Vocabulary < Back to Writing 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 a growing range of vocabulary from their personal experiences and engagement with text and use language playfully and creatively in their writing. Úsáid a bhaint ina gcuid scríbhneoireacht pháirteach as stór focal atá á fhorbairt acu trína dtaithí phearsanta agus trí dhul i ngleic le téacs. Úsáid a bhaint as stór focal óna dtaithí phearsanta agus óna dtaithí ar phlé le téacs. Teanga a úsáid go spraíúil agus go cruthaitheach. (TF5, C2 + 3) Use a more sophisticated range of vocabulary from many sources and explore the aesthetic Aesthetic The aesthetic dimension of language relates to the use of language imaginatively, creatively and artistically. , creative and imaginative dimensions of language in their writing. Úsáid a bhaint as stór focal óna dtaithí phearsanta agus óna dtaithí ar phlé le téacs. Teanga a úsáid go spraíúil agus go cruthaitheach. (TF5, C3) Examine, select and justify appropriate vocabulary to create text across a range of genres and other languages where appropriate for a variety of purposes and audiences. Teanga agus stór focal ábhartha a roghnú chun téacsanna a chruthú i réimse seánraí ar mhaithe le cuspóirí agus luchtanna éisteachta/léite éagsúla. Cúiseanna a thabhairt leis na roghanna sin. (TF5, C4) Examine, select and justify appropriate vocabulary to create text of increasing complexity across a range of genres and other languages where appropriate for a variety of purposes and audiences. Evaluate the aesthetic Aesthetic The aesthetic dimension of language relates to the use of language imaginatively, creatively and artistically. , creative, figurative and imaginative dimensions of language in their writing. Evaluate how vocabulary is used in various contexts in their writing. Progression steps The child… explores, investigates and experiments with the use of marks and shapes. The child… uses marks and shapes to share a personal experience. The child… uses language from their personal experiences and uses it playfully and imaginatively in texts created with the teacher as scribe. The child… uses new vocabulary and phrases from texts read and uses language playfully and imaginatively in texts created through shared writing with the teacher. The child… uses language from their personal experiences, texts read and the environment and uses language playfully and imaginatively in texts created independently. The child… uses language removed from their personal experience and encountered when creating texts and uses this language imaginatively in their own texts. The child… uses topic-specific words and phrases to share an idea in a particular way, drawing on a range of experiences and texts, and begins to add detail using adjectives and adverbs. The child… intentionally uses vocabulary to convey a specific meaning, mood, feeling using creative and imaginative language, drawing on a range of experiences and texts. The child… selects vocabulary from a range of sources and uses it to extend ideas, add more detail and create an effect, mood or image, and begins to use figurative language so that a text has a particular impact on a reader. The child… discusses strategies used to learn and acquire vocabulary for use in creating text. discusses strategies used to source vocabulary (including subject specific vocabulary) from a range of sources to create fictional/non-fictional texts. identifies, explains, and uses creative, aesthetic Aesthetic The aesthetic dimension of language relates to the use of language imaginatively, creatively and artistically. , and imaginative language to create texts and discusses the purpose of using these aspects of language in their texts. The child… assesses strategies to source vocabulary and to learn and acquire vocabulary for use in creating text. recognises and appreciates differences between subjective and objective language found in various genres when selecting vocabulary to create text. recognises vocabulary which portrays prejudice, stereotyping, or bias and is mindful of this when creating text. Support materials for teachers Writing - Scríbhneoireacht Example of student work Writing - Scríbhneoireacht Relevant across all strands Example of student work Relevant across all strands Examples of children's language learning Linguistic Diversity-Multilingual City Example of student work