Óstán Louis Fitzgerald, Baile Átha Cliath

Forbairt na Ceannasaiochta sa Bhunscoil Lán

Ghaeilge, 2013

• Kathryn de Brún

• Co-ordaitheoir ‘Bunscoil Naomh

Proinsias’

• 151 dalta ar an rolla (843 san iomlán)

• 7 muinteoir lán-aimseartha, 1

múinteoir páirt-aimseartha

• DSS: 40%

• Coláisre Chaitríona, Ard Mhacha

Seisiún 2: Pleanáil agus cur chuige scoile.

Léitheoireacht an Bhéarla sa scoil lán Ghaeilge.

AIDHMEANNA:- Achoimre a thabhairt ar thorthaí taigde;

- Seicheamh agus modhanna le haghaidh theagasc léitheoireacht an Bhéarla a phlé;

- taithí a roinnt maidir le tabhairt isteach an Bhéarla;

- cúrsaí pleanála agus modhanna measúnaithe do léitheoireacht an Bhéarla a phlé.

Torthaí Taighde‘Core features of Immersion Programs’

1. The L2 is a medium of instruction2. The immersion curriculum parallels the local L1

curriculum3. Overt support exists for the L14. The program aims for additive bilingualism5. Exposure to the L2 is largely confined to the classroom6. Students enter with similar (and limited) levels of L2

proficiency7. The teachers are bilingual8. The classroom culture is that of the local L1 community

Cummins, J. (1998)

Torthaí Taighde (ar lean)‘Aims of immersion education’

‘…to strengthen and to use both languages to a high level in order to develop balanced and confident bilingual pupils.’

C. Williams. (2002)

Torthaí Taighde (ar lean)‘The Linguistic Interdependence Principle’‘To the extent that instruction in Lx is

effective in promoting efficiency in Lx,

transfer of this proficiency to Ly will occur

provided there is adequate exposure to Ly

(either in school or environment) and

adequate motivation to learn Ly.’

Cummins, J.(1981)

Cad é mar a dhéantar ‘tabhairt

isteach an Bhéarla’?

Fás agus forbairt na léitheoireachta

*Ag dul i dtaithí / Experiential

*Fadhbfhuascailt/ problem solving

*Eiseamláiriú/ modelled

*I gComhpháirt / shared

*Faoi threoir / guided

*Neamhspleách/ independent(M.Kerr, COLIT Idirbhoird)

Téarma 2

Rang 3-

English

ÉANAIR/FEABHRA- Modelled reading, teacher reading a range of high

interest texts out loud to class. - Use of questioning to extend understanding.- Phonological awareness (syllables/rhyme/initial sounds)- Completion of PM Benchmarking Kit running records to

ascertain English reading baseline position

MÁRTA AR AGHAIDH… (páistí ar scoil go 3 i.n.)- Easy read shared ‘big book texts’ with focus on

grapheme/phoneme correspondence, modelled strategies for decoding, language of books in English etc…

- Grouping of pupils for English Literacy lessons according to PM Benchmarking kit

- Roll-out of the Linguistic Phonics English program- Literacy/Guided reading lessons twice weekly in English- Observation of pupil progress through guided reading

sessions, completion of further running records for movement within colour bands of PM reading program

- Visit to school library every 2nd week for English ‘own choice’ text for independent reading

Léamh os ard- cad chuige?

-ag tacú le forbairt na teanga labhartha agus ag forbairt feasa ar chomhréir agus ar struchtúr téacs.

*“ By modelling for students the types of behaviours good readers are engaged in as they read, we are providing them with the opportunity to become aware of the many strategies and monitoring behaviours that good readers use. When competent readers are reading suitable texts, these strategic behaviours are fairly automatic but for struggling readers this does not prove automatic. Therefore modelling strategic behaviours for struggling readers by thinking aloud for them while we read ( and hence, allowing students to think along), is the first step in raising their awareness of what it means to be a strategic reader.”

Léamh i gcomhpháirt- cad chuige?

- dearbheiseamláiriú ar straitéisí léitheoireachta i gcomhthéacs tacaíochta atá sultmhar.

“ Shared Reading is an interactive reading experience that occurs when students join in or share the reading of a big book or other enlarged text while guided and supported by a teacher or another experienced reader. Children observe an expert reading the text with fluency and expression. The text must be large enough for all the students to see clearly, so they can share in the reading of the text. It is through Shared Reading that the reading process and reading strategies that readers use are demonstrated. In shared reading, children participate in reading, learn critical concepts of how print works, get the feel of learning and begin to perceive themselves as readers.” ( Fountas & Pinnell, 1996)

Léitheoireacht faoi threoir- cad chuige?

