Ballaí an Seomra Ranga ar an gCéad Lá ar ais // Classroom Walls on the First Day Back

schoolIs post deacair é an seomra ranga a réitiú agus a eagrú don bhliain scoile nua agus cinnte go dtógann sé tamall na ballaí a líonadh, cuid de na taispeántais ag athrú go minic. Sin ráite, tá rudaí áirithe a bheidh ar mo bhallaí ón gcéad uair go dtagann na páistí isteach agus, i gcás cuid mhór daoibh siúd, a bheidh ann ó thús deireadh na bliana. Seo na taispeántais a bheidh in úsáid go laethiúil againn agus nach mbeinn in ann maireachtáil gan iad.

Setting up the classroom for the new school year can be a mammoth task and certainly wall displays will build over time and will change fairly regularly. That said, there are certain items that will be on my classroom walls from the moment the children arrive and, in the case of most of these displays, that will stay on the walls for the entire year. These are displays which will be used on a daily basis and which I really couldn’t live without.

Gramadach // Grammar

Táim an-dhian maidir leis an ngramadach díreach ón tús. Sa bhealach seo, foghlamaíonn na páistí an-tapaidh nach bhfuilim sásta glacadh le droch-ghramadach nó gramadach leisciúil, ach go háirithe nuair atá a fhios acu conas é a úsáid i gceart. Ceartaím droch-ghramadach I GCÓNAÍ, sa labhairt agus san obair scríofa. Bíonn na ceachtanna ghramadaí as Bain Súp As á leanúint againn, agus iad ar fheabhas. Déanann na háiseanna seo cinnte go mbíonn cabhair i gcónaí ar fáil ionas gur féidir leo iad féin a cheartú, fiú nuair nach bhfuil muid ag tabhairt faoi cheacht ghramadaí fhoirmiúil. Roimh i bhfad, déanann siad go héasca é. Ba cheart do na háiseanna maidir leis na Réamhfhocail agus na Ceisteanna Comónta a bheith i ngach seomra ranga ó Rang 1 nó Rang 2 ar aghaidh agus bíonn an Téarmaíocht Ghramadaí an-chabhrach ó Rang 4 – Rang 6. Cliceáil orthu thíos chun iad a cheannach.

I’m very strict in terms of grammar, right from the beginning. This way, the children learn very quickly that I won’t just accept bad or lazy grammar, especially when they know how it should be used correctly. I ALWAYS correct bad grammar, both in oral language and in written work. We do a lot of our grammar lessons following the Bain Súp As lessons, which are excellent. These resources ensure that help is always at hand so that they can correct themselves, even when we’re not doing a formal grammar lesson. Before too long, it becomes second nature. The resources for the Réamhfhocail and the Ceisteanna Comónta should be on display in classrooms from 1st or 2nd class onwards while the Téarmaíocht Ghramadaí are particularly helpful from 4th to 6th class. Click on them below to purchase.

ceisteanna comónta

réamhfhocail

Téarmaíocht Gramadaí

Scríbhneoireacht // Writing

Is áis iontach é seo toisc go bhfuil sé i nGaeilge agus i mBéarla. Bíonn siad lánaithe droim le droim agam ionas nach bhfuil le déanamh ach é a chasadh timpeall le bheith oiriúnach don cheacht atá idir lámh againn. Déanaim cinnte go dtéann siad i dtaithí ar an bpróiséas ó thús na bliana chun nósanna dearfacha a chruthú. Cliceáil air thíos chun é a cheannach.

This is a great one because it is in both English and Gaeilge. I laminated them back to back so that all I have to do is turn it around to suit which language we’re writing in. I insist on getting them to grips with this process right from the beginning so that we create good habits. Click on it below to purchase.

Próiséis Scríbhneoireachta

Mata // Maths

Is cuma cén ábhar mata atá á chlúdú, bíonn i gcónaí fadhb-réiteach i gceist leis. Mar sin, má bhíonn an Piar-Theagaisc ar siúl (is féidir léamh faoi sin anseo) nó muna mbíonn, níl aon dabht ach go mbaineann na páistí an-úsáid as na póstaeir simplí seo don bhliain uilig. Agus, níos fearr arís, tá siad SAOR IN AISCE! Cliceáil thíos chun é a íoslódáil.

It doesn’t matter what topic is being covered, there will always be an element of problem-solving involved. So, whether or not we’re doing Peer-Tutoring (which you can read about here) or not, these simple posters are a must have and they stay on my wall all year. And, better yet, they’re FREE! Click on it below to download.

Fadhbanna Focail

Measúnú // Assessment

Bíonn TAFF agus TAL in úsáid againn i mo scoil ionas go mbeadh an méasúnú chun foghlama curtha chun cinn agus le cintiú go mbíonn a fhios ag na páistí céard é atá á fhoghlaim acu, conas agus cén fáth. Bíonn na páistí dírithe ar an obair agus tagann feabhas ar an bhfoghlaim. Is i nGaeilge agus i mBéarla atá an áis seo chomh maith ionas gur féidir an leagan cuí a úsáid le gach ceacht. Cliceáil ar thíos chun é a cheannach.

We use WALT and WILT in our school in order to promote assessment for learning and to ensure that the children know what they are learning, how and why. This allows for better focus and maximises learning. This resource also comes in both English and Gaeilge so that the appropriate version can be used. Click on it below to purchase.

Measúnú chun Foghlama 1

Bainistíocht Iompair // Behaviour Management

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Tá an rúin seo ar fheabhas (is féidir níos mó a léamh futhu anseo). Bíonn siad crochtha agam i rith an lae go dtagann na páistí ar ais. Bíonn plé ranga againn ar cad a bheidh soghlactha nó doghlactha inár seomra ranga agus an rud atá uainn ó thaobh rialacha de. Tar éis an phlé sin, agus cuid bheag stiúradh, de ghnáth tagann na rúin dearfacha seo chun cinn. Bíonn siad crochta agam in áit sofheicthe ionas gur féidir tagairt dóibh i rith na bliana. Cliceáil air thíos chun é a cheannach.

These classroom resolutions are great (you can read more about them here). These go up on the wall during the first day back. I discuss with my class what should be deemed acceptable or unacceptable in our classroom and what they want from classroom rules. With a bit of discussion, and some gentle steering in the right direction, we usually come up with these positive resolutions and then I hang them prominently in the room and refer to them during the year, as necessary. Click on it below to purchase.

