna bhfuil sé briste……. An athrú is mó ná go bhfuil muid inár bhfoirgneamh buan nua don chéad uair agus mar sin tá difríochtaí! Ar aon nós, seo daoibh sracamharc timpeall ar an seomra mar atá inniu ag tosú le griangraf ón gceithre cúínne.

A lot of what’s in my room is very similar to how it was last year. I’m using the same resources for the most part. As they say, if it ain’t broken……… The biggest change is that we are now in our new, permanent building for the first time and so that brings changes! Anyway, here’s a look around the room as it is today, starting with a photo from each of the four corners.

 

Is ar na seilfeanna seo atá na rudaí a bhíonn in úsáid againn ó lá go lae, na cláracha bána san áireamh, lipéid ar gach rud ionas gur féidir leis na páistí teacht ar gach rud. Tá na lipéid ar fáil ar TpT anseo. Tá na seilfeanna seo ó Ikea go maith toisc gur féidir an dá taobh a úsáid. Chuir muid ar rotha iad chomh maith ionas gur féidir iad a bhogadh timpeall más gá.

These shelves are where our daily supplies are stored, including our whiteboards, all clearly labeled so that the children can access them. These labels are available on TpT here.  These shelves from Ikea are great because they can be accessed from both sides. We’ve also put them on wheels so that they can be moved around if necessary.

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Seo an áit ealaíne go mbeidh an fearas ealaíne ar fad. Ní raibh áit chomh ‘fancy’ seo riamh againn san fhoirgneamh eile. Táim an-tógtha leis na cófraí nua seo. Tá na lipéid mar chuid den pacáiste a luaigh mé thuas.

This is my art area where I’m storing all of the art equipment. We’ve never had such a fancy are as this in our old building so I’m delighted with these lovely new cupboards. The labels used here are also part of the package I linked above.

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Táispeánfaidh mé dhá rud ansin daoibh níos mó. In aice leis an doirteal tá spúnóga agus cupáin. Seo le núsáid ag páistí a thagann ar scoil agus dearmad déanta acu ar an deoch nó ar spúnóg don lón. Chuir muid cinn i ngach seomra ag súil go gcuirfidh sé stop leis an méid páistí a bhíonn ag cnagadh ar dhoras an seomra foirne ag am lóin. An dara rud atá ar an gcuntar seo na Próca an Chineáltais. Bainfidh mé na pom poms amach agus gheobhaidh siad ceann aon uair go bhfeicim cineáltas sa rang. Nuair atá an próca lán acu, gheobhaidh siad duais.

I’ll show you close ups of two things in that area. Beside the sink are some spoons and cups. These are for children to use when they forget their drink or their spoon. We’ve put these in every room this year in the hope that it will reduce the number of children coming to the staff room door at lunch time. The second thing on the counter is the Kindness Jar. I’ll take the pom poms out and they’ll earn one each time I see acts of kindness in the classroom. When they fill the jar, they’ll get a prize.

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Seo an áit ina mbíonn páipéar á choinneáil agam ionas go mbíonn sé i gcónaí néata agus eagraithe. Tá na lipéid ar na tarracáin mar chuid den pacáiste atá luaite thuas chomh maith. Tháinig na buicéid beaga atá crochta in aice leis ó Ikea.

This is where I keep our paper so that it’s always organised and tidy. The labels on the drawers are also included in the pack that I linked above. The little buckets hanging next to it came from Ikea.

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Is rud nua domsa balla bricí a bheith sa seomra agus táimid ag déanamh iarrachta an péint a choinneál néata agus gan rudaí a ghreamú díreach ar na bricí. Mar sin, bhí orm teacht ar bhealaí chruthaitheacha chun taispeáintais a dhéanamh. Chroch mé na spotaí seo don ghramadach Béarla ar na téitheoirí le maighnéadaí. Tá na grammar dots déanta ag múinteoir i Méiriceá – Runde’s Room. Cheannaigh mise ar TpT iad. Nasc anseo. Le feiceáil ar leic na fuinneoige chomh maith ná na ciseán a bhíonn in úsáid agam chun na stáisiúin a eagrú agus na ciseáin a úsáidim chun obair a bhailiú agus a cheartú.

