Eòlasan agus Builean CfE: A’ chiad ìre
- Bidh mi gu tric a’ taghadh agus a’ leughadh, ag èisteachd no a’ coimhead theacsaichean a tha a’ còrdadh rium agus a tha inntinneach dhomh agus is urrainn dhomh innse carson as fheàrr leam teacsaichean agus ùghdaran àraidh. (LIT 1-11a / LIT 2-11a)
- Airson mo thuigse a shealltainn, is urrainn dhomh dèiligeadh ri diofar sheòrsaichean cheistean agus obair dlùth-leughaidh eile, agus tha mi ag ionnsachadh na ceistean agam fhìn a chur ri chèile. (GAI 1-17a)
Adhbhar a’ ghnìomha
Bidh an gnìomh seo a’ togail air mothachadh na cloinne mu theacsaichean le bhith a’ cur fòcas air mar as urrainn do chloinn teacsaichean a thaghadh airson adhbhar sònraichte. Tha an co-theacsa a’ buntainn ri teacsaichean neo-fhicsean agus a’ cuideachadh clann le bhith ag aithneachadh agus a’ mìneachadh dhòighean anns am bi iad a’ cleachdadh theacsaichean neo-fhicsean airson fiosrachadh a chruinneachadh.
Gnìomh ionnsachaidh
Is dòcha gum bi e feumail sùil a thoirt air an làraich-lìn seo:
https://www.gaelic4parents.com/
Beachdaich air na rudan a leanas:
An toiseach iarr air a’ chloinn eisimpleirean de theacsaichean neo-fhicsean a lorg aig an taigh agus a cho-roinn. Am measg eisimpleirean tha leabhraichean mu na beathaichean as fheàrr leotha, clàran-bìdh, bileagan bìdh, irisean, leabhraichean stiùiridh agus prògraman aithriseach telebhisean.
Iarr air a’ chloinn na rudan a tha cumanta anns na teacsaichean sin uile aithneachadh agus mìneachadh a chruthachadh. Is dòcha gum bi thu airson na leanas a chleachdadh mar thaic. ‘Bidh neo-fhicsean a’ toirt seachad fiosrachadh. Bidh e a’ mìneachadh, ag oideachadh, no a’ toirt ìmpidh air an leughadair.’
A’ cleachdadh nan ceistean gu h-ìosal, dh’fhaodadh clann tòiseachadh air sgrùdadh cuid de na h-eadar-dhealachaidhean eadar teacsaichean ficsean agus neo-fhicsean.
- Ciamar a tha teacsaichean neo-fhicsean eadar-dhealaichte bho theacsaichean ficsean?
- A bheil faclan air an cleachdadh ann an dòigh eadar-dhealaichte ann an teacsaichean neo-fhicsean? Ciamar a tha seo co-cheangailte ris an adhbhar shònraichte a th’ aca anns na teacsaichean?
- Ciamar a thathas a’ cleachdadh dhealbhan agus diagraman gus taic a thoirt don leughadair? Rannsaich ciamar tha iad a’ cuideachadh an leughadair gus an teacsa a thuigsinn nas fheàrr.
Dh’fhaodadh clann seo a cho-roinn le cuideigin san teaghlach, no companach gu bhirtual gus an smaoineachadh a cho-roinn agus barrachd smuaintean a chruthachadh.
Dh’fhaodadh clann smaoineachadh air na diofar sheòrsaichean de theacsaichean neo-fhicsean ris na choinnich iad san sgoil agus aig an taigh. Thoir beagan mholaidhean don chloinn gus an cuideachadh le seo aithneachadh.
- Chleachd mi an t-eadar-lìn gus faighinn a-mach mu shiorcan.
- Chleachd mi seata de stiùiridhean gus obrachadh a-mach mar a chluicheas tu geama.
- Chleachd mi leabhar neo-fhicsean airson tuilleadh fhaighinn a-mach mu bhiastagan.
Dh’fhaodadh a’ chlann na toraidhean aca a chlàradh ann an cruth a thaghas iad fhèin airson a roinn le càch.