Rialacha nó Rúin1

Eagarthóireacht // Organisation

Chomh maith le bheith an-phraiticiúil agus an-úsáideach go laethiúil, cabhríonn an dá áis seo leis an seomra a choinneáil eagraithe, néata agus álainn. Cliceáil orthu thíos chun iad a cheannach.

These two resources, as well as being practical and useful on a daily basis, also just really help to keep the classroom well organised, tidy and pretty. Click on them below to purchase.

Féilire 2017-18

Lipéid Ranga

Freagra

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Conas go mbíonn Litriú á mhúineadh agam // How I teach Spelling

spelling

Le blianta fada anuas tá bunscoileanna na hÉireann ag tabhairt faoin litriú sa bhealach céanna. Bíonn liosta focal ag na páistí gach seachtain, foghlaimíonn siad cuid acu chuile oíche don obair bhaile i rith na seachtaine agus bíonn scrúdú litriú gach Aoine. Ar an gcéad dul síos, ní ag ‘múineadh’ litriú atáimid sa bhealach seo agus ar an dara dul síos, níl buntáistí le fáil ag éinne mar sin, na páistí láidre nó na páistí laga. Faigheann cuid dóibh 9 nó 10 as 10 seachtain i ndiaidh seachtaine ach ní bhíonn dúshlán os a gcomhair go minic. Tá cuid eile dóibh go mbíonn torthaí isle faighte acu chuile seachtain agus go mbíonn siad ag cailliúnt féin-mhuiníne. Bhí an t-ádh liom go pearsanta nuair a thosaigh mé ag obair sa scoil ina bhfuil mé, scoil nach bhfuil éinne ann eaglach faoin status quo a athrú, nó sean-modhanna a athrú . Deirim go bhfuil and t-ádh liom mar, i mo thaithí féin, níor mhúin éinne domsa conas litriú a mhúineadh fad is a bhí mé sa choláiste. Mar MNC, leanann tú polasaithe na scoile agus tá gach seans, agus mé in aon scoil eile, go mbeinn i ndiaidh dul síos bóthar scrúduithe an Aoine chomh maith.

For a great many years spelling has been dealt with in the same ways in Irish primary schools. Children are given a weekly list of words, instructed to learn to spell them for homework, a few each night, and they then have a Friday spelling test. Firstly, this is not ‘teaching’ spelling and secondly, this method does not benefit anybody, the weaker or the stronger spellers. The strong spellers get 9 or 10 out of 10 week after week and are rarely challenged by the words on the list. Weak spellers get low results week after week and their self-confidence takes beating after beating. I was lucky in many ways when I began working in a school which was not afraid to challenge the status quo, and not afraid to replace out-dated methods. I consider myself lucky because, in my experience, I was not taught how to teach spelling during my teacher training. As an NQT, you follow school policy and I suspect that had I been in another school I may well also have gone down the route of the Friday spelling test.

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Baineann muid úsáid sa scoil as córas Brendan Culligan chun an litriú a mhúineadh agus feicimid go bhfuil an córas páistelárnach seo  ag cabhrú le gach páiste ar a leibhéal féin, nach ligeann sé do na páistí a bheith comórtasach  agus tugann sé dúshlán nuair is gá leis. Tosaíonn an córas le go leor cluichí litriú, pátrúin a fheiceáil, sreanganna litreacha a aimsiú, litriú a fhoghlaim i gcónaí i gcóthéacs trí deachtú agus ligint do gach páiste na focail atá de dhíth orthu go pearsanta a fhoghlaim. Tá an deachtú bunaithe ar na focail a bhíonn litruithe go mícheart go minic. Ba cheart go mbeadh páistí ag foghlaim conas na focail atá de dhíth orthu a litriú in ionad focail atá sa ‘chlann’ céanna ná na focail eile atá ar an liosta. Cé gur i gcás an Bhéarla go raibh córas Brendan Culligan cruthaithe, tá an próiséas céanna in úsáid againn don Litriú Gaeilge agus tá ár gcleachtaí deachtú féin déanta amach againn bunaithe ar na focail ba mhinicí a bhíonn litruithe go mícheart. Tá siad deartha chomh maith againn le tabhairt faoi na haimsirí éagsúla – an aimsir chaite, an aimsir láithreach, an aimsir fháistineach agus an modh coinníollach.

We follow the Brendan Culligan system for teaching spelling and are seeing that this child-centred approach helps each individual child at their own level, does not foster competitiveness or comparison and provides appropriate challenges when necessary. The system begins with lots of spelling games, recognising visual patterns, identifying letter strings, learning spelling in context through dictation and allowing each child to learn the spellings that they need to learn. The dictation exercises are based on the most commonly misspelled words. Children should learn to spell frequently required words as opposed to words that just happen to be in the same ‘family’ as the others on the list. While Brendan Culligan’s approach was only created with English spelling in mind, we use the same processes for Litriú Gaeilge and have created our own dictation exercises based on the most commonly misspelled works as Gaeilge. We’ve also designed these to contain verbs in the past, present, future and conditional tenses.

Conas mar a oibríonn sé go praiticiúil, go laethiúl? Bhuel, seo mar a dhéanaim é le Rang 6. Tugaimid faoin deachtú ceithre lá in aghaidh na seachtaine – as Béárla faoi dhó agus as Gaeilge faoi dhó. Bíonn cúig abairt á léamh amach agam. Nuair atá gach ceann acu scríofa acu, cuirim an abairt iomlá, agus é i gceart, ar an gclár bán.  Déanann na páistí féin-cheartúchán orthu (Tógann seo tamaillín agus bíonn ort breathnú go gear orthu ag an tús). Tá foclóir pearsanta ag gach páistí agus cuireann siad isteach ann aon focal a litrigh siad go mícheart an lá sin. Roghnaíonn siad ansin cúig focal ina raibh botúin acu le foghlaim an oíche sin. Caithfidh siad focail a roghnú don obair bhaile a bhí cheana féin san fhoclóir pearsanta acu (toisc nach seo an chéad uair go raibh botún san fhocal sin acu). Muna bhfuil cúig botún déanta ag aon páiste, líonann siad na bearnaí sin le focail ó na liostaí Word of the Day nó Focal an Lae. Is féidir níos mó a léamh faoi na liostaí sin anseo.  Sa bhealach seo tá an méad céanna obair bhaile ag gach páiste ach le focail éagsúla a thugann dúshlán cuí dóibh.

