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PDST - Primary Language Curriculum eBulletin 1

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eBulletin 2 - Writing to Socialise / Writing for Real

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PDST - Primary Language Curriculum eBulletin 3

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e-Bulletin 3: Response and Author's Intent

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e-Bulletin 3: Response and Author's Intent

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This e-bulletin explores Learning Outcome 8, Response and Author's Intent in both reading and writing agus Toradh Foghlama 8 Freagairt agus Intinn an Údair i dtaobh na léitheoireachta agus na scríbhneoireachta. The concepts, skills and dispositions that children require to share opinions and interpretations on the meaning of texts are developed in this learning outcome. Furthermore, it addresses the need for children to critically reflect on their own intent as authors and the influence of authors on text sa Bhéarla agus sa Ghaeilge.

It is important to remember that "Text includes all products of language use: oral, gesture, sign, written, Braille, visual, tactile, electronic and digital" (PLC, 2019, p.20 and 59). This e-bulletin includes a variety of text types that teachers can consider when focusing on Learning Outcome 8 agus Toradh Foghlama 8. These texts include visual, print, multi-modal and digital texts i nGaeilge agus i mBéarla.

The suggested tasks support an inclusive learning environment and provide opportunities for children to meaningfully access the learning outcome in order to reach their full potential. Teachers can choose the explicit focus of the learning outcome based on the needs, strengths, interests and abilities of the children in the class. Freastalaíonn an e-bulletin seo ar chur chun cinn an Bhéarla agus na Gaeilge le páistí bunscoile.

Learning Outcome 8. Response and Author's Intent

Tortha Foghlama 8. Freagairt agus Intinn an Údair
Reading: Learning Outcome 8 and Progression Continuum Léitheoireacht: Toradh Foghlama 8 agus Contanaim Dul chun Cinn Writing: Learning Outcome 8 and Progression Continuum Scríbhneoireacht: Toradh Foghlama 8 agus Contanaim Dul chun Cinn
Below you will find a series of task cards which contain suggestions for learning experiences that relate to Learning Outcome 8: Response and Author's Intent/Toradh Foghlama 8: Freagairt agus Intinn an Údair. We would encourage you to download these cards, use them flexibly and adapt them to suit the needs and interests of your class.

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PDST - Primary Language Curriculum eBulletin 1

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This e-Bulletin will focus on Writing, Learning Outcome 4 - Spelling and Word Study / Scríbhneoireacht, Toradh Foghlama 4 - Litriú agus Staidéar ar Fhocail. We will outline some resources and playful and engaging learning experiences which may be useful when supporting children developing these outcomes.

Spelling is a learned skill and it can and should be explicitly taught. It is only by looking at the types of words students get wrong and errors they make, can one decide how to tailor appropriate spelling instruction (Joshi, 2003; Masterson and Apel, 2000). Words that present a learning opportunity, words that a child reads and writes frequently, commonly misspelt words, high frequency or high interest words and personal words can all form part of a child's spelling programme.

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e-Bulletin 5: Fluency and Self-Correction

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e-Bulletin 5: Fluency and Self-Correction

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References

Cecil, N. L. (2007). Focus on Fluency. New York: Routledge

Doherty, U. (2012), (2017) Focus on Fluency. Curriculum Development Unit, Mary Immaculate College, Limerick.

Florian, L., & Spratt, J. (2013). Enacting inclusion: a framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119e135

Graves, M.F. 2016. The Vocabulary Book: Learning and Instruction. New York: Teachers College Press.

Graves, M. F., & Watts-Taffe, S. M. 2002. The place of word consciousness in a research-based vocabulary program. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (3rd ed., pp. 140-165). Newark, DE: IRA.

Iwasaki, B. Rasinski, T. Yildirim, K. Ximmerman, B. (2013) Let's Bring Back The Magic Of Song For Teaching Reading. The Reading Teacher. 67. 137-141.. DOt10.1002/TRTR.1203

Mandel Morrow, L. Gambrell, L. (2019) Best Practices in Literacy Instruction, Sixth Edition, Guilford Press

Rasinski, T. V. (2012). Why reading fluency should be hot. The Reading Teacher, 65(8), 516-522

Rasinski, T. Padak, N. (2008) From Phonics to Fluency. Effective teaching of decoding and reading fluency in the elementary school. Pearson education.

Rasinski, T.V. (2006). Reading fluency instruction: Moving beyond accuracy, automaticity, and prosody. International Reading Association, 59(7), 704-706.

Rasinski, T. (2004). Creating fluent readers. Educational Leadership, 61, 46-51.

Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instr Sci 18, 119-144.

Young , C. Rasinski, T. (2017) Tiered Fluency Instruction: Supporting Diverse Learners in grades 2-5, North Mankato MN: MaupinHouse Publishers.

