Last Updated: Wednesday, October 07, 2020

Leughadh – a’ cur fiosrachadh air dòigh agus ga chleachdadh - third and fourth level

What is this?

Tha an gnìomh seo a’ brosnachadh dhaoine òga gu bhith a’ leughadh theacsaichean gu gnìomhach agus an uair sin a bhith a’ taisbeanadh prìomh eileamaidean den teacsa ann an dòigh eadar-dhealaichte. Bidh e ag adhartachadh sgrùdadh air prìomh fheartan teacsa fiosrachail.

Tha an gnìomh ionnsachaidh seo a’ cuideachadh phàrantan/luchd-cùraim agus daoine òga gus pàirt a ghabhail ann an gnìomhachd taobh a-muigh na sgoile airson fileantachd anns a’ Ghàidhlig a neartachadh. Mura h-urrainn do phàrantan/luchd-cùraim Gàidhlig a bhruidhinn, is dòcha gum faigh clann buannachd bho bhith a’ dèanamh na h-obrach le caraid còmhraidh le Gàidhlig.

Eòlasan agus Builean CfE: An trìtheamh agus an ceathramh ìre

Treas ìre

  • Tro bhith a’ toirt air adhart eòlas air taic co-theacsa, puingeachadh, gràmar agus coltas duilleige, is urrainn dhomh teacsaichean air nach eil mi eòlach a leughadh nas siùbhlaiche agus le tuigse is faireachdainn a tha a’ sìor fhàs. (GAI 2-12a / GAI 3-12a / GAI 4-12a)
  • ’S urrainn dhomh na ro-innleachdan agus na goireasan as fheumaile dhomh a thaghadh agus a chleachdadh mus leugh mi agus fhad ’s a tha mi a’ leughadh airson measadh na tha mi a’ tuigsinn. (LIT 3-13a)

Ceathramh ìre

  • Tro bhith a’ toirt air adhart eòlas air taic co-theacsa, puingeachadh, gràmar agus coltas duilleige, is urrainn dhomh teacsaichean air nach eil mi eòlach a leughadh nas siùbhlaiche agus le tuigse is faireachdainn a tha a’ sìor fhàs. (GAI 2-12a / GAI 3-12a / GAI 4-12a)
  • Mus leugh mi agus fhad ’s a tha mi a’ leughadh, ’s urrainn dhomh ro-innleachdan agus goireasan a chleachdadh gu neo-eisimeileach airson mo chuideachadh a’ leughadh measgachadh farsaing de theacsaichean agus/no airson am fiosrachadh a tha a dhìth orm a lorg. (LIT 4-13a)

Adhbhar a’ ghnìomha

Leasaichidh an gnìomh seo sgilean dhaoine òga ann an:

  • Grad-leughadh air teacsa.
  • Sganadh airson faclan sònraichte.
  • Geàrr-chunntas a thoirt air a’ phrìomh smuain ann an teacsa.

Bidh daoine òga a’ taisbeanadh prìomh smuain an teacsa ann am modh eadar-dhealaichte. Le bhith a’ dèanamh seo, beachdaichidh daoine òga air adhbhar, luchd-èisteachd agus tòna nuair a bhios iad a’ leughadh.

Gnìomh ionnsachaidh

Bu chòir innse do dhaoine òga gur e pròiseas gnìomhach a th’ ann an leughadh. Leasaichidh iad ro-innleachdan tuigse eadar-dhealaichte a rèir mar a bhios an leughadair a’ dol an sàs anns an teacsa. Bu chòir do dhaoine òga a bhith ag obair le companach anns a’ ghnìomhachd seo.

Faodaidh daoine òga coimhead ris a’ chruinneachadh de theacsaichean a leanas:

https://gaelic.education/ard-sgoil

https://www.storlann.co.uk/giglets/

Brosnaich daoine òga gus eisimpleirean de theacsaichean neo-fhicsean a lorg, anns a bheil ùidh shònraichte aca. Cleachdaidh iad seo gus na sgilean leughaidh aca a leasachadh. Dh’fhaodadh daoine òga a bhith ag obair ann am buidhnean beaga air seòrsachan sònraichte de theacsaichean neo-fhicsean leithid reasabaidhean, bileagan stiùiridh, artaigilean pàipear-naidheachd.