So how does it work on a daily, practical level? Well, here’s how I tackle it with 6th class. We do dictation 4 days per week – twice in English and twice as Gaeilge. I dictate five  sentences. After they have written each one, I put the entire sentence, correctly spelled, on the board. The children self-correct (This takes time and initial strict moderation). Each child has a personal spelling dictionary into which they add any words they have spelled incorrectly that day. They then choose five of their mistakes to learn at home that evening. If any of the words were already in their personal dictionary (indicating that this is not the first time they’ve misspelled it) then they must be chosen as one of the five homework words. For those children who have less than five mistakes, they fill the gaps with words from our Word of the Day or Focal an Lae lists. You can read more about that here. Each child then has the same amount of homework but with words that they are individually challenged by.

Is i gcónaí obair bhaile scríofa atá sa litriú le cleachtaí a bhíonn simplí agus difriúil. Déanaim iarracht leis na cleachtaí seo go mbíonn siad ag díriú ar phatrúin a aithint. Uaireanta, mar shampla, bíonn orthú dathanna difriúla a úsáid  – gutaí le dath amháin, consain le dath eile nó b’fhéidir litreacha árda le dath amháin, litreacha ílse leis an dara dath agus litreacha atá ar chrochadh leis an tríú dath, srl.

The spelling homework is always written and the exercises are simple and varied and I aim to focus on pattern recognition with these exercises. Sometimes I ask them to use two or three colours – vowels one colour, consonants another or maybe tall letters one colour, short a second colour and hanging letters a third, etc.

Ní bhíonn aon srúdú litriú na seachtaine – níl siad de dhíth. Is féidir leis an múinteoir agus an páiste measúnú a dhéanamh ar líon na mbotún sa deachtú. Déanaim measúnú tapaidh ó bhéal chomh maith fad is atá na cóipleabhair obair bhaile á cheartú agam gach lá  – ag iarraidh ar gach páiste focal amháin a bhí ar a liosta féin a litriú.  Ní chun an litriú é féin a mheas a dhéanaim seo, ach le cintiú go mbíonn an litriú á fhoghlaim acu sa bhaile agus nach mbíonn na focail díreach á chóipeáil isteach sa chóipleabhair acu.

There are no weekly spelling tests, nor are they required. Both teacher and student can assess progress through the amount of errors being made in dictation. I also do a quick oral assessment as I’m correcting the homework copies – asking each child to spell one of the words that was on their list the previous night.  This is not so much to assess the spelling but more to ensure that the children actually do learn to spell the words at home, rather than just copying them into their homework.

Mar is eol daoibh uilig, bíonn botúin á dhéanamh le focail áirithe níos minicí ná le focail eile. Ar an lá gach seachtain nach bhfuil an deachtú á dhéanamh againn, bíonn ceithre nó cúig focal mar seo roghnaithe agam agus bíonn muid ag obair, mar rang iomlán, ar stráitéisí chun iad a fhoghlaim agus a chuimhniú.  Uaireanta, is cuimhneolaíocht a bhíonn in úsáid acu, ar nós BECAUSE : Big Elephants Can Always Understand Small Elephants. Uaireanta eile, cabhríonn sé leo páistí áirithe sa rang sin a úsáid, ar nós : B’FHÉIDIR. D’úsáid siad an téarma simplí ‘Bhuaigh Fiachra Héileacaptar’ le cuimhniú ar an tús agus mar sin, ní fhaca mé ‘Béidir’ go minic i ndiaidh sin. Straitéis eile a bhíonn in úsáid acu ná focail a aimsiú taobh istigh de focail eile, mar shampla, is féidir an focal AOINE a aimsiú taobh istigh den focal smAOINEamh.

As you will all have encountered, there are some words which are more commonly misspelled than others. On the one day each week that we don’t do dictation, I choose four or five of these words and we work, as a whole class, on strategies for learning and remembering them.  This is sometimes done using mneumonics such as BECAUSE : Big Elephants Can Always Understand Small Elephants. Other times it will be through using specific children in the class, for example : B’FHÉIDIR. The simple term ‘Bhuaigh Fiachra Héileacaptar’ helped them to remember the beginning and meant I rarely saw ‘Béidir’ after that. Another strategy they sometimes used was to identify words within words, for example SMAOINEAMH contains the word AOINE  – smAOINEamh.

Ag deireadh an lae, fiú nuair atá an litriú dírithe ar an páiste féin, beidh fós páistí áirithe a bheidh ag streachailt leis an litriú, ach go háirithe páistí a bhfuil disléicse orthu. Tá sé fíor-thábhachtach go ndéanann muid cinnte gur rud dearfach an litriú do na páistí seo, ag cinntiú gur féidir leo tabhairt faoi. Le linn deachtú, ní bhím ag iarraidh orthu abairtí iomlána a bhreacadh síos ina mbeadh an-chuid botúin. Iarraim orthu focal amháin a roghnú as gach abairt sa deachtú. Bíonn orthu an focal amháin sin a litriú le stampaí nó leis na litreacha beaga. Déanann seo nach féidir leo na mílte botún a dhéanamh agus cabhraíonn sé leis an bhféin-mhuinín a ardú.

When it comes down to it, even when spelling is individualised, there will still be some children who really struggle with spelling, particularly those who are battling dyslexia. It is important that we do everything we can to make spelling a positive experience for these children, keeping it achievable. During dictation, rather than asking them to write entire sentences which will inevitably contain a high proportion of errors, I ask these weaker spellers to choose one tricky word from each sentence. They should then either spell that word using letter stampers or lettered beads. This keeps their potential for error much lower and helps to build confidence rather than destroy it.

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Áiseanna as Gaeilge amháin – Cén fáth? // Resources only as Gaeilge – Why?

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Faighim go leor leor teachtaireachtaí agus ríomhphostanna ag iarraidh leaganacha Béarla de na háiseanna ón siopa TpT. Fuair mé go leor inné agus inniu i ndiadh an píosa a scríobh mé ar nósanna fad-téarmacha agus shíl mé b’fhéidir gur cheart dom a mhíniú go hoscailte.

Is dóigh go bhfuil sé tugtha faoi deara agaibh gurb iad díreach amháin na háiseanna chun Béarla a mhúineadh atá ar fáil as Béarla. Is as Gaeilge amháin atá chuile rud eile. Cén fáth? Cé go bhfuil a fhios agam go bhfuil go leor agaibhse ag múineadh sna gaelscoileanna timpeall na tíre, tá go leor múinteoirí a leanann an blag seo atá ag múineadh sna scoileanna Béarla. Tá sé ráite liom go minic go mbeinn in ann an-chuid airgid a dhéanamh dá mbeadh m’áiseanna Mata no OSIE, mar shampla, ar fáil i mBéarla. Ach, ní ar son airgid a thosaigh mé ag tabhairt faoi seo.

