Eòlasan agus Builean CfE: An trìtheamh agus an ceathramh 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 ’s urrainn dhomh innse cho math ’s a tha iad a’ freagairt air m’ fheuman agus na bha mi a’ sùileachadh bhuapa, agus adhbharan a thoirt seachad, le eisimpleirean, airson mo fhreagairt phearsanta.
Is urrainn dhomh goireasan a lorg airson mo raon leughaidh a leudachadh. (LIT 3-11a) - Bidh mi tric a’ taghadh agus a’ leughadh, ag èisteachd ri no a’ coimhead theacsaichean a tha a’ còrdadh rium agus a tha inntinneach dhomh, agus ’s urrainn dhomh innse cho math ’s a tha iad a’ freagairt air m’ fheuman agus air na bha mi a’ sùileachadh bhuapa, agus adhbharan a thoirt seachad, le eisimpleirean, airson mo fhreagairt phearsanta.
S urrainn dhomh goireasan a lorg gu neo-eisimeileach gus mo raon leughaidh a leudachadh. (LIT 4-11a)
Adhbhar a’ ghnìomha
Tha an gnìomh seo air a dhealbh gus taic a thoirt do dhaoine òga a bhith a’ leughadh anns a’ Ghàidhlig agus gam brosnachadh gus teacsaichean a tha a’ sìor fhàs nas dùbhlanaich a leughadh.
Bu chòir dhut a’ ghnìomhachd a leasachadh stèidhichte air feumalachdan nan daoine òga agus beachdachadh air eòlas sam bith a bh’ aca roimhe a thaobh theacsaichean.
Tha cruinneachadh de sgeulachdan ann airson daoine òga a bhith a’ leughadh, ag èisteachd riutha agus/no a’ coimhead, rim faighinn aig:
Gnìomh ionnsachaidh
- 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 orra 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, a’ togail air na tha gu h-àrd, 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. Is dòcha gum bi an sgoilear seo ain-deònach teacsaichean nas dùbhlanaich a leughadh.
Gnìomhachd leudachaidh
'Tha sgilean leughaidh deatamach airson a bhith nad shaoranach fiosraichte cunntachail’. A bheil na briathran seo ceart? Carson/ carson nach eil?
Slatan-tomhais Nàiseanta
Litearrachd agus Gàidhlig:
A rèir ìre leasachaidh neach òg agus an ionnsachadh ro-làimh, bidh iad ag obair a dh’ionnsaigh nan Slatan-tomhais seo, ro dheireadh na treas/ceathramh ìre.
Treas ìre
- Taghadh theacsaichean gu cunbhalach airson tlachd agus ùidh, a’ gabhail a-steach meadhanan Gàidhlig no stòran buntainneach eile airson smaoineachadh fhiosrachadh.
- Toirt freagairt phearsanta do theacsaichean le dearbhaidhean iomchaidh.
- Mìneachadh na h-ìre gu bheil teacsa no stòr a’ coileanadh fheumalachdan agus dhùilean le dearbhadh iomchaidh.
Ceathramh ìre
- Taghadh theacsaichean airson tlachd agus ùidh gu cunbhalach agus gu neo-eisimeileach, a’ gabhail a-steach meadhanan Gàidhlig no stòran buntainneach airson smaoineachadh fhiosrachadh.
- Toirt freagairt phearsanta do theacsaichean no mìneachadh cho math agus a tha teacsa no stòr a’ coileanadh fheumalachdan agus dhùilean, a’ dearbhadh agus a’ toirt fianais do bheachd le iomradh buntainneach air an teacsa.
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.
A’ cleachdadh dòighean na sgoile agad gus conaltradh le pàrantan, dh’fhaodadh cuid de na leanas do chuideachadh a’ measadh is a’ comharradh adhartas na cloinne:
Prìomh cheistean ri bheachdachadh nuair a thathar a’ measadh obair dhaoine òga agus a’ conaltradh riutha:
- Dè an ìre gu bheil e comasach do dhaoine òga innse dè a bhrosnaich iad gus a dhol an sàs ann an teacsa?
- An robh e comasach do dhaoine òga na h-adhbharan airson a bhith a’ dol an sàs ann an teacsa a mhìneachadh gu mionaideach, agus le measgachadh de bhriathrachas?
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Reading for enjoyment
Curriculum for Excellence (CfE) experiences and outcomes: Third and Fourth level
- I regularly select and read, listen to or watch texts for enjoyment and interest, and I can express how well they meet my needs and expectations and give reasons, with evidence, for my personal response. I can identify sources to develop the range of my reading. (LIT 3-11a)
- I regularly select and read texts for enjoyment and interest, and I can express how well they meet my needs and expectations and give reasons, with evidence, for my personal response. I can independently identify sources to develop the range of my reading. (LIT 4-11a)
Purpose of the activity
This activity is designed to support young people’s enjoyment of reading in Gaelic and encourage them to read increasingly challenging texts.
You should develop the activity based on the needs of your young people and consider any prior knowledge they have in relation to texts.
There is a collection of stories for young people to read, listen to and/or watch available at:
Learning activity
- 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, building on the above, ask them to create a guide, either spoken or written, which will motivate and inspire another young person to read texts in Gaelic. This classmate may be reluctant to read more challenging texts.
Extension activity
‘Reading skills are key to being a responsible informed citizen’. Is this statement accurate? Why/ why not?
National Benchmarks
Literacy and Gàidhlig:
Depending on a young person’s individual stage of development and their prior learning, they will be working towards these Benchmarks, by the end of third/fourth level.
Third level
- Selects texts regularly for enjoyment and interest including Gaelic media or other relevant sources to inform thinking.
- Gives a personal response to texts with appropriate justifications.
- Explains how well a text or source meets needs and expectations with appropriate justifications.
Fourth level
- Selects regularly and independently, texts for enjoyment and interest, including Gaelic media, or relevant sources to inform thinking.
- Gives a personal response to texts or explains how well a text or source meets needs and expectations, justifying and evidencing opinion with relevant reference to the text.
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.
Using whichever approaches your school uses to communicate with parents, some of the following may be useful in supporting you to assess and celebrate young people’s progress:
Key questions to consider when assessing young people’s work and engaging in dialogue with them:
- To what extent have young people been able to articulate what encouraged them to engage in a text?
- Have young people been able to explain the reasons why they engage with a text in detail, and with a variety of vocabulary?