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Supporting primary school teachers to develop vocabulary across all three strands of the Primary Language Curriculum

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Disciplinary Literacy - Art

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Wonder of Words Webinar

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Cluichí Clóis

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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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Create multi-modal texts

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Book Creator - Love Learning - Book Creator app

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Teachers love it. Students love it. Book Creator is the simplest, most inclusive way to create content 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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MediaWise

Media literacy resource

MediaWise is a FREE media literacy resource, designed by primary school teachers and industry experts, to help children make sense of the digital world and develop life-long media literacy skills. Teaching kids critical thinking skills will help them navigate media, marketing, and advertising.

With the MediaWise teaching pack, primary school children of all ages will:

Be able to explain what the media is,

Gain an understanding of advertising and targeting,

Understand persuasive text, celebrity endorsements and stereotypes,

Develop critical thinking skills to identify misleading content or misinformation,

Make more informed choices based on their evaluations of media messages.

This resource is fully available online, but limited print packs are available here.

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MediaWise - Primary schools education resource | safefood

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Find out how media works. MediaWise is packed with fun interactive activities that develop awareness and understanding of the media. For junior infants and senior infants. For first, second third, fourth, fifth and sixth classes.

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Complete list of Coláiste Lurgan’s song lyrics as Gaeilge with translations, videos and chords

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Preparation for Teaching and Learning - Frequently Asked Questions

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Preparation for Teaching and Learning - Frequently Asked Questions

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Teachers' approaches to Preparation for Teaching and Learning

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The Irish primary education system aims to provide a holistic education to enable children to live their lives to the full and to realise their potential as unique individuals.

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Talk to someone

Worried about something you have seen online or concerned about your child? Childline and the National Parents Council Primary offer free advice and support service.

Childline is a support service for young people up to the age of 18.There is a 24hr telephone, online and mobile phone texting service.

The National Parents Council Primary enables and empowers parents to be effective partners in their children's education.

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Webwise offer free information, advice and resources to help parents, teachers and students address internet safety issues.

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Epic School is free for educators and students with class code log in access from 7 am to 3 pm when school is physically in session!

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Free for educators! Give students unlimited in-class access to the best books & videos on Epic

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Projects, initiatives and planning

Oide Technology in Education is involved in a range of digital learning projects and initiatives. While much of the project activity focuses on the management of the Department of Education's portal for schools (Scoilnet) and its safer internet programme (Webwise), we also lead an array of practical and innovative digital learning projects, supporting participating schools and teachers, both in person and online. Oide Technology in Education is also a key player in innovative European projects on digital learning.

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Digital learning projects from Oide Technology in Education supporting participating schools and teachers.

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Progression Continua in PDF format.

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Support Materials - Relevant across all strands

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Support Materials - Relevant across all strands

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Support Materials - Ábhartha Trasna Snáithe go Léir

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Support Materials - Ábhartha Trasna Snáithe go Léir

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In this, the first of a series of e-Bulletins, we have outlined some resources and activities which may be used to enrich language learning experiences.

This e-Bulletin will have a focus on Oral Language, Learning Outcome 12. Description, Prediction and Reflection, with a particular emphasis on the skills and language of describing.

There is scope for these activities and resources to be used or adapted when addressing other Learning Outcomes. Some examples are included on the task cards below.

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PDST - Primary Language Curriculum eBulletin 1

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This e-Bulletin will have a focus on Writing, Learning Outcome 6 - Purpose Genre and Voice / Scríbhneoireacht, Toradh Foghlama 6 - Cuspóir, Seánra agus Guth. Choosing this outcome encourages children to write with a sense of purpose and audience, creating text for a wide variety of authentic purposes while demonstrating an understanding of the influence of audience on their work. In engaging with this outcome it is helpful to introduce writing in meaningful, authentic contexts that enable children to focus on questions such as 'What is my purpose for writing?' and 'Who is my audience?', rather than 'What will I write about?'