Tuigeann múinteoirí gaelscoile an fhadhb atá ann – ag breathnú ar áiseanna álainn ar suíomhanna ar nós Teachers pay TeachersTwinkl agus gan a bheith in ann iad a úsáid – nó do shaol a chaitheamh ag aistriú áiseanna roimh iad a úsáid. Le blianta fada, bhí an obair breise se oar mhúinteoirí gaelscoile. ‘Sé fáth amháin go raibh breis airgid ar fáil do na múinteoirí sin (cé go bhfuil sé gearrtha anois d’éinne atá cáilithe i ndiaidh 2012). Fiú, ar suíomhanna Éireannacha, a leithéid MashSeomra Ranga, áiteanna a bhfuil áiseanna ar fáil as Gaeilge, tá na háiseanna sin, don chuid is mó, dírithe ar Ghaeilge a mhúineadh mar theanga sna scoileanna Béarla. Ní hionann sin agus an curaclam a mhúineadh trí mheán na Gaeilge. An fáth gur bhunaigh mé Réalta Ranga ná chun iarracht a dhéanamh i mo bhealach féin áiseanna deasa, úsáideacha a chur ar fáil do mhuintir na gaelscolacíochta,  chun roinnt gníomhaíochtaí Mata agus OSIE a chur ar fáil trí Ghaeilge, agus chun áiseanna múinteoireachta don litearthacht Ghaeilge a chur ar fáil ag an leibhéal atá de dhíth sna gaelscoileanna.

Sílim go bhfuil sé náireach an méid áiseanna atá á chruthú agus á chur ar fáil don ghaelscolaíocht i dTuaisceart Éireann, áit ina bhfuil líon na bpáistí níos lú arís, ach gur féidir leo braith ar an Roinn Oideachas ann. Ní mórán atá á chruthú ag ár Roinn Oideachas féin anseo.

Déanaim cuid bheag airgid as na háiseanna atá ar díol agam, ach bíonn go leor leor ama caite agam á chruthú agus tógann sé cuid mhór ama an blag agus na mean sóisialta a bhainistiú. Ní dhéanaim na mílte a bheadh ann dá mbeadh siad ar fáil i mBéarla ach ní sin an fáth go bhfuil siad ann. Nuair a bhíonn daoine ag lorg leaganacha Béarla bíonn an moladh céanna agam i gcónaí. Sin ná – cén fáth nach ndéanfá iarracht é a aistriú. Sin atá ar siúl againn uilig in earnáil na gaelscolaíochta le blianta fada anuas – bain triail as!

I get a huge amount of messages and emails asking me if various resources in my TpT store are available in English. After yesterday’s post on long-term routines I got many messages again this morning so I thought maybe I should explain openly.

Many of you will have noticed that it is only my resources which are specifically for teaching English that are available in English. Everything else is available only as Gaeilge. Why so? I am aware that while many of my blog’s followers teach in various gaelscoileanna around the country, many of you are also teaching in English-medium schools too. And, as has been pointed out to me on many occasions, I am aware that I could make a lot of money if I sold English language versions of some of my Maths or SESE resources. But, I didn’t begin to do this for the money.

Gaelscoil teachers will know this battle well – seeing all the lovely resources available on sites like Teachers pay Teachers or Twinkl and not being able to use them or having to translate the entire resource before being able to use them. And that’s only when they happen to be editable. For many years, this extra layer of work has existed for Gaelscoil teachers. It was one of the reasons for Gaelscolaíocht allowance (which no post 2012 teachers receive – me included). Even on Irish sites, such as Mash or Seomra Ranga, where there are resources available as Gaeilge, the vast majority are for teaching Irish as a language in an English-medium setting. This is not the same as teaching the entire curriculum trí Ghaeilge. The reason I set up Réalta Ranga was to try, in my small way, to make some nice resources available to those of us in the Gaelscoil sector, to try and make some Maths and SESE activities available as Gaeilge, and to provide some resources for teaching Irish literacy at the level that it’s taught in the gaelscoileanna.

I think that it’s embarrassing to see the amount of resources being created and made available as Gaeilge in Northern Ireland through the UK Dept. of Education, while there is so little coming from our own Department.

I make a small amount of money from the resources I sell, but I also put a huge amount of time into creating them and I keep the blog and social media channels updated. I don’t make the fortune I might do if I made them available in English but that’s not what I ever intended to do.I always make the same suggestion to those who contact me looking for English versions of my resources. That is – why not translate it? That’s what we’ve been doing for donkey’s years in the gaelscoil sector…..give it a shot.

 

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Ag cruthú nósanna na bliana // Creating year long routines

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Táim ar tí tosú ag múineadh Rang 6 don tríú bhliain i ndiaidh a chéile agus táim ag súil go mór leis. Rud amháin atá foghlamtha agam ná gur rud fíor-thábhachtach an gnáthamh laethúil in aon seomra ranga le páistí ag an aois sin. Freagraíonn siad i mbealach an-dearfach nuair a bhíonn siad ar an eolas go mbíonn rudaí áirithe á dhéanamh i mbealach áirithe thar tréimhse fad-téarmach. Ní bhaineann gach páiste barr feabhais amach ag tús, mar is eol daoibh uilig, agus fuair mé amach gurb é nuair a bhíonn modhanna agus gnáthaimh áirithe curtha i bhfeidhm ó thus deireadh na bliana, go mbíonn na páistí in ann suaimhneas a ghlacadh agus iad ar an eolas go bhfuil am acu – am barr feabhais a shroicint, am le lonrú agus am le cruthú go bhfuil an ábaltacht acu. Cinnte, bíonn tascanna agus trialacha nach maireann, bíonn agus beidh i gcónaí, ach déanann sin na gnáthaimh fad-téarmacha seo níos tábhachtaí arís. Cheap mé go míneoinn cuid de na córais agus gnáthaimh atá i ndiaidh oibriú GO MÓR domsa agus do mo chuid daltaí. Tá áiseanna déanta agam chun tacú leis an gcuid is mó dóibh agus cuirfidh mé na nascanna bainteacha thíos. Más rud é go raibh tú ag smaoineamh ar aon áiseanna a cheannach roimh dul ar ais ar scoil, bheadh na cinn seo iontach toisc go mairfeadh siad don bhliain iomlán. Tá súil agam go dtiocfaidh gach duine ar rud éigin úsáideach anseo. Cliceáil ar na háiseanna thíos chun iad a cheannach ar TpT.