Having brick walls is new for me and we’re trying to keep the paintwork in good condition and so not sticking things directly to the bricks. This has meant having to get creative. I’ve stuck these English grammar dots to the radiators with magnets. The grammar dots are made by an American teacher – Runde’s Room. I bought them on TpT. Here is the link. You’ll also see on the windowsills the baskets that I use for organising the stations and the ones that I use for collecting and correcting the children’s work.

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Seo an leabharlann ranga. Tá píosa iomlán ar an mblag faoin gcóras gur féidir leat a léamh anseo. Tá na lipéid ar fad atá ar na ciseáin ar fáil anseo. Mhaisigh mé an chomhad mé féin le páipéar beartán agus táim an-sásta leis. Seo an áit go gcuirfidh siad léirmheas leabhair nuair atá siad scríofa acu.

This is my classroom library. I’ve previously written a piece on the blog which describes my library system and you can read that here. The titles that you see on the baskets are part of that system, which is all available here. I decorated the filing cabinet myself with wrapping paper and I’m delighted with it. This is where they’ll put book reviews after they’ve written them.

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Seo na cláracha bána. Usáidim téip maighnéadach chun iad a eagrú. Tá spás faoi leith ann don obair bhaile agus le haghaidh Focal an Lae agus Word of the Day. Is féidir teacht ar phacáistí dóibh siúd ar TpT chomh maith. Focal an Lae anseo agus Word of the Day anseo. Tá na cártaí TAFF agus TAL mar chuid den pacáiste measúnú seo atá dátheangach. Fuair mé an píosa adhmaidh a deireann Múinteoir Aisling mar bhrontannas ó thuismitheoir cúpla bliain ó shin agus is ó leantóir Réalta Ranga a fuair mé an bunting a deireann Fáilte. Bronntanas buíochais a bhí ann.

These are my whiteboards. I use magnetic tape to organise them. There are specific spaces for homework and for Focal an Lae and Word of the Day. The packs for these are available on TpT as well. Focal an Lae here and Word of the Day here. The TAFF and TAL (Irish for WALT and WILF) cards are from this assessment pack which is bilingual. The lovely piece of wood with Múinteoir Aisling engraved on it was a present from a parent a few years ago and the Fáilte bunting was a thank you present from a Réalta Ranga follower.

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Seo an chéad uair go raibh vardrús mar seo againn. Táimid an sceitimíneach. Seo an bealach go bhfuil siad maisithe agam go fóill. Cuirfidh mé leo nuair atá na páistí ar ais agus ag obair leo. Seo atá orthu agus na nascanna cuí.

Téarmaíocht Ghramadaí : anseo // Próiséis Scríbhneoireachta (dátheangach) : anseo // Meon an Fháis : anseo

This is the first time we’ve had sliderobes. We’re far too excited. This is how I have them decorated so far but we’ll be adding to them once the children are back and working. This is what’s on them and the appropriate links.

Grammar Terminology : herehere // The Writing Process (bilingual) : here // Growth Mindset : anseo

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Seo an bealach go bhfuil an taobh istigh eagraithe agam. Bíonn orm lipéid a chur ar chuile rud. Is galar é!!!

This is how I have organised the inside. I have to label everything. It’s an illness!!!

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Ní bhíonn mórán cóipleabhar ag ár Rang 6 ar chor ar bith. Ceann mata agus ceann don obair bhaile. Déanann siad gach rud eile ar pháipéar A4. Tá filteán ag gach páiste agus foghlaimaíonn siad conas a gcuid oibre féin a choinneáil in ord agus in eagar., le dividers agus pócaí plaisteacha. Tá sé go hiontach dóibh seo a fhoghlaim roimh dul ag an meánscoil agus bíonn na tuismitheoirí chomh sásta leis.

Our 6th don’t use many copies at all. One for maths and one for homework. They do everything else on A4 paper. Each child has a folder and they learn to organise their own work, using dividers and plastic pockets. This is really good for them to learn before going to secondary school and the parents have always been delighted.