Writing to Socialise, is one example of a genre which encourages children to create text, in many forms, while exploring the specific language features associated with it and developing their individual voice. Texts used to socialise, help writers to maintain or enhance relationships with a real audience other than the teacher. These forms of writing can be formal or informal in tone depending on the relationship between the writer and the audience. Different text forms used to socialise include thank you notes, invitations, greetings, lists, messages, tweets, blogs, recipes, letters, emails, projects, posters, interviews and postcards. The languages in which children can write should also be considered, when children's home language is valued in school, using the home language can be a significant motivator for children. Texts used to socialise, help writers to maintain or enhance relationships with a real audience other than the teacher. These forms of writing can be formal or informal in tone depending on the relationship between the writer and the audience.

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eBulletin 2 - Writing to Socialise / Writing for Real

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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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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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This e-bulletin focuses on some learning experiences and activities which may be used to bring Oral Language Learning Outcome 7 - Requests, Questions and Interactions / Teanga ó Bhéal Toradh Foghlama 7 - Iarratais, Ceisteanna agus Idirghníomhuithe to life in the classroom or in an online space.

This outcome encourages pupils to express their needs, opinions and preferences with confidence from Stage 1 right through to Stage 4. Enabling the pupil to ask divergent questions, to justify their responses, to express their opinions respectfully and eloquently, is a life-long skill.

Tá coincheap an spraoi lárnach san e-bulletin seo. Féadfadh suíomhanna laethúla agus cluichí a bheith mar eispéireas foghlama luachmhar don pháiste. Central to this e-bulletin is the concept of play. Using everyday situations and games can be a valuable learning experience for the pupil.

The activities and resources that are presented on the task cards can be used or adapted when addressing other learning outcomes.

Is féidir na gníomhaíochtaí san e-bulletin seo a úsáid go héasca agus scaradh sóisialta á chleachtadh sa seomra ranga. The activities in this e- bulletin can be used to facilitate social distancing in the classroom.

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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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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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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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Images to inspire! Great images to stimulate discussion in the classroom.

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Once Upon a Picture - Images to Inspire - Teaching Resources

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Once Upon a Picture - Images to Inspire - Teaching Resources

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Classroom Strategies

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In this, the first of a series of e-Bulletins, we have outlined some resources and activities which may be used to enrich language learning experiences.

This e-Bulletin will have a focus on Oral Language, Learning Outcome 12. Description, Prediction and Reflection, with a particular emphasis on the skills and language of describing.

There is scope for these activities and resources to be used or adapted when addressing other Learning Outcomes. Some examples are included on the task cards below.

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PDST - Primary Language Curriculum eBulletin 1

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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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Strand: Oral Language

Learning Outcome: Requests, questions and interactions.

Lots of learning experiences and resources to support this learning outcome!

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This e-bulletin focuses on some learning experiences and activities which may be used to bring Oral Language Learning Outcome 7 - Requests, Questions and Interactions / Teanga ó Bhéal Toradh Foghlama 7 - Iarratais, Ceisteanna agus Idirghníomhuithe to life in the classroom or in an online space.

This outcome encourages pupils to express their needs, opinions and preferences with confidence from Stage 1 right through to Stage 4. Enabling the pupil to ask divergent questions, to justify their responses, to express their opinions respectfully and eloquently, is a life-long skill.

Tá coincheap an spraoi lárnach san e-bulletin seo. Féadfadh suíomhanna laethúla agus cluichí a bheith mar eispéireas foghlama luachmhar don pháiste. Central to this e-bulletin is the concept of play. Using everyday situations and games can be a valuable learning experience for the pupil.

The activities and resources that are presented on the task cards can be used or adapted when addressing other learning outcomes.

Is féidir na gníomhaíochtaí san e-bulletin seo a úsáid go héasca agus scaradh sóisialta á chleachtadh sa seomra ranga. The activities in this e- bulletin can be used to facilitate social distancing in the classroom.

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e-bulletin 6 - Requests, Questions and Interactions

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Great images to use as a stimulus for discussion and oral language development in the classroom.

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Questions for discussion:
I like to imagine that it is a really small dragon which you can keep in your pocket but when you need to it can grow huge so that you can ride it.

I came across these amazing images in a Sunday supplement. I followed them up and got permission to use them here and in schools. They are by a Parisien artist called Laurent Chehere. I would link them to 'Pixar's Up'
Children could describe them in 1st person imagining they are looking up at them. They could discuss where they are landing, how they are flying etc.

I think this image is great for writing a flashback. The story could begin with this image, then the children could flash back to describe how she ended up in there.