I am now beginning my 3rd year in a row teaching sixth class and am really looking forward to it. One thing I have learned is that routine is an absolute must in the classroom with children of this age. They respond so well when they are aware that we do things in a certain way over a long period of time. Not all children excel straight away, as you all know, and I have found that when certain procedures and routines were carried right the way through the year, the children could relax in the knowledge that they had time – time to excel, time to shine, time to prove that they could do it. Some tasks and exercises will come and go, by their very nature, making these long-term routines all the more important. I thought I’d detail some of the routines and systems that have REALLY worked for me and for my students. I’ve made resources to support most of them and will include the relevant links. If you were going to purchase any resources in the run-up to this school year, these would be a good bet because you get the entire year from each of them. I hope everybody might find something useful here. Click on any of the resource title pages below to purchase them on TpT.

Word of the Day // Focal an Lae

Conas mar a oibríonn sé : Tugaim seo mar chuid don obair bhaile GACH oíche, ó thús go deireadh na bliana . Tá liosta 200 focal agam as Béarla agus 200 focal as Gaeilge, tugaim focal amháin Béarla agus focal amháin Gaeilge gach lá. Cuardaíonn na páistí san fhoclóir iad chuile maidin fad is atá an obair bhaile á bhreacadh síos acu, agus cuirim leis an míniú ansin mé féin. Bíonn orthu dhá abairt a scríobh sa bhaile, agus na focail in úsáid iontu – ceann as Gaeilge agus ceann as Béarla. Faigheann siad pointí dójó breise aon uair go mbíonn focal an lae inniu (nó sean cheann) in úsáid acu sa labhairt agus pointí breise má bhíonn níos mó ná focal an lae amháin in úsáid sna habairtí scríofa. Fad is a dhéanann siad tréan iarracht go leor focal nach bhfuil bainteach a úsáid in aon abairt amháin a dhéanann ciall, is ar luas lasrach a thagann feabhas ar a gcuid foclóra. Bíonn gníomhaíochtaí foclóra ar siúl agam i gcónaí, mar chuid de mo stáisiúin liteartha, a bhíonn bunaithe ar fhoclóir na míosa. Chomh maith le sin, gach Aoine léim amach ‘Abairt na Seachtaine’, fad is a leanann an bhliain, éiríonn siad níos fearr agus níos fearr agus bíonn na páistí an-chomórtasach faoi. Is dhá áis éagsúil atá ar fáil, ceann i mBéarla agus ceann i nGaeilge. I ngach ceann acu tá liosta 200 focal, luaschártaí de na focail agus bileog teimpléadach chun abairtí a scríobh, ach le bheith ionrach, i ndiaidh dul i dtaithí ar an gcóras, bíonn an chuid is mó de mo dhaltaí ag iarraidh an cóipleabhar obair bhaile a úsáid ionas go mbeadh níos mó spáis acu chun abairtí níos faide a scríobh.

How it works : I include this as part of my students’ homework EVERY evening, from the very beginning of the year, to the very end. I have a list of 200 words in English and 200 words as Gaeilge, of which I give them one of each per day. The children look them up in the dictionary each morning while taking down their homework, and I clarify the meaning. They are required to write two sentences that night containing the words, one in English and one as Gaeilge. They get extra dojo points any time they use the current word of the day, or an older one in speech and they gain extra homework stars if they use more than one word of the day in their sentence. As they strive to make multiple, seemingly unrelated words fit into one sensical sentence, their vocabulary improves at an astounding rate. I also include vocabulary activities in all of my literacy stations, both English and Gaeilge, which are based on the words that month. Also, every Friday morning, I read out the sentence of the week, and as the year progresses, these become more and more impressive, and it becomes a prestigious accolade – no further prize necessary. There are two resources available, one in English and one as Gaeilge. Each contains a list of 200 words, mini flashcards for each word and a template sheet for writing sentences, though in all honesty after initially getting used to the routine, most of my students preferred to use their homework copies because they needed extra space for longer sentences.

Focal an Lae               Word of the Day in English

Seanfhocal na Seachtaine // Quote of the Week

Tá alt scríofa ar an mblag cheanna féin agam ar an gcaoi go mbíonn siad seo in úsáid agam, agus na buntáistí a bhaineann leo, agus mar sin ní scríobhfaidh mé go leor an uair seo. D’fhéadfá an t-alt sin a léamh anseo. Chun míniú simplí a dhéanamh, gach maidin Luain, bíonn seanfhocal nua as Gaeilge agus athfhriotail inspioráidach nua as Béarla ar chrocadh agam. Déanann muid plé ar theanga agus stair an seanfhocal. Pléann muid chomh maith tionchar an athfhriotail agus na daoine cáiliúla a dúirt. Arís, bíonn pointí ar fáil má bhíonn siad in úsáid ag na páistí, ó bhéal nó sa scríobh, agus bunaíonn muid ár gcleachtadh peannaireachta orthu chomh maith. Faighim gur féidir liom go leor a fhoghlaim faoi na páistí sa phlé seo. Bíonn seans mhaith le cuid acu plé iontach a dhéanamh don teanga labhartha nó fiú amháin don OSPS. Tá dóthain don bhliain ar fad sna pacáistí thíos.

I previously wrote a detailed post about how I use these and their benefits so I won’t go into too much detail here. You can read that post here. Suffice to say, every Monday morning I frame one new Seanfhocal as Gaeilge and one new inspirational quote by a famous person. We discuss the history and the language of the seanfhocail and we discuss the impact of the quotes as well as the people who said them. Again, I promote their use, both in oral language and in writing, and we also base our weekly handwriting practice on them. I find them really insightful in terms of the students’ maturity and understanding. Some of them can provoke excellent discussion for discrete oral language or for SPHE. There are enough for the entire year in the packages below.