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Bíonn mo chuid áiseanna do na stáisiúin, agus aon rud atá ceannaithe ar TpT agam á choinneáil agam sna boscaí seo.

I keep all of my materials and resources for stations, as well as anything I’ve bought from TpT, in these boxes.

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Seo an áit ina mbíonn obair ghrúpa ar siúl – áit gur féidir liom grúpaí láidre nó laga a thógail fad is atá na páistí eile ag obair go neamhspleách. Is breá le páistí an spás seo a úsáid. Is in Ikea a cheannaigh mé na binsí (is seilfeanna iad a chur mé ag luí) agus an cairpéid deas.

This is my groupwork area – somewhere that I can take a strong or a weaker group when the other children are working independently. The children love using this space. I bought the benches (they’re actually shelves that I just lay on their side) and the lovely rug.

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Seo ríomhairí na bpáistí. Níl an áit seo iomlán réidh go fóill. Agus muid ag bogadh isteach sa scoil nua, caithfidh gach uile ríomhaire a bheith ceangailte suas agus is jab an-mhór é. Feicfidh tú na rialacha ríomhaireachta agus an foclóir a bhíonn de dhíth orthu. Rinne múinteoir eile sa scoil iad seo dúinn ar fad.

These are the children’s computers. This space isn’t fully ready yet. As we are moving into our new school, every single computer needs to be connected and it’s a huge job. You’ll see our computing rules and vocabulary which a colleague made for us all to hang.

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Seo clog a fuair mé in Ikea chomh maith leis an áit ina mbeidh Seanfhocail na Seachtaine agus Quote of the Week á chrochadh agam. Athraítear iad seo gach Luan. Is féidir léamh níos mó futhu anseo.

This is a clock that I got in Ikea along with my Seanfhocail na Seachtaine and Quote of the Week. These are changed every Monday and you can read more about them here.

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Seo mo bhord féin agus mo ríomhaire féin. Is féidir teacht ar na ceisteanna comónta atá greamaithe le mo bhord anseo.

This is my own desk and computer. You can get the common questions posters that I’ve stuck on my desk here.

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Agus críochnóidh mé anseo le sracamharc ar na taispeántais eile atá timpeall an tseomra. Súil agam gur maith libh i mbliana é. Tá na posteair de na réamhfhocail, atá sa fráma gorm, ar fáil anseo.

And I’ll finish up by showing you a few of the other displays around the room, though they’ll be finished by the children. The posters for the réamhfhocail, in the blue frame, are available here.

 

Freagra

Rangaithe faoi Uncategorized

Meon an Fháis a chur chun cinn // Developing a Growth Mindset

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Le meon an fháis, creideann daoine gur féidir leo a gcuid ábaltachtaí a fheabhsú agus a chur chun cinn trí dígreasacht agus obair dhian. Is é an creidiúnt seo a chuireann muid ag iarraidh foghlama agus a thugann athléimneacht dúinn a bhíonn de dhíth le bheith rathúíl tríd an saol, i bhfad taobh amuigh de bhallaí an seomra ranga. Ach is sa seomra ranga gur cheart don meon seo tosú.

In a growth mindset people believe that their abilities can be developed and improved upon through dedication and hard work. This belief fosters a desire to learn and a personal resilience which is required for accomplishment and success right through life, far beyond the walls of the primary school classroom. But it is in the classroom that it should begin.

growth mindsetSeo tábla a fuair mé ar líne a léiríonn an bealach difriúl ina mbíonn páiste ag smaoineamh faoin bhfoghlaim nuair atá meon an fháis curtha chun cinn acu. Creidim go bhfuil sé iontach tábhachtach go mbeadh dóthain muiníne ag gach páiste ar scoil bheith ag smaoineamh futhú féin agus faoina gcuid foghlaim sa bhealach seo. Seo bealaí chun an meon seo a chothú le do chuid daltaí i do sheomra ranga féin.

This is a table that I found online that shows the different way a child thinks about learning when they have developed a growth mindset. I believe that it is extremely important that every child at school should have enough confidence to think about themselves and their learning in this way. Here are some ways to foster this mindset with your own students in your classroom.

