Conaltradh fèin-eachdraidheil - second level

Eòlasan agus Builean CfE: An dàrna ìre

• ’S urrainn dhomh aithneachadh mar is urrainn feartan cànan labhairt cuideachadh le conaltradh, agus ’s urrainn dhomh na dh’ionnsaicheas mi a chur gu feum.
  ’S urrainn dhomh diofar fheartan aithneachadh anns a’ chànan labhairt agam fhìn agus aig daoine eile. (GAI 2-03a
• Fhad ’s a tha mi ag èisteachd no a’ coimhead, ’s urrainn dhomh adhbhar an teacsa, na prìomh bheachdan agus am fiosrachadh a tha a’ cur taic riutha aithneachadh agus bruidhinn orra, agus ’s urrainn dhomh am fiosrachadh seo a chleachdadh airson diofar adhbharan. (LIT 2-04a)
• Fhad ’s a tha mi ag èisteachd no a’ coimhead, ’s urrainn dhomh notaichean a sgrìobhadh, an cur an òrdugh fo chinn iomchaidh is an cleachdadh gus smuaintean is fiosrachadh a thuigsinn is teacsaichean ùra a chruthachadh, le m’ fhacail fhìn mar a tha iomchaidh. (LIT 2-05a)
• ’S urrainn dhomh beachdan is fiosrachadh iomchaidh a thaghadh is a chur an òrdugh ann an dòigh a tha freagairt air m’ adhbhar agus facail a chleachdadh a fhreagras air mo luchd-amais. (LIT 2-06a)
• Nuair a bhios mi ag èisteachd agus a’ bruidhinn ri daoine eile airson diofar adhbharan, is urrainn dhomh:
  • fiosrachadh, eòlasan is beachdan innse
  • pròiseasan agus beachdan a mhìneachadh
  • na cùisean a thèid a thogail aithneachadh agus geàrr-chunntas a dhèanamh air na prìomh phuingean agus cho-dhùnaidhean
  • puingean a shoilleireachadh le bhith a’ faighneachd cheistean no le bhith ag iarraidh air daoine tuilleadh a ràdh. (LIT 2-09a)

Adhbhar a’ ghnìomha

Tha an gnìomh seo a’ togail air ro-ionnsachadh agus a’ toirt taic do chlann a bhith a’ cumail notaichean den fhiosrachadh a chaidh a chruinneachadh gus taisbeanadh ullachadh.

Bu chòir dhut an gnìomh a leasachadh stèidhichte air feumalachdan na cloinne agad agus beachdachadh air sgilean agus eòlas a tha aca a-cheana.

Gnìomh ionnsachaidh

• Mìnich dhan chloinn gu bheil iad a’ dol a thoirt òraid ghoirid mu neach sa bheil sùim aca, no cuideigin sa bheil ùidh aca.

• Iarr air a’ chloinn smaoineachadh air cuideigin sa bheil sùim aca no cuideigin mu am bu toigh leotha barrachd fhaighinn a-mach. Is dòcha gur e cuideigin bho eachdraidh no bho nua-amannan a bhiodh annta.
• Bu chòir dhan chloinn an uair sin beagan rannsachaidh a dhèanamh mun neach seo. Bruidhinn riutha mu far am faigheadh iad am fiosrachadh sin. Ma tha iad a‘ cleachdadh an eadar-lìon, cuidich iad gu bhith a’ smaoineachadh mu làraich-lìn earbsach.
• Bruidhinn ris a’ chloinn mun t-seòrsa mion-fhiosrachadh a bheireadh iad seachad mun neach sa bheil sùim aca. Dh’fhaodadh seo gabhail a-steach:
• Mion-fhiosrachadh fìrinneach – ainm, aois, gnè agus tùs-àite
• Càite an robh iad a’ fuireach?
• Carson a tha iad ainmeil?
• Carson a tha ùidh aig clann annta?
• Beachdan chloinne mun neach seo.
• Misnich a’ chlann a bhith a’ cumail notaichean. Thoir taic dhaibh a bhith a’ smaoineachadh mu notaichean den phrìomh fhiosrachadh agus mion-fhiosrachadh taiceil sam bith eile.
• Iarr air a’ chloinn an òraid ullachadh agus beachdachadh air an structar aice. Bu chòir dhaibh beachdachadh air:
• Na briathran toisich.
• Prìomh fhiosrachadh.
• Nithean inntinneach, beachdan cumanta, creideamhan a tha aig daoine mun neach seo agus saobh-chreideamhan nach eil fìor.
• Briathran deireannach agus freagairt phearsanta.
• Dh’fhaodadh a’ chlann an òraid a thaisbeanadh do bhall den teaghlach, no do an co-aoisean an uair a thilleas iad air ais dhan sgoil no tro bhith a’ cleachdadh teicneòlas.