Young, C. (2009) Implementing Readers Theatre as an Approach to Classroom Fluency Instruction. In The Reading Teacher. September 2009. Accessed https://researchgate.net/publication/250054377

Vasinda, Sheri & Mcleod, Julie. (2011). Extending Readers Theatre: A Powerful and Purposeful Match With Podcasting. The Reading Teacher. 64. 486 - 497. 10.1598/RT.64.7.2.

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PDST - Primary Language Curriculum: e-Bulletin 5, Learning Outcome 10. Fluency & Self Correction

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e-Bulletin 6: Requests, Questions and Interactions

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e-Bulletin 6: Requests, Questions and Interactions

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e-bulletin 6 - Requests, Questions and Interactions

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References

Beck, I.L., McKeown, M.G., and Kucan, L. (2013). Bringing Words to Life: Robust Vocabulary Instruction (Second Edition). New York: The Guilford Press.

Graves, M. F., & Watts-Taffe, S. M. (2002). The place of word consciousness in a research-based vocabulary program. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (3rd ed., pp. 140-165). Newark, DE.

Zipke, M. (2008, October). Teaching Metalinguistic Awareness and Reading Comprehension With Riddles. The Reading Teacher, 62(2), 128-137. doi: 10.1598/RT.62.2.4

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e-Bulletin 8: Playful and Creative Use of Language

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e-Bulletin 8: Playful and Creative Use of Language

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This eBulletin explores Learning Outcome 10, Playful and Creative Use of Language in Oral Language, agus Toradh Foghlama 10 Teanga a Úsáid go Spraíúil agus go Cruthaitheach maidir le Teanga ó Bhéal. "Play makes a major contribution to literacy in the opportunities it provides for the development of the children's oral language, which is an important contributor to developing overall literacy" (PLC, 2019, p. 46). Explicit teaching of the aesthetic and creative aspects of language helps all children in our classrooms to appreciate and use language playfully in their own conversations, texts and across other languages. The progression continua for this learning outcome is particularly helpful as it explicitly names the aural and figurative features that can support us in our teaching. This is a fun and enjoyable learning outcome for all classes to explore.

Tá aistriú scileanna le feiceáil go soiléir sa toradh foghlama seo. Baineann páistí an-taitneamh as teanga a úsáid go spraíúil, pé teanga atá á labhairt acu. Cuidíonn sé leo a dteanga labhartha féin a fhorbairt agus teangacha eile a fhorbairt chomh maith. Freastalaíonn na tascanna thíos ar chur chun cinn an Bhéarla agus na Gaeilge le páistí bunscoile agus is féidir iad a chur in oiriúint do pháistí le cumais éagsúla.

Oral Language Learning Outcome 10: Playful and Creative Use of Language

Oral language Learning Outcome 10 and Progression Continuum

Teanga ó Bhéal Toradh Foghlama 10: Teanga a Úsáid go Spraíúil agus go Cruthaitheach

Teanga ó Bhéal Toradh Foghlama 10 agus Contanam dul Chun Cinn

Below you will find a series of task cards which provide suggestions for learning experiences to bring Learning Outcome 10: Playful and Creative Use of Language/Toradh Foghlama 10: Teanga a Úsáid go Spraíúil agus go Cruthaitheach to life. We would encourage you to download these cards, use them flexibly and adapt them to suit the strengths, abilities, needs and interests of your class.

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PDST- eBulletin 8 - Primary Language Curriculum

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References

Beck, I.L., McKeown, M.G., and Kucan, L. (2013). Bringing Words to Life: Robust Vocabulary Instruction (Second Edition). New York: The Guilford Press.

Graves, M. F., Schneider, S., & Ringstaff, C. (2018). Empowering students with word‐learning strategies: Teach a child to fish. The Reading Teacher, 71(5), 533-543. doi:10.1002/trtr.2018.71.

Graves, M. F., & Watts-Taffe, S. M. (2002). The place of word consciousness in a research-based vocabulary program. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (3rd ed., pp. 140-165). Newark, DE.

Lysaght, Z., Scully, D., Murchan, D., O'Leary, M. and Shiel, G. (2019) Aligning Assessment, Learning and Teaching in Curricular Reform and Implementation. CARPE Dublin City University, Trinity College Dublin, Educational Research Centre. (Research Commissioned by the National Council for Curriculum and Assessment)

National Council for Curriculum and Assessment (2007) Assessment in the Primary School Curriculum: Guidelines for schools, Dublin.

Richek, M. (2005). Words Are Wonderful: Interactive, Time-Efficient Strategies to Teach Meaning Vocabulary. The Reading Teacher, 58(5), 414-423. doi: 10.1598/RT.58.5.1

Wright, T. S., & Cervetti, G. N. (2017). A systematic review of the research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly, 52, 203-226. doi:10.1002/rrq.163

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Why Choice?