Bu chòir fios a bhith aig daoine òga mun eadar-dhealachadh eadar:

    • Leughadh luath.
    • Sganadh airson faclan sònraichte.
    • Geàrr-chunntas a thoirt air a’ phrìomh smuain ann an teacsa.

Is dòcha gum faigh daoine òga buannachd bho bhith a’ coimhead thairis air na bun-smuaintean sin mus dèan iad an obair.

Iarr air daoine òga an teacsa a leughadh, agus an uair sin atharrachadh gu diofar seòrsa teacsa. Bu chòir dhaibh a bhith cruthachail ann a bhith a’ mìneachadh theacsaichean. Seo cuid de na h-eisimpleirean:

    • Tionndaidh bileag stiùiridh gu dàn.
    • Tionndadh artaigil pàipear-naidheachd gu dealbh-chluich ghoirid.
    • Tionndaidh reasabaidh gu artaigil pàipear-naidheachd.

Is dòcha gum bi thu airson iarraidh air daoine òga cunntas a thoirt air na tha gam brosnachadh a bhith ag èisteachd ri/leughadh teacsa an toiseach. An e an cuspair a th’ ann, ùghdar/vlogger/neach-beachdachaidh earbsach, no is dòcha grafaigean, cruth, dath? An urrainn dhaibh adhbharan a thoirt seachad airson nan roghainnean aca?

Ann am beachd dhaoine òga, dè bhios a’ cumail leughadair/neach-èisteachd an sàs? Dè a bhrosnaicheas iad gus cumail a’ leughadh/ag èisteachd, ma tha teacsa dùbhlanach? Dè na buannachdan a dh’fhaodadh a bhith ann airson cumail a’ dol? An aithnich daoine òga droch bhuaidh sam bith bho bhith a’ seachnadh leughadh/èisteachd ri teacsaichean dùbhlanach?

Mu dheireadh, iarr orra stiùireadh a chruthachadh, an dara cuid ann an labhairt no sgrìobhadh, a bheir brosnachadh agus misneachd do neach òg eile gus teacsaichean a leughadh ann an Gàidhlig.

Gnìomhachd leudachaidh

Dh’fhaodadh daoine òga an teacsa tùsail a leughadh a-mach agus an uair sin an teacsa mar a chaidh atharrachadh. B’ urrainn dhaibh an dà chuid a thaisbeanadh ann an stoidhle a shaoileas iad iomchaidh don cho-theacsa. Dh’fhaodadh iad seo a thaisbeanadh gu didseatach.

Slatan-tomhais Nàiseanta

Litearrachd agus Gàidhlig:

Treas ìre

  • Leughadh theacsaichean neo-aithnichte le fileantachd agus faireachdainn, a’ cleachdadh astar agus guth iomchaidh, a’ taisbeanadh tuigse.
  • Cur an gnìomh eòlas iomlan air cànan, leithid tuairmsean co-theacsa, freumhan fhacail, gràmar, puingeachadh, structaran seantans agus teacsa, gus raon de theacsaichean neo-aithnichte a leughadh le tuigse.
  • Cur an gnìomh raon de ro-innleachdan leughaidh gus conaltradh le teacsaichean agus an ceasnachadh, mar eisimpleir grad-leughadh, sganadh, ro-innse, soilleireachadh, geàrr-iomradh agus mion-sgrùdadh.
  • Taghadh agus cleachdadh stòrasan is ro-innleachdan gus tuigse do bhriathrachas neo-aithnichte speisealta agus nas toinnte, a sgrùdadh agus a dhearbhadh.

Ceathramh ìre

  • Leughadh le fileantachd, tuigse agus faireachdainn tarsainn raon de theacsaichean farsaing air feadh gach raon den churraicealam.
  • Cur an gnìomh eòlas air cànan leithid freumhan fhacail, gràmar, puingeachadh, guth, structaran seantans agus teacsa, airson teacsaichean a tha gu buntainneach dùbhlanach a leughadh le tuigse.

Cur an gnìomh raon de ro-innleachdan airson conaltradh le teacsaichean agus an ceasnachadh, mar eisimpleir grad-leughadh, sganadh, ro-innse, soilleireachadh, geàrr-iomradh, mion-sgrùdadh agus nòtachadh.