Gnìomh leudachaidh

A rèir aois agus ìre na cloinne, dh’fhaodadh tu beachdachadh air an gnìomh a leudachadh le bhith ag iarraidh air a’ chloinn am fèin-eachdraidh aca fhèin a sgrìobhadh.

Slatan-tomhais Nàiseanta

• Aithneachadh agus cleachdadh cuid de dhòighean gus conaltradh le no buaidh a thoirt air an leughadair, mar eisimpleir, taghadh fhacail, cuideam, guth agus/no ceistean deas-chainnteach.
• Comharrachadh an adhbhair airson teacsaichean labhairte le mìneachadh sìmplidh.
• Comharrachadh agus taisbeanadh tuigse do na prìomh bheachdan ann am measgachadh de theacsaichean labhairte, le taic mion-fhiosrachaidh, agus a’ cleachdadh an fhiosrachaidh a chaidh a thional airson adhbhar sònraichte.
• Gabhail nòtaichean buntainneach a’ cleachdadh raon fharsaing de bhriathrachas Gàidhlig agus cruthan taghte, agus a’ cleachdadh iad sin gus teacsaichean ùra labhairte a chruthachadh airson raon de dh’adhbharan.

Modh-obrach a dh’fhaodar a chleachdadh gus ionnsachadh a mheasadh

Dh’fhaodadh na ceistean seo a bhith feumail gus do chuideachadh a bhith a’ measadh agus a’ comharrachadh adhartas na cloinne:

• Dè cho soirbheachail ’s a tha a’ chlann air a bhith ann an rannsachadh an fhiosrachaidh?
• An urrainn dhan chloinn notaichean a chumail gus an fhiosrachadh a fhuair iad a chur ri chèile? Ciamar as urrainn dhaibh dearbhadh gu bheil am fiosrachadh a chruinnich iad ceart?
• An urrainn dhan chloinn am fiosrachadh aca a chleachdadh gus òraid ullachadh?

Tha an stiùireadh as ùire mu mheasadh ri fhaotainn sa cheangal seo.

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Autobiography talk

Curriculum for Excellence (CfE) experiences and outcomes: Second level

• I can recognise how the features of spoken language can help in communication, and I can use what I learn. I can recognise different features of my own and others’ spoken language. (GAI 2-03a)
• As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. (LIT 2-04a)
• As I listen or watch, I can make notes, organise these under suitable headings and use these to understand ideas and information and create new texts, using my own words as appropriate. (LIT 2-05a)
• I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. (LIT 2-06a)
• When listening and talking with others for different purposes, I can: share information, experiences and opinions; explain processes and ideas; identify issues raised and summarise main points or findings; and clarify points by asking questions or by asking others to say more. (LIT 2-09a)

Purpose of the activity

This activity builds on prior learning and supports children to make notes from information gathered to create a presentation.

You should develop the activity based on the needs of your children and consider any prior skills and knowledge they have.

Learning activity

• Explain to children that they are going to give a short talk about a person they admire, or someone of interest.

• Ask the children to think about someone they admire or someone they would like to find out about. It may be a person from history or modern times.
• The children should then carry out some research about this person. Discuss with them where they could find this information. If they are using the internet, help them to think about reliable websites.
• Discuss with children the nature of detail to give on the person they admire. This may include:
• Factual details – name, age, gender and country of origin
• When did they live?
• Why are they famous?
• Why do the children admire them?
• Children’s  opinions about this person.
• Encourage the children to make notes. Support them to think about noting main information and any supporting details.
• Ask the children to prepare their talk and think of its structure. They should consider:
• An opening statement.
• Main information.
• Interesting facts, common opinions, beliefs held about this person and myths that are not true.
• A concluding statement and personal response.

• The children could present their speech to a family member, or to their peers on their return to school or by using technology.

Extension activity

Depending on the age and stage of the children, you may consider extending the task by asking the children to write their own autobiography.

National Benchmarks

• Recognises and uses some techniques to engage or influence the listener, for example, word choice, emphasis, tone and/or rhetorical questions.
• Identifies the purpose of spoken texts with straightforward
• Identifies and demonstrates understanding of the key ideas
  of a variety of spoken texts, with supporting detail, and uses the information gathered for a specific purpose.
• Makes relevant notes, using a wide range of Gaelic vocabulary and chosen formats, and uses these to create new spoken texts for a range of purposes.

Possible approach to assessing learning

These questions may be useful in supporting you to assess and celebrate children’s progress:

• How successfully have the children researched the information?
• Can the children make notes to collate the information they have gathered? How can they demonstrate that the information they have gathered is accurate?
• Can the children use their information to create a speech?

When planning your approach to assessing learning, please take account of the latest guidance on assessment approaches.