Fáilte romhaibh! We're delighted you chose to explore choice with us today!

We make infinite choices throughout our lives. You just chose to click on this e-Bulletin! Was it a conscious choice? How often do we stop and dig beneath the surface of our choices?

Choice is often highlighted as being important in educational settings. But why is this the case? How does it impact on the learner and the teacher? Does it really matter all that much?

According to research, choice is one of the most powerful ways to foster intrinsic motivation. It gives us more autonomy andallows us to tailor experiences to our unique preferences.

By its very nature, choice allows for natural differentiation and facilitates inclusion. In order to be an effective vehicle for motivation, we must take certain factors into consideration. What is the purpose of the choice? Have the learners, the intended learning and context been factored in? In the absence of these, choice may not have the desired impact.

In order for choice to be motivating it has to be based on a careful match between the various options and the children's needs, interests, goals, abilities, and cultural background. In addition, considerable attention should be paid to the context and manner in which the choice is provided (Assor & Katz, 2007).

Choice can be liberating but it can also be overwhelming (the tyranny of choice!) For this reason, it is important to be balanced in our approach to the provision of choice in the classroom. Sometimes no choice is the right option. We can feel autonomous when there are no choices if we value the task or have an interest in it.

Alternatively, too much choice can bring on feelings of anxiety or even paralysis. Expectations can escalate if there is a lot of choice. Imagined alternatives can induce disappointment, regret and take from the satisfaction of the decision made. How you ever found yourself scrolling through the endless options on Netflix? How did it make you feel? How did you make your decision?

When people are confronted with too many choices or believe the selection process is too complex, they opt for an easier choice method such as choosing a default, choosing randomly, choosing not to choose, or letting someone else choose for them (Parker, 2017).

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Fostering a Culture of Writing in the Classroom

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Fostering a Culture of Writing in the Classroom

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Five Components of Effective Oral Language Instruction

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Five Components of Effective Oral Language Instruction

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What is Disciplinary Literacy?

Disciplinary literacy refers to the idea that we should teach the specialised ways of reading, understanding, and thinking used in each academic discipline, such as science, history, or literature. Each field has its own ways of using text to create and communicate meaning. Accordingly, as children advance through school, literacy instruction should shift from general literacy strategies to the more specific or specialised ones from each discipline. (Shanahan & Shanahan 2014)

How does it relate to integration?

Disciplinary Literacy is integration, but integration in a way that foregrounds key skills/ideas in the other subjects. Where literacy is put to use in service of the other subject (rather than the other way around).

Integration gives children's learning a broader and richer perspective, emphasises the interconnectedness of knowledge and ideas and reinforces the learning process' (Introduction to the Primary Curriculum '99, pg 24)

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PDST - Primary Language Curriculum eBulletin 13

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Reading: Learning Outcome 4: Phonological and Phonemic Awareness

Léitheoireacht:Toradh Foghlama: Feasacht Fhóineolaíoch agus Fhóinéimeach

What is Phonological Awareness?

Phonological awareness is the ability to listen to, recognise, and manipulate the sounds of spoken language.

"It is an umbrella term that includes an awareness of words within a sentence, syllabic awareness, an understanding of onset and rime, and phonemic awareness" (NCCA, 2015).

"Phonological Awareness differs from phonics because it is based on the sounds that we hear rather than the letters on a page" (NCCA, 2015 p.1).

"Phonological and phonemic awareness must be explicitly and systematically taught in the early years of school"(Kennedy et al. 2023, p.207).

Phonological Awareness Continuum

"Phonological Awareness can be placed on a development continuum, beginning with basic listening skills and progressing through an ability to identify rhyme and alliteration and to distinguish words within sentences. The continuum extends to include an awareness of syllables within words and onset and rime within words, until children are able to manipulate individual phonemes within words" (NCCA 2015, p.1).

While the continuum represents the developmental sequence for phonological awareness instruction. It is not essential that mastery be achieved at one level of phonological awareness before progressing to the next level. Rather than seeing these progression steps as discrete and linear, skills can be developed across a number of steps simultaneously. In other words, when a child has developed some skill at one level, it is appropriate to work at another level. A teacher can work from sentence level up to phoneme level in one lesson, if appropriate.

Below are task cards which detail learning expereinces that could be used for each step of the continuum, both in English and Gaeilge.

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PDST - Primary Language Curriculum eBulletin 13

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Guiding Comprehension - Teaching for Meaning

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Guiding Comprehension - Teaching for Meaning

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Guiding Comprehension - Teaching for Meaning 1

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Literacy Development in the Primary Classroom

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Literacy Development in the Primary Classroom

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Literacy Development in the Primary Classroom