Seanfhocal na Seachtaine    Quote of the Week - English

Turgnaimh Eolaíochta // Science Experiments

Turgnamh Eolaíochta1

Mar mhúinteoirí, tá ábhar amháin againn uilig – an ábhar nach maith linn, an ábhar a bhíonn fágtha ar leathtaobh ró-mhinic. B’fhéidir gur corpoideachas nó drámaíocht nó ceol atá ann duit féin. Domsa, eolaíocht atá ann. Ar fáth éigin, nach féidir liom a mhíniú, éalaíonn sé uaim. Déanaim pleanáil dó, bím ag smaoineamh faoi agus bainim fiú taitneamh as nuair a thosaím air, ach ‘sé i gcónaí an chéad ceann a bheadh fágtha amach. Chun iarracht a dhéanamh stop a chur le seo, chun cintiú go mbíonn sé clúdaithe, agus clúdaithe go maith, agam, chruthaigh mé an áis seo dom féin ag tús na bliana nua. San áis seo, tá 20 turgnamh eolaíochta – dhá cheann do gach mí scoile. Tá siad deartha le cintiú go bhfuil gach snáth sa churaclam clúdaithe. Tá siad roghnaithe don simplíocht ó thaobh an fearas atá de dhíth de agus is féidir gach ceann acu a dhéanamh díreach amháin mar mhúinteoir nó ligint do na páistí iad a dhéanamh iad féin nó i ngrúpaí – do rogha féin. San áis seo chomh maith, tá bileog teimpléadach gur féidir a úsáid chun turgnaimh eolaíochta a scríobh amach ag baint úsáide as an foclóir eolaíochta a bheidh in úsáid acu sa mheánscoil. Bhain mé úsáid as seo sa tríú téarma anuraidh agus táim ag súil go mór é a úsáid ó thús na bliana i mbliana. Seiceáil amach é!

As teachers, we all have that one subject – the one that gets away, the one that just doesn’t float your boat. Yours might be PE or Drama or Music. Mine is science. For some reason that I am yet to understand, it has an ability to evade me. I plan for it, I think about it, I even enjoy teaching it once I get into it, but it is always the first to get left out. In a bid to stop this from happening, to make sure I covered it, and covered it well I created this resource for myself, as part of my New Year’s resolution. This resource contains 20 classroom science experiments – two for each month of the school year. They are specifically designed to cover all of the strands of the curriculum, each one looking at a specific scientific fact. As well as that, they are chosen for their simplicity in terms of the materials required, and they can all either be done as a teacher demonstration or as a group/individual activity – your call. Also included in the resource is a template sheet for the students to write up the experiment using the scientific layout and terminology which they will meet in secondary school. I used this in the final term of last year and am really looking forward to getting stuck in from the beginning this year. Check it out!

Turgnamh Eolaíochta4

Leabhrán na bhFocal Marbh // Dead Words Booklet

 

An gcuireann sé as go mór duit a leithéid ‘It was good’, ‘She was nice’, ‘It was big’ and ‘Then we went’ a fheiceáil sa scríbhneoireacht Béarla? An mbíonn tú ag iarraidh go mbeadh foclóir thuairisciúil níos láidre in úsáid ag do scoláirí, ag fáil réidh le cuid na focail a bhí maith go leor agus iad i Rang 1 nó 2? Seo conas mar atá sé déanta agam féin. Bíonn na ‘Dead Words’ croctha ar an mballa agus bíonn leabhrán A5 mar atá thíos ag gach páiste. Tógann muid na focail, ceann ar cheann, agus déanann muid liostaí de na focail eile gur féidir a úsáid. Déanann muid ar dtús mar rang iomlán seo agus nuair atá siad i dtaithí air, tugaim mar obair bhaile Béarla é uaireanta – duais ar fáil don focal is fearr (nó focal nach bhfuil aimsithe ag duine ar bith eile) an maidin dar gcionn. Coiníonn siad na liostaí sna leabhráin. Chomh fada is atá focal áirithe clúdaithe againn, agus liosta cruthaithe, ní bhíonn cead acu é a úsáid níos mó ná uair amháin in aon píosa scríbhneoireachta. Bíonn seo dúshlánach dóibh ag tús na bliana agus bíonn siad ag braith go mór ar an leabhrán. Ach, fad is a bhíonn an bhliain ag druidim ar aghaidh, bíonn siad ag braith níos lú agus níos lú ar na liostaí. Tagann feabhas thar cionn ar a gcuid scríbhneoireacht tuairisciúil agus bíonn siad fíor-bhródúil as a gcuid iarrachtaí féin.

Are you driven to distraction by the likes of ‘It was good’, ‘She was nice’, ‘It was big’ and ‘Then we went’? Do you wish your students would use stronger, more descriptive vocabulary, replacing some of the words that were perfectly acceptable when they were in first and second class? Here’s how I’ve done it. The ‘Dead Words’ are listed on the wall and each student has a copy of the small A5 booklet below. We take the words, one by one and list the various replacements for them. I start by doing this as a class activity, brainstorming together. Then, once they are used to it, I assign it as English homework sometimes – with a prize for the ‘best’ word  (or a word that nobody else got) the following morning. The words are always recorded in their booklets. Once a word has been covered, and we have listed the alternatives, it is no longer allowed to be used more than once in any piece of writing. This provides a challenge to most of the students at the beginning of the year, and they rely fairly heavily on their booklets. However, as the year progresses, they rely less and less on having the list in front of them. Their descriptive writing improves hugely and they become very proud of their efforts.

Dead Words

Leabhrán na Rialacha Mata // Maths Rules Booklet

Thosaigh an áis seo amach mar leabhrán lámhscríofa a rinne mé do pháiste amháin áirithe, dhá bhliain ó shin, a bhí ag streachailt go mór leis an mata agus raibh pointe tagartha de dhíth uirthi, ach go háirithe don obair bhaile. Thug seo áit di go raibh sí in ann rialacha a choinneáil agus samplaí a dhéanamh amach ionas go mbeadh sí in ann iad a leanúint. Ar dtús, mhothaigh mé nach raibh ann ach áis suaimhnis di ach níorbh fhada go raibh sí ag úsáid go mór é agus ag feabhsú. Chomh maith leis an bhfeabhas a bhí ag teacht go mall ar an mata, is ardú féin-mhuiníne a bhí rí-shoiléir. Bhí sí ag taispeáint go bródúil do pháistí eile an bealach go raibh an leabhrán in úsáid aici. Tháinig beirt eile chugam ag fiosrú an mbeadh siad féin in ann leabhrán a fháil. Thug mé dóibh iad cinnte agus chonaic mé go raibh dea-thioncar le feiceáil leo siúd chomh maith. Anuraidh, shocraigh mé leabhrán a thabhairt do gach páiste sa rang, ar gach leibhéal ábaltachta, agus d’obair sé amach iontach. Cé gurb iad na daltaí is laige a fuair an méid is mó as, bhain na daltaí níos láidre úsáid as chomh maith, cuid acu ag rá gur úsáid siad sa bhaile é le míniú do na tuismitheoirí conas mar a bhí an obair bhaile á dhéanamh acu. Tháinig cuid mhór tuismitheoirí chugam agus iad chomh sásta leis na leabhráin agus iad sásta go raibh siad in ann tacú leis an obair bhaile. Sílim chomh maith go mbeadh an áis seo an-úsáideach d’aon duine agaibh atá ag obair sa Tacaíocht Foghlama le páistí Rang 4 / 5 / 6.

