Purpose, genre, and voice < Ar ais go dtí Reading Purpose, genre, and voice 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 Experience and respond to the aesthetic Aesthetic The aesthetic dimension of language relates to the use of language imaginatively, creatively and artistically. , creative, and imaginative aspects of text and a range of genres expressing preferences and opinions. Taithí a fháil ar ghnéithe aeistéitiúla, cruthaitheacha agus samhlaíocha téacs agus réimse seánraí, freagairt dóibh agus roghanna agus tuairimí ina leith a chur in iúl. Taithí a fháil ar ghnéithe aeistéitiúla, cruthaitheacha agus samhlaíocha téacs agus ar réimse níos leithne seánraí, freagairt dóibh, agus roghanna agus tuairimí a chosaint. (TF7, C1 + 2) Experience and respond to the aesthetic Aesthetic The aesthetic dimension of language relates to the use of language imaginatively, creatively and artistically. , creative and imaginative aspects of texts and a wider range of genres justifying preferences and opinions. Gnéithe de théacs a chuireann cuspóir, seánra nó guthanna ar leith in iúl a ainmniú agus a phlé. Ciall a bhaint as téacs cé nach bhfuil sé mínithe go soiléir. Freagairt do ghnéithe aeistéitiúla, cruthaitheacha agus samhlaíocha téacs i seánraí éagsúla trasna an churaclaim. A gcuid tuairimí agus roghanna ar na gnéithe sin a chosaint agus údar a thabhairt leo. (TF7, C3) Identify and discuss features of texts which convey a particular purpose, genre Genre Genres are types of multi-sentence oral or written text structures that have become conventionalised for particular purposes with expected organisational patterns, as well as language features related to register e.g., narrative, informational, persuasive, and multi-genre. Simply put, genre refers to a selection of writing forms in order to recount, explain, entertain, inform, give instructions, narrate, persuade and justify opinions. , or voice and infer meanings which are not explicitly stated. Respond to the aesthetic Aesthetic The aesthetic dimension of language relates to the use of language imaginatively, creatively and artistically. , creative, and imaginative aspects of a wide range of texts in various genres across the curriculum and defend their preferences and opinions. An tionchar a bhíonn ag cultúr agus féiniúlacht ar chruthú téacs i réimse seánraí a aithint agus a fhiosrú. Machnamh criticiúil a dhéanamh ar an bhfreagairt a thug siad do ghnéithe aeistéitiúla, cruthaitheacha agus samhlaíocha téacs i seánraí éagsúla trasna an churaclaim. (TF7, C4) Recognise and examine the implications of culture and identity on the creation of texts across a range of genres. Critically reflect on their response to the aesthetic Aesthetic The aesthetic dimension of language relates to the use of language imaginatively, creatively and artistically. , creative, and imaginative aspects of a wide range of texts in various genres across the curriculum. Progression steps The child… recognises the link between text and the meaning it conveys. The child… enjoys listening to stories, rhymes and poems read by others, and indicates favourites. The child… enjoys listening to different genres◊ expressing preferences and opinions and plays with language in rhymes, riddles, jokes, nonsense words and songs. The child… enjoys listening to and responding to a variety of genres◊ including informational texts and uses language playfully and imaginatively in personal narratives. shows understanding of purpose of reading, for example, in play scenarios. The child… enjoys reading a range of stories, rhymes, poems and non-fictional texts and begins to distinguish between a story and a poem or rhyme. The child… enjoys reading a wide range of fictional and nonfictional texts and describing differences. between stories, poems and nonfictional texts, and uses language playfully and imaginatively in response to texts read. The child… begins to read texts for specific purposes, identifying some differences between genres◊ and begins to justify preferences and opinions. begins to use a table of contents in simple nonfictional texts to gather information. The child… reads texts for specific purposes and justifies preferences and opinions. uses lists and diagrams in simple nonfictional texts to gather specific information. The child… selects relevant information from a range of features of non-fictional texts and recognises emotive language in texts read. The child… examines and discusses the validity of sources used to create texts. identifies and describes features of texts which highlight individual voice. discusses and explains the purpose of texts. examines and discusses how Irish culture and identity are portrayed in texts. The child… Evaluates the validity of sources to create texts. evaluates and reflects on features of texts which highlight individual voices. examines and discusses how different cultures and identities are portrayed in texts. examines and evaluates a variety of opinions, perspectives, and cultures across various genres. examines and discusses bias, stereotyping and prejudice portrayed in texts. Support materials for teachers Reading - Léitheoireacht Example of student work Reading - Léitheoireacht Relevant across all strands Example of student work Relevant across all strands
