Eòlasan agus Builean CfE: An dàrna 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)
- 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)
- Is toigh leam a bhith a’ cruthachadh mo theacsaichean fhìn agus bidh mi gu tric a’ taghadh cuspair, adhbhar, cruth agus goireasan a fhreagras air feuman mo luchd-amais. (LIT 1-20a / LIT 2-20a)
Adhbhar a’ ghnìomha
Gus clann a bhrosnachadh a bhith a’ leughadh barrachd is barrachd de theacsaichean ùra air nach eil iad eòlach. Bidh seo a’ leudachadh an tuigse air teacsaichean agus ùghdaran agus dh’fhaodadh seo na sgilean leughaidh aca a leasachadh sa Ghàidhlig.
Le bhith a’ clàradh airson Dùbhlan Leughaidh a’ Phrìomh Mhinisteir gheibh thu cothrom air raon de ghoireasan gus leughadh a bhrosnachadh airson tlachd, a’ toirt a-steach ceadan-siubhail buidhne didseatach/clàran leughaidh.
Gnìomh ionnsachaidh
Anns a’ ghnìomhachd seo, bidh clann a’ cruthachadh log leughaidh gus an àireamh agus na diofar sheòrsaichean de theacsaichean a tha iad a’ leughadh a chomharrachadh. Tha a bhith a’ brosnachadh clann gu bhith a’ leughadh diofar theacsaichean goirid is leudaichte a’ toirt roghainn dhaibh agus a’ meudachadh tlachd leughaidh. Dh’fhaodadh an gnìomh seo a bhith ann an cruth dùbhlain far a bheil, mar eisimpleir, clann a’ faighinn theisteanasan umha, airgid agus òir stèidhichte air an àireimh agus an raon de theacsaichean a leugh iad. Ghabhadh a’ ghnìomhachd seo a chumail a’ dol thar ùine.
Tha cruinneachadh de sgeulachdan ann airson daoine òga a bhith a’ leughadh, ag èisteachd riutha agus/no a’ coimhead, rim faighinn aig:
- Mìnich don chloinn gu bheil iad a’ dol a chruthachadh log den leughadh aca ann an Gàidhlig. Brosnaich a’ chlann gu bhith cruthachail: dh’fhaodadh seo a bhith ann an dòigh sam bith a tha iad ag iarraidh, mar eisimpleir postair, leabhran, cead-siubhail no cruth dealanach.
- Iarr air a’ chloinn beachdachadh air na diofar theacsaichean a tha rim faighinn sa Ghàidhlig airson leughadh. Is dòcha gum bi iad airson coimhead timcheall an taighe aca agus toirt fa-near am measgachadh de theacsaichean a tha rim faighinn.
- Ma tha thu airson an gnìomh seo a shuidheachadh mar dhùbhlan, aontaich leis a’ chloinn na slatan-tomhais airson an dùbhlain. Mar eisimpleir, gheibhear aon rionnag airson a bhith a’ leughadh teacsa eòlach agus dà rionnag airson teacsa air nach eil iad eòlach a leughadh.
- Mus cruthaicheadh iad an log leughaidh aca, bhiodh e feumail sgrùdadh a dhèanamh le clann air na diofar theacsaichean, gach cuid ficsean agus neo-fhicsean, a tha rim faighinn.
- Cruthaich leis a’ chloinn liosta de bheachdan no cinn/notaichean a dh’fhaodadh iad a chlàradh mun leughadh aca. Faodaidh na beachdan a bhith mu:
- seòrsa teacsa
- adhbhar
- cruth
- prìomh smuaintean san teacsa
- dealbhan no grafaigean
- ciamar a tha e a’ còrdadh riutha le beachdan na chois.
- Cruthaich gnìomh airson clann gus an log leughaidh aca a chruthachadh. Bu chòir do chloinn na seòrsaichean theacsaichean air a bheil iad eòlach agus nach eil iad eòlach a chomharrachadh.
- Iarr air a’ chloinn smaoineachadh mu na teacsaichean a shaoileas iad a bhios duilich, agus an fheadhainn a bhios furasta dhaibh a leughadh agus a thuigsinn.
- Dh’fhaodadh a’ chlann a-nis dealbhadh dè na seòrsaichean teacsa a tha iad a’ dol a leughadh an toiseach agus amas seachdaineil a thoirt dhaibh fhèin.
- Mar a bhios clann a’ leughadh barrachd is barrachd theacsaichean, faodaidh iad an log a lìonadh lem beachdan agus notaichean.
- Airson dùbhlan a bharrachd, dh’fhaodadh clann dùbhlain seachdaineil a stèidheachadh airson an caraidean no an teaghlach.