This resource began as a handwritten booklet that I made for one specific student, two years ago, who was really struggling with maths and who needed a point of reference, particularly for homework. This provided a place where she could store the rules she needed to remember, or where we could do out examples that she could follow. At first, I felt it was more a comfort to her than anything else, but it didn’t take long before she was really using it and seeing results. Her maths was very slowly improving, but even more importantly, her confidence was sky-rocketing. She was proudly showing others how she had just ‘looked it up’ and got it right. Two other students came to me asking could they have a booklet like it. I, of course, obliged and saw it had positive effects for them too. Last year, I decided to make them for all of my students, regardless of ability and it was a great success. While it was still the weaker students who gained the most from it, the stronger students also used it and kept it up to date, some of them telling me how they used it to show their parents how they were doing their homework. I had numerous parents come to me and say they thought this was really useful and was helping them to support their children with homework. I also think that this resource would be really useful for anyone working in Learning Support with students at the senior end.

Rialacha Matamaitice - Leabhrán Réidh

Piar-Theagaisc sa Mhata // Peer-Tutoring in Maths

Seo ceann eile gur scríobh mé faoi cheanna féin. Is féidir léamh faoi anseo. Is múinteoir eile I mo scoil a thriáil seo dhá bhliain ó shin tar éis freastal ar chúrsa. Bhí an iarracht sin chomh rathúíl gur shocraigh muid an córas a chur i bhfeidhim sa scoil uilig – Rang 1 – Rang 6. Focal amháin – Dochreidte!  Bíonn fadhbréiteach sa mhata i gcónaí deacair ar na páistí agus is minic ansin é go mbíonn cuid mhór de na fadhbanna le feiceáil, ach go háirithe i gcás na scrúdaithe caghdánacha. Tar éis an córas seo a leanúint uair sa tseachtain, d’ardaigh an STEN sa mhata ar a laghad scór amháin ag gach páiste i mo rang, seachas beirt. Cé nach bhfuil marcanna na scoile uilig feicthe agam, cloisim ó na múinteoirí ar fad go raibh sé an-rathúil go deo.  Tá cuid mhaith múinteoireachta de dhíth ag an tús chun an córas seo a chur i bhfeidhm ach téann na páistí i dtaithí air an-thapaidh ar fad. Ní bheidh brón ort go ndearna tú seo.

This is another one that I’ve posted about before in great detail. You can read about it here. Another teacher in my school piloted this two years ago, having attended a course on it. The pilot was so successful that we rolled it out across the whole school last year, from 1st to 6th class. One word – Unbelievable. Problem solving is such a tricky area for students in maths and is often where they experience the majority of problems, especially when it comes to the standardised testing. Having followed this system once a week, all but two of my students went up by at least one STEN score in maths last year. While I haven’t seen the school-wide data yet, I know on an anecdotal level that massive success was experienced at all class levels. This method requires a bit of teaching at the beginning but it soon becomes second nature to the children. You will not regret implementing this.

Piar-Theagasc

 

Freagraí: 2

Rangaithe faoi Uncategorized

Capsúil Ama // Time Capsules

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Cinnte, ní féidir liom a rá gur liomsa an smaoineamh seo, ach bhí orm a insint daoibh faoi ar an nós. Seo smaoineamh dochreidte a bhí ag ceann de na múinteoirí iontacha atá ag obair liom – an múinteoir a mhúin mo rangsa nuair a bhí siad i Rang 1. Thug sí cead dom seo a scríobh. Sa bhliain 2011, d’eagraigh agus chruthaigh sí capsúil ama leis na páistí, agus bhí an t-ádh liomsa inniu a bheith ann, agus iad á n-oscailt, 5 bhliain níos déanaí, agus iad ag críochnú sa scoil. Bhí an gáire tógálach inniu – ‘sé ceann de na gníomhaíochtaí is deise atá feicthe agam. Bhí sé soiléir le feiceáil go raibh sé fiúntach cúig bhliain ó shin chomh maith, gur úsáid siad snáithe ón gcurraclam OSIE, OSPS, ealaín, litearthacht agus uimhreacht – chomh maith leis an dteicneoilíocht a úsáid. Tá meangadh gáire fós ar m’aghaidh agus mé ag smaoineamh faoi.

I definitely can’t take the credit for this one but I just had to post about it. This was the genius idea of one of my fabulous colleagues – the teacher who taught my class when they were in 1st class. She has given me permission to tell you all about it. In 2011, she organised and created a time capsule and I just happen to be the lucky one to be there as their 6th class teacher to open the capsule five years later. The smiles and laughter were infectious today – it was one of the lovliest activities I’ve come across and it’s very clear that it was valuable when they were small too, incorporating various strands in the SESE, SPHE, art, literacy and numeracy curriculum – as well as using ICT. I’m still smiling just thinking about it.

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Is féidir a fheiceáil thuas an bosca ina raibh gach rud stóráilte – agus é curtha i bhfolach ar chúl an tseilf is airde sa seomra stórais. Istigh ann bhí ‘crann cairdis’ a bhí déanta acu le chéile agus leathanach nuachtáin lánaithe ón lá gur thosaigh siad ar scoil. Bhí sé go hálainn iad a fheiceil ag breathnú siar orthu féin agus iad 4 bhliana d’aois.

You can see above the box that everything was stored in – hidden on the back of a top shelf in our store room. Inside was a ‘friendship tree’ which they had made collaboratively and a laminated page from the newspaper the day they started school. It was lovely to see them looking back at their 4 year old selves on that.

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Ar dtús, bhí cipín cuimhne ann – físeán de gach páiste sa rang, déanta i 2011 nuair a bhí siad 6 agus 7 mbliana d’aois. Chuir siad iad féin in aithne, labhair siad faoi na rudaí gur mhaith leo, na rudaí nár mhaith leo (luaitear brocailí cúpla uair anseo), na leabhair gurb fhearr leo (luaitear go minic ‘Matilda’, ‘The Witches’ agus ‘Harry Potter’ – le cailín beag amháin a luaigh ‘500 Facts about Predators’), na scannáin gurb fhearr leo, na cairde a bhí acu agus cén rud gur mhaith leo a dhéanamh agus iad fásta. Bhí sé gleoite amach is amach agus níorbh fhéidir leo stopadh ag gáire agus iad ag breathnú air.

