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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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https://ncca.ie/media/6232/faq-preparation-for-teaching-and-learning-updated-june-23.pdf

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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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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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Effective Interventions for Struggling Readers

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PDST- eBulletin 8 - Primary Language Curriculum

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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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PDST - Primary Language Curriculum eBulletin 14

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Phonological Awareness

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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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Manual: 5 Components of Effective Oral Language Instruction

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The PDST is funded by the Teacher Education Section (TES) of the Department of Education (DE) and is managed by Dublin West Education Centre. 14 Joyce Way, Park West Business Park, Nangor Road, Dublin 12 User Login | Teacher Login | Privacy Policy | Cookie Policy

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Sample vocabulary for teaching spoken text types | PDST

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The PDST is funded by the Teacher Education Section (TES) of the Department of Education (DE) and is managed by Dublin West Education Centre. 14 Joyce Way, Park West Business Park, Nangor Road, Dublin 12 User Login | Teacher Login | Privacy Policy | Cookie Policy

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The PDST is funded by the Teacher Education Section (TES) of the Department of Education (DE) and is managed by Dublin West Education Centre. 14 Joyce Way, Park West Business Park, Nangor Road, Dublin 12 User Login | Teacher Login | Privacy Policy | Cookie Policy

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Our Reading Initiative, Our Story', as told by twenty-one different primary schools, shares the collective wisdom of school communities in implementing effective whole school reading initiatives. Click on the image below to view the full book

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Our Reading Initiative, Our Story', as told by twenty-one different primary schools, shares the collective wisdom of school communities in implementing effective whole school reading initiatives. Click on the image below to view the full book

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By clicking the Accept button, you agree to us doing so.

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The PDST is funded by the Teacher Education Section (TES) of the Department of Education (DE) and is managed by Dublin West Education Centre. 14 Joyce Way, Park West Business Park, Nangor Road, Dublin 12 User Login | Teacher Login | Privacy Policy | Cookie Policy

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The PDST is funded by the Teacher Education Section (TES) of the Department of Education (DE) and is managed by Dublin West Education Centre. 14 Joyce Way, Park West Business Park, Nangor Road, Dublin 12 User Login | Teacher Login | Privacy Policy | Cookie Policy

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The main purpose of this genre is to entertain through storytelling and to engage the reader in an imaginative experience. Typical examples of narratives that children will encounter take the form of fairy tales, myths and legends. Children's creative writing experiences will often take the form of narrative writing. The Story strand of the SESE History Curriculum provides opportunities for exploring this genre and isolates Myths and Legends as a strand unit from First to Sixth class.

This page contains frameworks, samples and activities for developing the explanatory genre and for exploring characterisation. Some of these files are embedded below for you to read and all can be downloaded at the bottom of the page.

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The main purpose of this genre is to entertain through storytelling and to engage the reader in an imaginative experience. Typical examples of narratives that children will encounter take the form of fairy tales, myths and legends. Children's creative writing experiences will often take the form of narrative writing.

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Procedural texts list a sequence of actions or steps needed to make or do something. Typical examples of procedural texts include recipes, science experiments, assembly manuals or instructions for playing games. The Science, Geography and PE curricula are ideal for providing children with cross curricular opportunities for developing this genre.

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Procedural texts list a sequence of actions or steps needed to make or do something. Typical examples of procedural texts include recipes, science experiments, assembly manuals or instructions for playing games. The Science, Geography and PE curricula are ideal for providing children with cross curricular opportunities for developing this genre.

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Explanation Genre
This writing genre is used to explain how something works or the processes involved in actions, events or behaviours. For this reason the SESE subjects can provide valuable opportunities for developing children's understanding of the genre and for practicing it in a meaningful curricular setting.

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Explanation Genre This writing genre is used to explain how something works or the processes involved in actions, events or behaviours. For this reason the SESE subjects can provide valuable opportunities for developing children's understanding of the genre and for practicing it in a meaningful curricular setting.

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Reports are used to systematically organise and record factual information referring to the classification and description of things i.e. Bees, Life during World War One, Mount Everest. They should not be confused with the idea of a newspaper report which is in fact a recount text. All areas of th…

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A recount is the retelling or recounting of an event or a experience. Often based on the direct experience of the writer, the purpose is to tell what happened. Daily news telling in the classroom is a useful precursor to this particular writing genre. Recounts though often personal, can also be factual or imaginative.

See page below for frameworks, tips for teaching the genre and samples of recounts.

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A recount is the retelling or recounting of an event or a experience. Often based on the direct experience of the writer, the purpose is to tell what happened. Daily news telling in the classroom is a useful precursor to this particular writing genre. Recounts though often personal, can also be factual or imaginative.

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Exposition / Persuasive Writing is used to present a logical argument from a particular point of view. This genre will often involve the writer comparing opposite points of view, analysing the arguments and concluding with an overriding opinion or conclusive argument. Contrary to what many believe this genre of writing can be very effectively explored in infant classes through simple discussion around personal preferences i.e. Which make the best pets, Cats or Dogs?

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Exposition / Persuasive Writing is used to present a logical argument from a particular point of view. This genre will often involve the writer comparing opposite points of view, analysing the arguments and concluding with an overriding opinion or conclusive argument.

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Eispéiris Foghlama chun tacú le cur cinn na Gaeilge sa Bhaile

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Eispéiris Foghlama chun tacú le cur cinn na Gaeilge sa Bhaile

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Cé Muid

Is múinteoirí bunscoile a bhunaigh an gnó seo, Leighleat, agus iad ag iarraidh réimse leathan áiseanna digiteacha a chur ar fáil chun tacaíocht a thabhairt do lucht teagaisc agus do lucht foghlamtha na Gaeilge ag leibhéal na bunscoile.

Dá bhrí sin tá na riachtanais a bhaineann le hacmhainní i leith múineadh na Gaeilge ar eolas go rímhaith ag gach duine ar an bhfoireann. Chuige sin, bíonn ealaíontóirí agus ríomhchláraitheoirí den scoth ag obair go dian chun cláir nua-aimseartha, taitneamhacha a chur ar fáil.

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November Reading 1 The reality is complex  grouping practices

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Possible Initial Letter of Contact to Schools

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Employee Assistance Service for school staff in recognised primary and post-primary schools Spectrum Life 

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Where appropriate, short-term counselling is available to employees and their family members. A family member includes a spouse, civil partner or dependent, where the family member can be described as a person over the age of 18 and residing at the family home. In addition, online cognitive behavioral therapy is also provided to employees.

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Employee Assistance Service for school staff in recognised primary and post-primary schools

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Where appropriate, short-term counselling is available to employees and their family members. A family member includes a spouse, civil partner or dependent, where the family member can be described as a person over the age of 18 and residing at the family home. In addition, online cognitive behavioral therapy is also provided to employees.