Gnìomhachd leudachaidh
Ma tha a’ chlann fhathast dealasach, iarr orra aon sgeulachd no leabhar a chòrd riutha a thaghadh. Iarr orra beachdachadh air crìoch eile agus ro-innse a dhèanamh air na dh’fhaodadh tachairt. Dh’fhaodadh iad na beachdan aca a cho-roinn le sgoilear eile.
Slatan-tomhais Nàiseanta
Litearrachd agus Gàidhlig:
- Taghadh theacsaichean gu cunbhalach airson raon de dh’adhbharan a’ gabhail a-steach airson tlachd no gus fiosrachadh a lorg airson adhbhar sònraichte.
- Mìneachadh roghainnean theacsaichean, ùghdaran no stòran àraidh, le taic mion-fhiosrachaidh a tha a’ tabhann freagairt phearsanta.
- Cleachdadh eòlais air tuairmsean susbaint, gràmair, puingeachadh agus dealbh-chruth còmhla ri ro-innleachdan leughaidh, gus teacsaichean neo-aithnichte a leughadh le tuigse.
- Sgrìobhadh gu cunbhalach do raon de dh’adhbharan agus luchd-èisteachd, a’ taghadh gnè, cruth, structar agus stoidhle fhreagarrach.
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.
Ma bhios e comasach, dh’fhaodadh clann na logaichean leughaidh aca a cho-roinn le daoine eile agus dùbhlan a thoirt do an caraidean no an teaghlach. Bu chòir do chloinn an obair aca a chlàradh san iris ionnsachaidh air-loidhne aca, no àite ionnsachaidh air-loidhne air Google classroom no Microsoft Teams. Bheir seo an cothrom dhut do bheachdan agus na h-ath cheumannan innse.
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Create a reading log in Gaelic
Curriculum for Excellence (CfE) experiences and outcomes: Second 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)
- 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 enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience. (LIT 1-20a / LIT 2-20a)
Purpose of the activity
To encourage children to read an increasing number of new and unfamiliar texts. This broadens their understanding of texts and authors and may improve their reading skills in Gaelic.
Registering for the First Minister’s Reading Challenge will give you access to a range of resources to promote reading for enjoyment, including digital group passports/reading records.
Learning activity
In this activity, children create a reading log to note the number and different types of texts they are reading. Encouraging children to read a variety of short and extended texts provides them with choice and increases reading enjoyment. This activity could take the form of a challenge where, for example, children achieve bronze, silver and gold certificates based on the number and range of texts they read. This activity could be continued over a period of time.
There is a collection of stories for children to read, listen to and/or watch available at:
Using whichever method you use to share learning at home activities with the children in your class, consider the following:
- Explain to the children that they are going to create a reading log in Gaelic. Encourage the children to be creative, this could be any format they wish, for example a poster, booklet, passport or electronic format.
- Ask the children to consider the variety of texts that are available in Gaelic for reading. They may want to look around their home and note the variety of texts that are available.
- If you choose to set this task as a challenge, agree with the children the criteria for the challenge. For example, reading a familiar text is one star and reading an unfamiliar text is two stars.
- Prior to creating their reading log, it would be useful to explore with the children the variety of texts, both fiction and non-fiction, available to them.
- Generate with the children a list of comments or headings/notes that they could record about their reading. Possible comments could be:
- type of text
- purpose
- format
- main ideas
- illustrations or graphics
- their preference or rating of this text with accompanying comments.
- Set the task for children to create their reading record and identify the types of texts with which they are familiar, and those they are not.
- Ask them to think about the texts they will consider as challenging and those they will find easy to read and understand.
- The children could now plan what types of texts they are going to read first and set themselves a weekly goal.
- As children read an increasing variety of texts, they can populate their record using their comments and notes.
- For additional challenge, children could set weekly challenges for their friends or family.
Extension activity
If children’s enthusiasm continues, ask them to select one story or book they particularly enjoyed. Invite them to consider an alternative ending and make predictions about what might happen next. They could share their ideas with a peer.
National Benchmarks
Literacy and Gàidhlig:
- Selects texts regularly for enjoyment, or to find information for a specific purpose.
- Explains preferences for particular texts, authors or sources, with supporting detail that offers a personal response.
- Uses knowledge of context clues, grammar, punctuation and layout along with reading strategies, to read unfamiliar texts
with understanding. - Writes regularly for a range of purposes and audiences selecting appropriate genre, form, structure and style.
Possible approach to assessing learning
Questioning is a key part of good dialogue between practitioner and learner.
Allow children the opportunity to demonstrate their learning and provide feedback.
If possible, children could share their reading logs with others and set a challenge for their friends or family. Some children may want to upload their reading logs onto their online learning journal, or online learning space on Google classroom or Microsoft Teams. This will give you the opportunity to provide feedback and next steps.