Social conventions and awareness of others < Ar ais go dtí Oral Language Social conventions and awareness of others 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 Recognise that language style changes with different relationships and audiences. Show understanding of the listener’s needs while, with support, initiating, sustaining and engaging in conversations on personal and curriculum-based topics and responding verbally and nonverbally. A aithint go n-athraíonn an stíl chainte ag brath ar an ngaol idir daoine agus ar an lucht éisteachta, agus tuiscint a léiriú ar riachtanais an éisteora. Comhráite ar thopaicí pearsanta agus ar thopaicí curaclaim a thosú,a leanúint, páirt a ghlacadh iontu agus daoine eile a fhreagairt i bhfocail nó go neamhbhriathartha, le tacaíocht de réir mar is gá. (TF3, C1) Use language appropriately in order to initiate, sustain and engage in conversations on personal and curriculum-based topics and use a language style and tone suited to the audience Audience The audience is the intended group of readers, listeners, viewers that the writer, designer, or speaker is addressing. . Leas a bhaint as teanga cuí chun comhráite ar thopaicí pearsanta agus ar thopaicí curaclaim a thosú, a bheith páirteach iontu agus siúl agus tuinleanúint leo. Tuin oiriúnach chainte agus scileanna cuí léirithe a úsáid a oireann don lucht éisteachta. (TF3, C2) Use language flexibly and with empathy while initiating, sustaining and engaging in conversations on personal and curriculum-based topics. Teanga a úsáid go solúbtha agus go comhbhách nuair a bhítear ag tosú, ag cothú agus ag dul i mbun comhráite ar thopaicí pearsanta agus iad siúd atá bunaithe ar an gcuraclam. Stíl, tuin, luas, stór focal, gothaí gnúise agus comharthaíocht choirp a chur in oiriúint do lucht éisteachta éagsúil agus iad i mbun cumarsáide ó bhéal i réimse de sheánraí. (TF3, C3) Explore how culture and identity can influence how people communicate with others, verbally and non-verbally. An tionchar a bhíonn ag cultúr agus féiniúlacht ar an tslí a ndéanann daoine cumarsáid lena chéile ó bhéal agus go neamhbhriathartha a fhiosrú. Éisteacht agus labhairt go muiníneach, go neamhspléach agus go hoilte chun comhoibriú le daoine eile agus chun aiseolas, smaointí, cinntí agus torthaí a chomhroinnt le réimse de lucht éisteachta. (TF3, C4) Use language with confidence to work collaboratively with others and share outcomes with familiar and unfamiliar audiences. Gaeilge a úsáid go muiníneach chun oibriú i bpáirt le daoine eile agus torthaí na hoibre a roinnt le lucht éisteachta a aithníonn siad agus nach n-aithníonn siad. (TF3, C1) Adapt language style such as tone, pace, choice of vocabulary, gestures, facial expressions and body language for a range of audiences whilst communicating orally in a range of genres. (TF3, C) Listen and speak with increasing confidence, independence and skill in order to work collaboratively with others and to share feedback, ideas, decisions and outcomes in a range of contexts with familiar and unfamiliar audiences. (TF3, C) Progression steps The child… tolerates and acknowledges the presence of another. accepts an interaction with another The child… responds to and seeks adult attention. recognises, responds to and says own name. engages with another to communicate, using facial expressions, sounds, gestures, signs or speech. The child… takes part in imitative and turn-taking games, rhymes and songs. speaks audibly and coherently at appropriate volume, interacting over a short number of turns with individuals and beginning to communicate readily with others in class. initiates communication with familiar adult. The child… shares personal anecdotes and responds to conversation on an unshared experience. greets and responds appropriately to greetings and discussion topics showing some appreciation of listener’s needs. initiates and takes turns in conversation with peers, small groups and familiar adults. The child… initiates conversations on an unshared experience. responds to questions but omits some information and begins to make indirect requests. switches style of speaking to suit audience Audience The audience is the intended group of readers, listeners, viewers that the writer, designer, or speaker is addressing. . takes part in small group discussions on a familiar topic showing awareness of listener-speaker rules and is able to list these. The child… uses appropriate turn-taking, eye contact and body language to contribute to and extend a topic, to build a coherent story or factual account. converses on thoughts and feelings of others and takes part in conversation with an unfamiliar adult adopting appropriate language, style and tone. works in pairs/ groups and participates in and builds upon a group discussion. The child… adds increased detail for benefit of the listener and uses gestures, expressions and signs where appropriate. recognises the impact of gestures, tone of voice and body language on listeners. works in pairs / groups and reports the main points of discussion to an audience Audience The audience is the intended group of readers, listeners, viewers that the writer, designer, or speaker is addressing. . The child… provides enough detail to help the listener understand the context. works as part of a group, establishing each person’s role and adapting to it. The child… presents relevant ideas, organised coherently and omits unnecessary detail. makes polite indirect requests and uses a range of formal and informal terms of address. gathers feedback from others in their group on a group project on an unfamiliar area and reports the main points to an audience Audience The audience is the intended group of readers, listeners, viewers that the writer, designer, or speaker is addressing. . The child… adapts style of listening and speaking to a variety of situations and genres, using social conventions effectively. recognises and responds to cultural and individual differences in how people communicate. communicates with peers when making decisions and sharing responsibilities during project or task work. interacts with the audience Audience The audience is the intended group of readers, listeners, viewers that the writer, designer, or speaker is addressing. /listener to clarify and/or to provide more detail as requested. The child… adapts style of listening and speaking to respond empathetically, as necessary, to a variety of audiences/listeners for a range of purposes. works interdependently within the group, recognises constructive feedback, responds critically and creatively when discussing the project or task and when adapting and developing it to present to an audience Audience The audience is the intended group of readers, listeners, viewers that the writer, designer, or speaker is addressing. / listener(s). 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 Book reviews Example of student work