- ag cur éispiris agus dúshláin chuí roimh an léitheoir.

Le léitheoireacht faoi threoir…..

* Bíonn i gcónaí cuspóir soiléir ann* Oibríonn na páistí I ngrúpaí de sheisear ar feadh 10 mbomaite, uair sa tseachtain ar a

laghad.* Treoraíonn an múinteoir an léitheoireacht cé gur féidir le ról an mhúinteora athrú.* Cuirtear na páistí i ngrúpaí de réir ábaltachta.* Is cuid an-tábhachtach é an plé a dhéantar ar an téacs.* Léann na páistí go léir an téacs neamhaithnidíuil céanna, roghnaithe ag an mhúinteoir.* Léann na páistí ag a gcuid luasanna féin agus na múinteoirí ag díriú airde ar pháistí áirithe

le linn léitheoireachta.* Déantar cuid is mó den léitheoireacht go tostach – déantar léitheoireacht os ard ar mhaithe

le crúthú. (leasaithe ó First Steps, leagan NLS)

www.publications.parliament.uk

‘Searchlights’ model of reading

Leagan amach an cheachta: gach Luan agus Céadaoin

Intreoir: 10bm (Linguistic phonics /léith i gcomhphairt/IWB)Grúpaí: 4x10bm (léith. faoi threoir, tasc LP, LÁL, cairde cainte, ‘response to writing’).

*Téann o.baile abhaile gach Luan agus Céadaoin- tasc a bhaineann le LP agus liosta focal le cleachtadh don deachtú ar an Aoine.

Guided reading LP task Response to reading book

‘Talking partners’

‘Talking partners’

Guided reading LP task Response to reading book

Response to reading book

‘Talking partners’

Guided reading LP task

LP task Response to reading book

‘Talking partners’

Guided reading

Pleanáil:-FAD-TÉARMA:English reading overview (SELB literacy framework file)Linguistic phonics yearly planner (BELB, Linguistic Phonics Manual)

Pleanáil:-MEÁN-TÉARMA:Year group medium term planners (written with year group)

Pleanáil:-GEARR-THÉARMA:Pleanóirí seachtainiúlaNótaí an lae

Bunscoil Naomh Proinsias, Pleanóir Seachtainiúil, Rang 3, téarma 3 (3)22/04/13

Ábhar Cúspóir foghlama Gníomhaíochtaí a chlúdaíonn TEC

Litearthacht (Gae. Agus Béa.)

Focal/FnaG: - Patrúin fónaice agus focail ardmhinicíochta

Rang 3 a aithint agus a ainmniú le linn léitheoireacht threoraithe.

- Aithint, léamh agus litriú na bhfocal ó liosta FnaG do Rang 3 leis an chonsan ‘d’ (caol agus leathan) a dheimhniú.

Abairt: - Léaráidí a úsáid le treoracha a léiriú - Véarsa grinn a chumadh – imirt ar teanga–

rímeanna, scéalta magaidh - Dóigheanna difriúla le téacs a léiriú a

fhiosrú, m.sh. bolgáin chainte, litreacha móra, cló trom, fótheidil

Téacs: - Eolas fóneolaíoch, gramadaí, grafach agus

comhthéacs a úsáid le ciall focal neamhaitheanta a sheiceáil agus le ciall a bhaint as an ábhar léitheoireachta.

- Téacsanna tagartha ina bhfuil foclóirí, gluaiseanna, innéacsanna srl… a léamh

- Treoracha simplí a scríobh le léaráidí san áireamh.

- Dánta crutha simplí a scríobh. Feasacht Gramadaí Bheith eolach ar an tábhacht a théann le comhaontú gramadaí, m.sh. ‘agam’ in áit ‘ag mé’ L&É: - carachtair a phlé - cur síos a dhéanamh - rímeanna agus dánta a rá