Firstly was a memory drive which had a video of each child, filmed in 2011 when they were 6 and 7 years old. They each introduced themselves, spoke of their likes and dislikes (broccoli came up a few times here), their favourite books (lots of nominations for Matilda, The Witches and even Harry Potter – with one little girl choosing ‘500 Facts about Predators’), their favourite movies, their best friends and what they wanted to be when they grew up. Absolutely adorable and there was hysterics as they watched and listened.

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Ansin, istigh sa chapsúl mór, bhí capsúil beaga do gach páiste, gach ceann acu i mbosca beag plaisteach. Bhí griangraf don pháiste orthu agus lámhphriota lánaithe ar bharr.

Then the large capsule contained individual time capsules for each child, each one in a small, plastic box. There was a photo of the child on each, and they’re laminated handprint on top.

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Istigh i ngach bosca bhí na rudaí seo a leanas :

  1. An ‘nuacht’ a scríobh siad an lá sin (28.3.11)
  2. Féinphortráid
  3. Comhad Firicí – na rudaí gur mhaith / nár mhaith / gurb fhearr leo
  4. Píos sreanga a thomais an airde ar a raibh siad ag an am
  5. Cúpla rud pearsanta a roghnaigh le gach páiste iad féin a chur isteach ann (griangrafanna / bréagáin srl.)

Inside each box they had placed the following things :

  1. Their ‘news’ on that day (28.3.11)
  2. A self-portrait
  3. A fact-file of their likes / dislikes / favourites
  4. A piece of string representing their height at the time
  5. A few small personal items that each individual child had chosen to include (photos / toys etc.)

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Bhí sé go hálainn breathnú orthu ag léamh na rudaí a bhí scríofa acu, ag déanamh comparáide idir an sreang agus an airde ar a bhfuil siad faoi láthair, agus ag gáire le chéile faoi na rudaí éagsúla a bhí tábhachtach dóibh ag an am. Ba ghníomhaíocht áthasach, greannmhar é – ní fhaca mé riamh an méid meangadh gáire sin.

It was so lovely to see them read what they written, compare the strings with their current height, laugh about the various items that had been important to them. It was a really joyous, funny and heartwarming activity – I’ve never seen so many smiles.

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Mholfainn cinnte an gníomhaíocht seo. Tasc ollmhór leis na daltaí i Rang 1 gan dabht, agus ní dóigh liom go ndéanfainn leis na naoínáin é, ach níos déanaí ná Rang 1 agus ní bheadh an éifeacht céanna faighte. Má tá tú ag múineadh Rang 1 an bhliain seo chugainn, sílim cinnte gur cheart duit seo a chur le do chuid phleananna. Bain sult as.

This is definitely an activity I’d recommend. A bit of a mammoth task with the 1st class students, so I maybe wouldn’t do it with infants, but no later than 1st class either, so that it has the greatest effect possible. If you are going to have first class next year, I really think you should add this to your plans. Have fun with it.

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Freagra

Rangaithe faoi Litearthacht // Literacy, OSIE // SESE, Searmanais Scoile // School Ceremonies

Ábhar Neamhbheo san Ealaín // Still Life in Art

Neamhbheo

Is breá liom tabhairt faoin ábhar neamhbheo san ealaín. I mo thaithí, nuair a dhéanann na páistí don chéad uair é, ní chreideann siad gur féidir leo. Is iontach an ceacht é chun féin-mhuinín na bpáistí a thógáil. An tseachtain seo, d’úsáid mé taephota a thóg mé isteach ó bhaile, tuáille agus cupán – dathanna agus cruthanna láidre orthu a sheasann amach. Chuir mé i lár an seomra iad ar dtús agus labhair muid faoin bpeirspictíocht difriúil a bhí acu ar fad. Labhair muid faoi na cruthanna agus na dathanna a bheadh i gceist.

I love to work on still life in art. In my experience, when children do it for the first time, they don’t believe that they can. It’s a great lesson for building on the children’s self-belief. This week, I brought my teapot from home, a teatowel and a cup – with good strong shapes and colours that stand out. I placed them in the centre of the room and began by discussing the different perspectives that the children had. We spoke about the various shapes and colours that they would need to consider.

Ansin, thug mé páipéar agus pinn luaidh dóibh agus tharraing siad ar dtús iad – gach duine ó pheirspictíocht difriúil.

Then, I gave them paper and pencils and they drew the items first – each from their own perspective.

Nuair a bhí an tarraingt déanta acu, roghnaigh siad idir uisce-dhathanna agus pinn luaidhe daite chun dath a chur air. Bhí na páistí an-bhróidúil as na pictiúir seo ag an deireadh.

When they had finished drawing, they chose between watercolours and coloured pencils to add colour to their work. The children were really proud of their work at the end.

Freagra

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Cluiche na dTáblaí // Tables Game

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Seo cluiche deas éasca gur féidir a imirt i mbeirteanna chun cleachtadh a dhéanamh ar na táblaí. Níl rud ar bith de dhíth seachas cártaí imeartha – fuair mé na cinn seo (as Gaeilge) saor in aisce ó Fhoras na Gaeilge. Tá sé an simplí : Bíonn na páistí i mbeirteanna de réir chumais agus bíonn leath an phacáiste cártaí ag gach páiste agus iad i mbeart ar an mbord acu. Casann siad ceann amháin an duine ag an am céanna. Más 3 agus 7 atá os a gcomhair, mar shampla, deireann siad 21. An chéad duine leis an bhfreagra a bhuann an dá cárta sin. An duine leis an méad is mó cárta ag an deireadh a bhuann an cluiche. D’úsáid muidne do na táblaí iolraithe é le déanaí ach d’fhéadfá suimiú, dealú nó roinnt a dhéanamh leis ach oiread.

This is a nice easy  game to play in pairs to practice their tables. You don’t need anything other than some packets of playing cards – I got these Irish language ones free from Foras na Gaeilge. It’s really simple : The children are in pairs according to ability and each child has half of the packet of cards in a pile on the table. They each turn over one card at the same time. If a 3 and a 7 are shown, for example, they say 21. The first to have the answer wins the two cards. The person with the most cards at the end wins the game. We used it for the multiplication tables recently but you could work on addition, subtraction or division in the same way.

Freagra

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