Playful and creative use of language < Ar ais go dtí Oral Language Playful and creative use of language 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 Listen and respond to the aesthetic Aesthetic The aesthetic dimension of language relates to the use of language imaginatively, creatively and artistically. and creative aspects of language and use language playfully and creatively, and across other languages as appropriate. Éisteacht agus freagairt le gnéithe aeistéitiúla agus cruthaitheacha teanga agus teanga a úsáid go spraíúil agus go cruthaitheach, agus trasna teangacha éagsúla nuair is cuí. Athrá a dhéanamh ar dhánta, rannta agus amhráin ghearra Ghaeilge, agus freagairt dóibh le geáitsí/focail. (TF10, C1 + 2) Manipulate language creatively through listening and responding to the aesthetic Aesthetic The aesthetic dimension of language relates to the use of language imaginatively, creatively and artistically. and creative aspects of language, at 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. , word, sentence and text level. Use language playfully and creatively in their own conversations and texts and across other languages as appropriate. Éisteacht le gnéithe aeistéitiúla, cruthaitheacha na teanga, iad a aithint, agus freagairt dóibh ag leibhéal fuaime, focail, abairte agus téacs agus an teanga a láimhseáil go cruthaitheach. Teanga a úsáid go spraíúil agus go cruthaitheach ina gcomhrá agus a dtéacsanna féin agus trasna teangacha éagsúla nuair is cuí. Éisteacht le gnéithe aeistéitiúla agus cruthaitheacha na teanga labhartha i réimse seánraí agus spraoi a bheith acu leo, chun cuidiú leo a dteanga labhartha féin a fhorbairt. (TF10, C3 + 4) Progression steps The child… listens and attends to familiar rhymes and songs. The child… Enjoys activities involving rhymes and songs The child… listens to and joins in with rhymes, songs and language games. The child… responds to poetry, rhymes and songs through gesture, action and props distinguishes between and has fun with nonsense words and real words. in pretend play, uses language to create simple imaginary scenarios with peers and adults. The child… uses language playfully and creatively in providing alternative endings for rhymes while maintaining the rhyme. in pretend play, uses language from experiences and texts to create elaborative imaginary scenarios. The child… uses a growing bank of vocabulary and uses this imaginatively in oral texts The child… uses some specific words and phrases to share an idea in a particular way drawing on a range of experiences and texts The child… uses creative or imaginative language for a specific meaning or feeling, drawing on a range of experiences and texts begins to use figurative language to add detail The child… uses a range of vocabulary from different sources to extend ideas and add more detail and effect uses figurative language so an oral text has particular impact on a listener The child… identifies and plays with aesthetic Aesthetic The aesthetic dimension of language relates to the use of language imaginatively, creatively and artistically. features of aural and figurative language (for example, tongue twisters, rhymes, puns, alliteration, assonance, onomatopoeia, music and songs, 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. effects, similes, metaphors) for pleasure, interest and to enrich their own conversations and texts. The child… experiments with aesthetic Aesthetic The aesthetic dimension of language relates to the use of language imaginatively, creatively and artistically. and creative features of language, inventing new sounds, words and texts, often spontaneously and without prompt 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 Examples of children's language learning Oral Language: Wordless Picture Books Example of student work
