Vocabulary < Back to Oral Language Vocabulary Stage 1 Junior & Senior Infants Through appropriately playful and engaging learning experiences, children should be able to Stage 2 1st & 2nd Class Through appropriately playful and engaging learning experiences, children should be able to Stage 3 3rd & 4th Class Through appropriately playful and engaging learning experiences, children should be able to Stage 4 Fifth and Sixth class Through appropriately engaging learning experiences, children should be able to Use different strategies such as a speaker’s gestures, tone of voice, known words, pictures, sentence structure, definitions and descriptions to acquire and show understanding of new words, to include other languages where appropriate. Use sophisticated oral vocabulary and phrases, including the language of text, topic and subject-specific language, and express and use decontextualised language Decontextualised language Decontextualised language is defined as language that is context free. It is not rooted in any immediate context of time and situation and does not rely on observation or immediate physical experience. The use of decontextualised language is critical to children’s learning at a variety of levels. It is used to create and to convey new information to audiences who may share only limited amounts of background information with the speaker. The terms decontextualised language and ‘literate language style’ are similar as both refer to language that is organised, explicit and distanced. . Éisteacht le cainteoir agus leideanna éagsúla ar nós geáitsí, fíorábhar, nó tuin chainte a úsáid chun teacht ar an bpríomhtheachtaireacht agus ar an tuiscint gur féidir cumarsáid a dhéanamh i dteangacha éagsúla. Úsáid a bhaint, le linn spraoi agus comhrá as roinnt focail/frásaí Gaeilge bunúsacha a chloiseann siad go minic. Ciall a bhaint as focail/frásaí nua trí úsáid a bhaint as réimse straitéisí ar nós gheáitsí agus thuin chainte an chainteora, focail ghaolmhara, pictiúr, gníomhaíochtaí, mímeanna nó ón gcomhthéacs nó trí éisteacht le cur síos ar an bhfocal. Úsáid chuí a bhaint, le linn spraoi, comhrá agus tuairisciú, as stór focal/frásaí bunúsacha a bhaineann le topaicí a bhfuil cur amach acu orthu agus focail/frásaí Gaeilge a bhaineann leis an timpeallacht scoile agus le saol an pháiste, in abairt Bhéarla agus/nó Ghaeilge. (TF5, C1 + 2) Select and apply a variety of strategies to acquire a wide range of words and phrases from different sources such as literature, subject-specific texts and other languages. Beannachtaí, nathanna cainte, agus frásaí coitianta a úsáid le tuin agus le foghraíocht chuí. Úsáid a bhaint as stór focal agus frásaí ó bhéal, ina measc teanga a bhaineann le téacs agus le topaic. Straitéisí éagsúla a úsáid chun stór focal agus frásaí a shealbhú ó fhoinsí éagsúla. Réimse leathan beannachtaí, nathanna cainte agus frásaí coitianta a úsáid le tuin agus le foghraíocht chuí. Úsáid a bhaint as réimse níos leithne de stór focal agus de fhrásaí i réimse seánraí. Straitéisí éagsúla a roghnú agus a úsáid chun stór focal agus frásaí a shealbhú ó fhoinsí éagsúla. (TF5, C3 + 4) Critically select and use a wide-ranging, complex oral vocabulary, phrases and figurative language for familiar, abstract and subject-specific concepts and topics, as appropriate to audience Audience The audience is the intended group of readers, listeners, viewers that the writer, designer, or speaker is addressing. and purpose. Progression steps The child… recognises named stimuli. The child… links associated language with stimuli. The child… uses single words and common phrases and understands common pronouns and prepositions. begins to describe properties of familiar objects and, with help, uses words and phrases from a story when retelling it. The child… uses a wider range of single words and short, simple sentences. requests objects and recurrence or change in activity, uses question words appropriately and uses greetings, farewells, and protests. understands vocabulary and phrases from a range of stories and factual accounts and uses these words and phrases appropriately in context. The child… infers the meaning of a new word by using gestures and context and infers the meaning of stories of increasing depth from context. uses words or phrases to refer to feelings. uses words and phrases acquired from stories and factual accounts in contexts beyond that in which they were originally acquired. The child… uses words for objects never seen and acquires new vocabulary through others’ descriptions. uses specific language for spatial, temporal and location contexts along with basic adjectives and adverbs and uses a range of question words appropriately. understands and uses an expanding vocabulary of words and phrases from stories, factual texts and curriculum-based topics and begins to use these words in new contexts. The child… uses an expanded vocabulary, acquired from texts and explains the meaning of a word and topic-specific term. refers to events in the future and begins to use figurative language begins to use lengthier adjectives / adverbs to elaborate along with some simple idioms and metaphors. The child… uses words to convey less familiar meanings and recognises when words are used that sound Sound The term ‘sound’ relates to the sound we make when we utter a letter or word, not to the letter in print. A letter may have more than one sound, such as the letter ‘a’ in was, a sound can be represented by more than one letter such as the sound /k/ in cat and walk. The word ship had three sounds /sh/, /i/, /p/, but has four letters ‘s’, ‘h’, ‘i’, ‘p’. Teachers should use the terms ‘sound’ and ‘letter’ accurately to help students clearly distinguish between the two items. the same but have a different meaning, using context to differentiate. describes objects and experiences using descriptive language creatively. The child… uses more figurative idioms and metaphors and a range of less commonly used adverbial conjunctions. uses more complex words and links these to more abstract concepts and meanings. names words with the same and opposite meanings. The child… discusses various strategies used to source, learn and acquire new vocabulary from a range of sources whilst listening and speaking. analyses and discusses the structure, meaning, pronunciation and origin of words from a range of subject areas and other languages. uses vocabulary to create a particular effect when conversing and when speaking in a range of oral genres and for a variety of purposes and audiences, recognising the literal and non-literal meaning of words and how to communicate meaning through tone, facial expressions etc. The child… draws upon existing vocabulary to decipher words and phrases in unknown languages. recognises and appreciates differences between subjective and objective language and demonstrates this understanding in conversations and when selecting vocabulary to create spoken texts. recognises vocabulary which portrays prejudice, stereotyping or bias and is mindful of this whilst listening and speaking. Support materials for teachers Oral Language - Teanga ó Bhéal Example of student work Oral Language - Teanga ó Bhéal Relevant across all strands Example of student work Relevant across all strands