English: (Monday and Wednesday- 2 activities per day) - guided reading session (G) - ‘th’ phonics worksheet (I) - Word building challenge cards (P) - ‘Response to writing’ task Gaeilge: (Máirt agus Déardaoin- 2 gníomhaíocht an lae) - léith. faoi threoir agus plé - leathanach ar FnaG, ‘d’- caol agus leathan - téacs a ulllmhú/leabhair atá léite - sreabhchairt ‘ag déanamh píotsa’ Luan - Leabhar Mór ‘How does it work?’ (Rigby Red Giant, non-fiction) - léamh ranga i gcomhpáirt ag déanamh tagairt de thréithe leabhair neamh-fhicseáin

m.sh. clár, gluais, ineacs, ceannscríbhinn, lipéidí srl… - sreabhchairt aonaire ‘ag déanamh piotsa’ a líonadh Téama: ADTO ‘Foghlaithe Mara’- - PPT, ‘Pirate food and drink’ (cuid 2), biachlár ranga a scríobh - Biachlár aonaire a scríobh Máirt le Niamh, Téama: ADTO ‘Foghlaithe Mara’- - PPT ‘Gráinne Mhaol’ (cuid 1) a roinnt agus a phlé - Príomh eachtraí/charachtair an scéil a pleanáil ó bhéal i ngrúpaí, rólanna a shocrú

do na frámaí reoite Céadaoin: LIT, (féach an Luan) Deardaoin/Aoine: Filiocht- 1) obair ghrúpa ag aimsiú focail a rímeann, 2) obair ranga, scríbhneoireacht i gcomh. ‘Moncaí’, 3) obair ghrúpa 3-5, véarsa grin a chumadh bunaithe ar ‘Ainmhithe’ Gramadach - cleachtadh ‘aige/aici’ Obair maidine, peannaireacht: cleachtadh d,t,l,k,h,b

Uimhreas

TAFA: Uimhreas (Luan 22ú)

- Patrúin i bhfíricí suimithe agus dealaithe a fhad le 20 a fhiosrú

Miosúr (Máirt 23ú)- - Rudaí a chur i gcompáraid ag úsáid

an téarmaíocht chuí Cruth agus spás (Céadaoin 24ú & Déardaoin 25ú)

- líntí comthrománach agus ceartigréarach a aithint

PROCESS: ceacht an Aoine

Luan 22ú- CBG, uimhreas

- Suimiú/dealú ó mheabhair taobh istigh de 20 a chleachtadh (lbhr. Oibre) - Cártaí cuir le chéile, freagra a chur le ceist (grúpa) - Cártaí dealaithe, freagra a chur le ceist (grúpa)

Mairt 23ú, Miosúr, meachán (Niamh) - Caomhnú meácháin a thuiscint trí ghníomhaíochtaí praiticiúla leis na scalaí

tomhais - Lch thacaíochta

Céadaoin 24ú & Déardaoin 25ú, uimhreas

- ‘post-its’ ar an CIG - Lbhr ‘Lintí agus uillinn’

Aoine 26ú, uimhreas - Ceacht ranga leis na claracha bána ag úsáid tascanna ón leabhar ‘Mental

Arithmetic’ agus ‘Word Problems’ MATA MHEABHRACH- firicí uimhris + agus – taobh istigh de 20

An Domhan Thart orainn

Foghlaithe mara- (sch. 4) - Saol Gráinne Mhaol a fhiosrú

(Niamh)

- Grace O’Malley/Granuaile using the E book/power point - Seisiún pleanála le Niamh ar léiriú eachtraí do fhrámaí reoite

Féach ealaín

Forbairt Phearsanta

agus Comhthuiscint

- Be aware of safe places to play - Step out with skooter, lesson 5 Pirate punch

Na hEalaíona

- Investigate elements of line and shape through design

- what is meant by rhythm - how to combine beat and rhythm - how to recall and copy rhythm

patterns

Art – - Pirate parrot - Treasure map with code - pirate hat

Forbairt agus Gluaiseacht Fhisiceach

- Use their bodies and a variety of equipment with greater control and coordination

- Choose skills suitable for the challenges - Use the push throw (chest pass) with 2

hands - Listen and respond to instructions - Move safely and with control in a large

area

Games – Athletics- unit 1, lesson 2, TF pg 75 Cathy Crangle, Thursday

Léitheoireacht an Bhéarla- measúnú

*- Suffolk reading scale, R3-7*PIE, Rang 3-7*PM benchmarking running records (record and comprehension) R3-5*CCEA reading assessment tasks R4-7*DENI statutory testing e.g. INCAS, NILA etc…

Tagairtí:Cummins, J. (1981).The role of primary language development in promoting educational success for language minority students.

Cummins, J. (1998). Immersion education for the millennium: ‘What we have learned from 30 years of research on second language immersion?’First Steps NLS Edition Literacy Developmental Continuum: How to Assess Children's Literacy (1999) Pearson Education Limited.

Williams, C. (2000). On recognition, resolution and revitalization. In C. Williams(Ed.), Language revitalization: Policy and planning in Wales (pp. 1–47). Cardiff: University of Wales Press.