Gnìomhachd leudachaidh
A rèir aois is ìre na cloinne, dh’fhaodadh tu clann a bhrosnachadh gus sùil nas mionaidiche a thoirt air cuid de na feartan eadar-dhealaichte de theacsa neo-fhicsean leithid clàr-amais, cinn agus diagraman. Dh’fhaodadh clann cunntas a thoirt sa Ghàidhlig air mar a chleachdas iad na teacsaichean sin gus fiosrachadh a lorg.
Slatan-tomhais Nàiseanta
Litearrachd agus Gàidhlig:
- Taghadh leabhraichean agus theacsaichean eile, a’ cleachdadh mar eisimpleir còmhdach, tiotal, ùghdar, dealbhaiche agus / no an geàrr-chunntas.
- Taghadh theacsaichean, gu cunbhalach airson diofar adhbharan, nam measg airson tlachd agus gus taic a chur ri leasachadh cànan.
- Gabhail a-steach fhacail is abairtean ùra Gàidhlig do chànan a tha freagarrach don luchd-èisteachd le cruinneas fuaimneachaidh.
- Mìneachadh roghainnean airson teacsaichean agus ùghdaran àraidh.
- Toirt seachad bheachdan freagarrach air adhbhar an teacsa.
Modh-obrach a dh’fhaodar a chleachdadh gus ionnsachadh a mheasadh
Faodar na ceistean meòrachail a leanas a chleachdadh gus adhartas na cloinne a mheasadh agus a chomharrachadh agus na h-ath cheuman a chomharrachadh:
- Dè cho math ’s a tha clann a’ toirt tuairisgeul air cuid de fheartan teacsaichean neo-fhicsean?
- Dè an ìre as urrainn do chlann aithneachadh agus tuairisgeul a thoirt nuair a tha iad air teacsaichean neo-fhicsean a chleachdadh?
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What is non-fiction?
Curriculum for Excellence (CfE) experiences and outcomes: First level
- I regularly select and read, listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain texts and authors. (LIT 1-11a / LIT 2-11a)
- To show my understanding, I can respond to different kinds of questions and other close reading tasks and I am learning to create some questions of my own. (GAI 1-17a)
Purpose of the activity
This activity helps to build on children’s awareness of texts by focusing on how children may select texts for a specific purpose. The context relates to non-fiction texts and helps children to identify and explain ways that they use non-fiction texts to gather information.
Learning activity
It may be useful to refer to this website:
https://www.gaelic4parents.com/
Consider the following:
Initially ask children to find and share examples of non-fiction texts around the home. Some examples are books about their favourite animals, menus, food labelling, magazines, instruction manuals and television documentaries.
Ask children to identify what all these texts have in common and come up with a definition. You may wish to use the following to support this. ‘Non-fiction gives information. It explains, informs, or persuades the reader.’
Using the questions below, children could begin to explore some of the differences between fiction and non-fiction texts.
- How are non-fiction texts different to fiction texts?
- Are words used differently in non-fiction texts? How is this related to their specific purpose in the texts?
- How are pictures and diagrams used to support the reader? Explore why they help the reader better understand the text.
Children could share this with a family member or partner. This may be done virtually to share their thinking and generate more ideas.
Children could reflect on the different types of non-fiction texts they have come across in school and at home. Give some prompts to the children to help them identify this.
- I used the internet to find out about sharks.
- I used a set of instructions to work out how to play a game.
- I used a non-fiction book to find out more about mini-beasts.
Children could record their findings in a format of their choice to share with others.
Extension activity
Depending on the age and stage of children, you could encourage children to look more closely at the some of the different features of non-fiction text such as index, headings and diagrams. Children could describe in Gaelic how to use these texts to help find information.
National Benchmarks
Literacy and Gàidhlig:
- Selects books and other texts using, for example, cover, title, author, illustrator and/or blurb.
- Selects regularly texts for different purposes, including for enjoyment and to support the development of language.
- Incorporates new Gaelic words and phrases into language appropriate for the audience with accuracy of pronunciation.
- Identifies and can discuss the main ideas of a variety of texts.
- Makes appropriate suggestions about the purpose of the text.
Possible approach to assessing learning
The following reflective questions could be used to assess and celebrate children’s progress and identify next steps:
- How well do children describe some of the features of non-fiction texts?
- To what extent can children identify and describe when they have used non-fiction texts?