Last Updated: Thursday, January 14, 2021

Caractaran a’ bruidhinn - early level

What is this?

Tha an gnìomh seo air a dhealbh gus sgilean còmhraidh na cloinne sa Ghàidhlig a leasachadh. Ann a bhith a’ dèanamh seo, bidh a’ chlann a’ sgrùdadh charactaran ann an raon de theacsaichean tro mheadhan na Gaidhlig. Tha a’ Chomhairle air Foghlam Gàidhlig a’ toirt mìneachadh air cleachdadh mhodhan-obrach làn-bhogaidh. 

Is urrainn dhut an gnìomh seo a chleachdadh no a leasachadh airson a chleachdadh san t-suidheachadh agad, no airson clann a tha ag ionnsachadh aig an taigh. Tha e stèidhichte air eòlasan agus builean tràth-ìre. An uair a bhios tu a’ deilbheadh ghnìomhan ionnsachaidh, beachdaich air an raon de luchd-ionnsachaidh thar an t-suidheachaidh agad agus na suidheachaidhean fa leth a tha aca.

Tha an gnìomh ionnsachaidh seo a’ toirt taic do phàrantan/luchd-cùraim agus clann com-pàirteachadh ann an gnìomh taobh a-muigh na sgoile gus taic a thoirt do fhileantas sa Ghàidhlig. Mur eil pàrantan/luchd-cùraim comasach air a’ Ghàidhlig a bhruidhinn, tha clann air am misneachadh budaidh a bhruidhneas a’ Ghaidhlig a bhith aca.

Eòlasan agus Builean CfE: Tràth-ìre

  • Is toigh leam a bhith a’ feuchainn a-mach thachartasan agus charactaran ann an sgeulachdan agus theacsaichean eile, ag innse mo bheachdan ann an diofar dhòighean. (LIT 0-01c)
  • Fhad ’s a tha mi ag èisteachd agus a’ bruidhinn ann an diofar shuidheachaidhean, tha mi ag ionnsachadh mo ‘thuras’ fhìn a ghabhail, agus tha mi a’ tuigsinn nas fheàrr cuin as còir dhomh bruidhinn agus cuin as còir dhomh èisteachd. (LIT 0-02a / GAI 0-03a)
  • Is toigh leam a bhith a’ rannsachadh thachartasan agus charactaran ann an sgeulachdan agus theacsaichean eile, ag innse mo smuaintean ann an dòighean eadar-dhealaichte. (LIT 0-19a)

Adhbhar a’ ghnìomha

Tha clann air am misneachadh a bhith a’ sgrùdadh agus a’ bruidhinn mu charactaran ann an sgeulachdan agus teacsaichean eile ann an dòighean diofraichte.

Gnìomh ionnsachaidh

Bruidhinn ris a’ chloinn mu na leabhraichean agus na sgeulachdan as fheàrr leotha. Thoir cuireadh dhaibh a bhith ag innse an adhbharan airson a bhith cho dèidheil air leabhraichean agus sgeulachdan sònraichte.

Dèan conaltradh ris a’ chloinn mu chuid de na daoine no na beathaichean sna sgeulachdan as fheàrr leotha. Ma tha e iomchaidh, dh’fhaodadh tu a bhith airson an teirm caractar a sgrùdadh.

Misnich a’ chlann a bhith a’ coimhead air cuid de leabhraichean air a bheilear eòlach còmhla ri cuideigin aig an taigh. Bu chòir dhaibh bruidhinn mu na caractaran sna deilbh. Bu chòir dhan chloinn a bhith air am misneachadh a bhith ag èisteachd agus a’ cur ris a’ chonaltradh ann an dòigh iomchaidh.

Is dòcha gum bi thu airson cuid de cheistean a chleachdadh airson taic a chur ris a’ chonaltradh:

  • Cò ris a tha an caractar coltach?
  • Ciamar a tha thu a’ faireachdainn mun deidhinn?
  • Dè a tha a’ tachairt dhan charactar san sgeulachd?
  • An dùil dè an seòrsa fuaim a bhios an caractar a’ dèanamh?

Dh’fhaodadh tu a’ chlann a mhisneachadh gu bhith a’ dèanamh nan caractaran sgeulachd aca fhèin a’ cleachdadh nithean no stuthan ealain a tha aca aig an taigh. Mar a bhios iad a’ dèanamh seo cleachd modhan-obrach làn-bhogaidh èifeachdach.

Dh’fhaodadh iad na cruthachaidhean aca fhèin a chleachdadh gus an sgeulachd ath-innse agus is dòcha nan nithean a thachras do na caractaran atharrachadh, no sgeulachd ùr a chruthachadh iad fhèin. Fhad ’s a bhios a’ chlann a’ dèanamh seo, bu chòir do neach a tha fileanta sa Ghàidhlig a bhith gu mothachail ag ath-aithris sa Ghàidhlig facail agus abairtean sam bith a thèid a ràdh sa Bheurla. Ann a bhith a’ planadh ghnìomhan sam bith eile, bidh co-theacsan a bharrachd ann airson clann a bhith a’ daingneachadh cànan ùr Gàidhlig.

Gnìomh leudachaidh

Dh’fhaodadh clann actadh a-mach cuid de na caractaran bho na leabhraichean, prògraman telebhisein no filmichean as fheàrr leotha gus an tomhaiseadh cuideigin aig an taigh cò a bh’ ann. Dh’fhaodadh iad an guth agus an gnìomhan a chleachdadh gus cuideachadh le bhith a’ toirt a’ charactair beò. Is e cothrom a bharrachd a tha seo airson a bhith a’ cleachdadh mhodhan-obrach làn-bhogaidh èifeachdach.