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

Tha ceasnachadh na phrìomh phàirt de dheagh chonaltradh eadar an neach-dreuchd agus an neach-ionnsachaidh. Thoir cothrom do dhaoine òga an cuid ionnsachaidh a thaisbeanadh agus beachd a thoirt seachad.

Is dòcha gum bi na ceistean a leanas feumail ann a bhith a’ toirt taic dhut gus adhartas dhaoine òga a mheasadh agus a chomharrachadh:

  • Dè cho sgileil ’s a tha na daoine òga air prìomh shusbaint an teacsa a ghlacadh?
  • Dè cho math ’s a tha iad air seo atharrachadh gu modh sgrìobhaidh eadar-dhealaichte?

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Reading – organising and using information

Curriculum for Excellence (CfE) experiences and outcomes: Third and Fourth level

Third level

  • Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression. (GAI 2-12a / GAI 3-12a / GAI 4-12a)
  • I can select and use the strategies and resources I find most useful before I read, and as I read, to monitor and check my understanding. (LIT 3-13a)

Fourth level

  • Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression. (GAI 2-12a / GAI 3-12a / GAI 4-12a)
  • Before and as I read, I can apply strategies and use resources independently to help me read a wide variety of texts and/or find the information I need. (LIT 4-13a)

Purpose of the activity

This task will develop young people’s skills in:

  • Skim reading a text.
  • Scanning for particular words.
  • Summarising the main idea of a text.

Young people will present the central idea of the text in a different mode. In so doing, young people will consider purpose, audience and tone when reading.

Learning activity

Young people should be advised that reading is an active process. They will develop different comprehension strategies depending on how the reader engages with the text. Young should work with a partner for this activity.

Young people may to refer to the following collection of texts:

https://gaelic.education/ard-sgoil

https://www.storlann.co.uk/giglets/

Encourage young people to find examples of non-fiction texts, which are of particular interest to them. They will use these to develop further their reading skills. Young people could work in small groups on particular types of non-fiction texts such as recipes, instruction leaflets, newspaper articles.

Young people should be aware of the difference between:

    • Speed reading.
    • Scanning for particular words.
    • Summarising the main idea of a text.

Young people may benefit from revisiting these concepts before undertaking the task.

Ask young people to read the text, and then adapt it into a different type of text. They should be creative in their interpretation of texts. The following are some examples:

    • Turn an instruction leaflet into a poem.
    • Convert a newspaper article into a short play.
    • Turn a recipe into a newspaper article.

You may wish to ask young people to describe what makes them want to listen to/ read a text initially. Is it the subject matter, a trusted author/ vlogger/ commentator, or perhaps graphics, layout, colour? Can they provide reasons for their choices?

In the opinion of young people, what keeps a reader/ listener engaged? What might motivate them to keep reading/ listening, if a text is challenging? What might be the rewards for continuing to persevere? Can young people identify any negative impact from not reading/ listening to challenging texts?

Finally, ask them to create a guide, either spoken or written, which will motivate and inspire another young person to read texts in Gaelic.

Extension activity

Young people could read aloud both the original text and then their adapted text. They could perform both in a style that they believe is appropriate to the context. They could present this digitally.

National Benchmarks

Literacy and Gàidhlig:

Third level

  • Reads unfamiliar texts with fluency and expression using appropriate pace and tone, demonstrating understanding.
  • Applies knowledge of language, such as, context clues, word roots, grammar, punctuation, sentence and text structures to read a range of unfamiliar texts with understanding.
  • Applies a range of reading strategies to engage with and interrogate texts for example, skimming, scanning, predicting, clarifying, summarising and analysing.
  • Selects and uses resources and strategies to check and monitor understanding of unfamiliar specialist and more complex vocabulary.

Fourth level

  • Reads with fluency, understanding and expression across a wide range of texts across other areas of the curriculum.
  • Applies knowledge of language such as word roots, grammar, punctuation, tone, sentence and text structures to read appropriately challenging texts with understanding.
  • Applies a range of strategies to engage with and interrogate texts, for example, skimming, scanning, predicting, clarifying, summarising, analysing and annotating.

Possible approach to assessing learning

Questioning is a key part of good dialogue between practitioner and learner. Allow young people the opportunity to demonstrate their learning and provide feedback.

The following questions may be useful in supporting you to assess and celebrate young people’s progress:

  • How skilfully have the young people captured the main content of the text?
  • How well have they adapted this into a different mode of writing?