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Mol gach iarracht // Praise every effort

Déan cinnte go mbíonn iarracht níos tábhachtaí ná rud ar bith eile. Tabhair moladh, moladh agus níos mó moladh. Bí ag moldadh iarrachta ó thús deireadh an lae. Make sure that effort is more important than anything else. Give praise, praise and more praise. Be always praising effort every day, from beginning to end.

Bíodh ionchais arda agat // Have high expectations

Leantar ionchais atá ard (ach insroichte chomh maith) le sroicheadh, agus i ndiaidh sin le sásamh, bród agus lúcháir. Cruthaíonn sin spreagadh agus fonn foghlama. High (although attainable) expectations are followed by attainment, and then by satisfaction, pride and joy. This in turn creates motivation and a desire to learn more.

Bíodh an foghlaim dúshlánach // Make the learning challenging

Ionas gur féidir an meon seo a chothú, agus go mbeidh buntáistí saoil le fáil as, caithfidh dúshlán a bheith ann. Caithfidh gur féidir leis na páistí a bheith rathúíl agus a bheith bródúil as a gcuid oibre. For this mindset to take root, and to provide lifelong benefits, a challenge must be present. It must be possible for the children to achieve success and to feel pride in their work.

Bí criticiúil // Be critical

Tá sé thar a bheith tábhachtach go mbíonn páistí in ann éisteacht linn á gceartú agus go mbíonn siad in ann an dearfacht a fheiceáil agus a chloisteáil sa cheartúchán sin – go dtuigeann siad go dtarlaíonn an chuid is mó foghlama trí na botúin a dhéanann siad. It is so important that children are able to listen when we correct them and that they can see and hear the positivity in those corrections – that they understand that most of their learning comes from the mistakes that they make.

Cuir rogha ar fáil // Provide choice

Bíonn níos mó úinéireachta ag páistí ar an bpróiséas foghlama más rud é go mbíonn rogha acu (ar a laghad uaireanta) faoin rud atá siad ag foghlaim nó faoin mbealach atá siad á fhoghlaim. Ligeann don úinéireacht seo dúinn meon an fháis a chur chun cinn. The children have more ownership of the learning process if they have a choice (at least some of the time) about what they are learning or about how they are learning it. This ownership allows us to develop a growth mindset.

Múin an tábhacht a bhaineann leis an bpróiséas foghlama // Teach the value of the learning process

Tiocfaidh an athrú meoin i bhfad níos éasca, agus i bhfad níos tapúla más rud é go dtuigeann na páistí nach é an freagra ceart an rud is tábhachtaí ar chor ar bith, ach go bfhuil an próiséas foghlama, na ceisteanna a chuireann siad agus an t-iarracht a dhéanann siad níos tábhachtaí. The change in mindset will come more easily and more quickly if the children understand that the right answer is not the most important factor at all, but that the learning process, the questions that they ask and the effort they put in are all far more important.

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Beidh seo ar fad á mhúineadh agam ag tús na bliana le mo rang agus á phlé agam leo. Ansin tiocfaidh muid ar ais ag na rudaí éagsúla go minic agus beidh na postaeir seo crochta agam sa seomra ranga ionas go mbeidh meabhrúchán acu go minic. Beidh cuid acu á chrochadh ar chúl an dorais sa leithreas chomh maith, ionas go bhfeicfidh na páistí rud éigean dearfach gach uair go mbíonn siad istigh ann agus go gcabhróidh sé leo ó thaobh féinmhuiníne de. Is féidir teacht ar na póstaeir anseo má tá suim agat iontu.

I will be teaching all of this at the beginning of the year with my class and discussing it in depth with them. Then we will come back to the various elements of it often throughout the year. These posters will be hanging in the classroom so that the children always have a visible reminder. I will have some of the posters hanging on the back of the bathroom doors too so that the children get a positive reminder while they’re in there which will help to build self-confidence. The posters are available here if you are interested in them.

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Freagra

Rangaithe faoi Uncategorized

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

 

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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.

Freagra

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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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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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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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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