Slatan-tomhais Nàiseanta

Faodaidh na slatan-tomhais a leanas a bhith air an cleachdadh le luchd-cleachdaidh gus taic a thoirt do bhreith phroifeiseanta de choileanadh ìre, aig tràth-ìre:

  • Conaltradh le caractaran agus thachartasan ann an sgeulachdan, òrain, cluich-riochd is teacsaichean ann an diofar dhòighean, mar eisimpleir, a’ cleachdadh ath-achdachadh agus/no cleachdadh phupaidean/cuimhneachan
  • Dèanamh oidhirp air turas mu seach a ghabhail nuair a tha iad ag èisteachd agus a’ labhairt ann am measgachadh de cho-theacsaichea
  • Dèanamh oidhirp air cànan bodhaig iomchaidh a chleachdadh ann an èisteachd ri càch, mar eisimpleir, glacadh sùla.
  • Èisteachd ris a’ Ghàidhlig a tha ga modaileadh le inbhich airson mionaideachd agus leasachadh, agus ag ath-aithris na chaidh a ràdh.
  • Deasbad charactaran agus thachartasan a tha buntainneach don teacsa.
  • Roinn smuaintean agus fhaireachdainnean mu sgeulachdan is theacsaichean eile ann an diofar dhòighean.
  • Ceangal fiosrachaidh agus bheachdan bho theacsa ri eòlasan pearsanta.

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

Cuidichidh a bhith a’ faighinn eisimpleirean de dh’ionnsachadh aig an taigh bho chlann sibh a bhith a’ tuigsinn mar a tha iad a’ rianachd nan obraichean a tha sibh air a shuidheachadh agus beagan fios air ais a thoirt seachad. Cleachd ceasnachadh gus tuigse a dhearbhadh. Cleachd modhan-obrach Gàidhlig gus taic a thoirt do chlann an uair a bhios iad a’ freagairt cheistean agus a’ gabhail pàirt sa ghnìomh.

A’ cleachdadh nam modhan-obrach a bhios an suidheachadh agad a’ cleachdadh airson a’ conaltradh ri pàrantan, is dòcha gum bi cuid de na leanas feumail ann a bhith a’ toirt taic dhut a’ measadh agus a’ comharrachadh adhartas na cloinne:

  • Dè an ìre ’s gu bheil an leanabh a’ cur an cèill an smuaintean agus am faireachdainnean mu charactaran ann an teacsa?
  • Dè an ìre ’s gu bheil iad a’ dol an sàs sa chonaltradh agus a’ cur ris gu h-iomchaidh?
  • Dè cho math ’s a tha iad a’ dol an sàs leis an teacsa le bhith ag ath-innse no ag ath-actadh an sgeulachd?

Iarr air a’ chloinn mion-fhiosrachadh a thoirt sa Ghàidhlig.

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

---------------------------------------

Talking characters

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

  • I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways. LIT 0-01c
  • As I listen and talk in different situations, I am learning to take turns and am developing my awareness of when to talk and when to listen. LIT 0-02a / GAI 0-03a
  • I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways. LIT 0-19a

Purpose of the activity

Children are encouraged to explore and talk about characters in stories and other texts in different ways.

Learning activity

Talk to children about their favourite books and stories. Invite children’s reasons for particular books and stories being their favourites.

Discuss with children some of the people or animals in their favourite stories. If appropriate, you may wish to explore the term character.

Encourage children to look at some familiar books with someone at home. This may be a Gaelic buddy. They should discuss the characters in the illustrations. Children should be encouraged to listen and contribute to the discussion appropriately.

You may wish to use some questions to support the discussion:

  • What does the character look like?
  • How do you feel about them?
  • What happens to the character in the story?
  • How do you think the character might sound?

You could encourage children to make their own story characters using some objects or art materials they have at home. As they do this model effective total immersion approaches.

They could use their creations to re-tell the story and perhaps change what happens to the characters, or create a new story of their own. As children do this, a fluent speaker should sensitively repeat in Gaelic any English words and phrases that are used. In planning further activities, consider further contexts for children to consolidate new Gaelic language.

Extension activity

Children could act out some characters from their favourite books, television programmes or films for someone at home to guess. They could use their voice and actions to help bring the character to life. This is a further opportunity for modelling effective total immersion approaches.

National Benchmarks

The following benchmarks can be used by practitioners to support professional judgement of achievement of a level, at early level:

  • Engages with characters and events in stories, songs, role-play and texts in different ways, for example, using re-enacting and/or using puppets/prompts.
  • Makes an attempt to take turns when listening and talking
    in a variety of contexts.
  • Makes an attempt to use appropriate body language when listening to others, for example, eye contact.
  • Contributes to discussions about events, characters and ideas relevant to the text.
  • Retells a story in a logical sequence using Gaelic words and phrases as well as mime and role-play to aid learners’ developing language.
  • Shares thoughts and feelings about stories and other texts in different ways.

Possible approach to assessing learning

Receiving examples of learning at home from children will help you understand how they are managing the tasks you have set and provide some feedback. Use questioning to check for understanding. Model Gaelic language to support children as they answer questions and take part in the activity.

Using whichever approaches your setting uses to communicate with parents, some of the following may be useful in supporting you to assess and celebrate children’s progress:

  • To what extent does the child express their thoughts and feelings about characters in a text?
  • To what extent do they engage in the discussion and contribute appropriately?
  • How well do they engage with the text by retelling or re-enacting the story?

Ask children to give detail in Gaelic.

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