I saw these two images on a Trafford Centre Advert. They could spark a discussion about healthy lifestyles.

All statues have a back story, the children can write that. Who is it? What is? Where is it? Does it come alive? What happens? Is it watching us? What is it thinking?

With thanks to Jane Hewitt

Imagine you discover this 'shed' at the bottom of your garden, What is inside? I can imagine it's magical inside, much bigger than it seems on the outside. Perhaps lit by candles, strange instruments on the tables, cobwebbed and dusty.
Behind you the door closes gently and you espy this man sat in emerald green robes, peering at you over his glasses, the candles flicker and die out. It's pitch black and he whispers....

Allow the children 10 words only. No more and no less. What does the Wizard say to them? Make it mysterious. This is the opening scene to a story. Perhaps something like "Come, follow me.. Don't make a sound, she is upstairs!"

What has happened? How did it happen? Who did it? Why did they do it? What will happen next?

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Watch the film through. Simply pause the film on a beautiful scene and then ask the children to describe it. Simple!

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This is a resource which teachers can use to inform the planning for, monitoring and evaluation of students' functional language and communication development. It can be used to support other relevant language programmes, or to assist with differentiation for individual students.

This resource was adapted from the NCCA Primary Gaeilge curriculum (1999). It focuses on the promotion and development of key functional social communication and language skills. SESS would like to acknowledge the Mid-West School for the Deaf, Limerick, who developed and piloted this resource, as well as Holy Family School for the Deaf, Cabra, Dublin. It may be useful for teachers working with students who use different modes of communication including PECS, Lámh, Irish Sign Language (ISL) and Sign Supported English (SSE). It may also be a useful resource for teachers working with students in a variety of school settings who have special educational needs, and may need an adapted language and communication focus to access the curriculum.

It is presented in eight levels. Each level outlines key language functions in a sequential format. These include social interaction, conversation, seeking and giving opinions and information. Learner outcomes and an overview of key vocabulary are presented at each level.

A student checklist and a teacher planning and monitoring checklist are included for each level.

Each level is structured as follows:

1. Student Checklist

2. Teacher Planning and Monitoring Checklist

3. Key Vocabulary Guide

Click on the links below to access material within each of the levels

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SESS Functional Language and Communication Resource

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This is a resource which teachers can use to inform the planning for, monitoring and evaluation of students' functional language and communication development. It can be used to support other relevant language programmes, or to assist with differentiation for individual students. This resource was adapted from the NCCA Primary Gaeilge curriculum (1999).

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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

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Six Key Components

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Using the description bubble to engage with Learning Outcome 12: Description, prediction and reflection

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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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Guidelines for teachers

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Supporting Pupils with Special Educational Needs in Mainstream Schools

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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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Feedback (Pages 8-19 of 'Literacy Development in the Primary Classroom - Six Key Compenents)

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Feedback (Pages 8-19 of 'Literacy Development in the Primary Classroom - Six Key Compenents)

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Specific peer-assessment and self-assessment strategies on pages 16 - 18.

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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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A list of suggested picturebooks compiled by Mary Roche based on her work with children.

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Forbairt na Litearthachta sa Seomra Ranga Bunscoile: Sé Phríomhghné - lth 16 - 18

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Físeáin a bhaineann le Spreag an Ghaeilge le Spraoi- Cluichí Clóis
An Chomhairle um OIdeachas Gaeltachta & Gaelscolaíochta

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'Bizzy Breaks' as Gaeilge

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Share your videos with friends, family, and the world

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Áiseanna

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Bizzy as Gaeilge - Sosanna Spleodracha - Irish Heart

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Tá 8 gcinn de chluichí ar fáil sa tsraith cluichí so. Táimid faoi chomaoin ag Marian Uí Bheaglaoich a chóirigh na cluichí so, agus ag Dómhnal Ó Bric a leag amach iad.

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Images to inspire! Great images to stimulate discussion in the classroom.

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Once Upon a Picture - Images to Inspire - Teaching Resources

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Once Upon a Picture - Images to Inspire - Teaching Resources

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Primary Language Toolkit - Support Material

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Primary Language Toolkit - Support Material

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Primary Language Toolkit - Ábhar Tacaíochta

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Primary Language Curriculum

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Primary Curriculum Framework