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Scratch for Language from PDST Technology in Education on Vimeo.

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Word Mapping - Own the Word - Vocabulary Game

http://www.pdst.ie/sites/default/files/OwntheWord.pdf Added: 09 Jun 2017 Contributor: PDST Resource type:

Word mapping allows pupils to create a concept map or a visual organizer that will promote understanding of a new word/concept. It will help pupils to visualise the relationships between words and their possible meanings allowing them to think about the word in several ways. Teachers can use concept mapping for explicit vocabulary instruction or as a classroom assessment for learning tool because they provide teachers with a quick look at students' vocabulary knowledge.

Concept maps;
1. deepen understanding and comprehension.
2. help children organise new information.
3. are especially useful for teaching Tier 3 words.
4. help students to make meaningful connections between the new word and words previously learned.
5. are easy to construct and can be used within any content area.

There are a variety of concepts maps available for vocabulary instruction, the one linked here is Own the Word Graphic Organizer.

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1-2 3-4 5-6 English
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How it maps to the curriculum

1-2
3-4
5-6
English

Strand: Oral Language

Strand unit: Understanding

Strand: Writing

Strand unit: Receptiveness to Language

Strand: Oral Language

Strand unit: Receptiveness to Language

Strand: Writing

Strand unit: Receptiveness to Language

Strand: Oral Language

Strand unit: Receptiveness to Language

Strand: Writing

Strand unit: Receptiveness to Language

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Language: English
Rights: All rights reserved
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The Fly Swatter Game - Vocabulary Game

http://www.pdst.ie/sites/default/fi...0-%20The%20fly%20swatter%20game.pdf Added: 09 Jun 2017 Contributor: PDST Resource type: Lesson Plan

This activity is suitable for all class levels and can be used to practise a bank of vocabulary words. Record the words for practise in large print in rows across the board. Divide the class into two teams and provide each team with a fly swatter. One pupil from each team comes to the front of the room facing the class, with their back to the board and the fly swatter in their hand. The teacher calls aloud a word from the list on the board and the players have to turn around and touch the word that has been said with the fly swatter. The first one to touch the word gets a point for their team.

Alternatives Rules:

With the same words on the board. Pair the students up differently so that they are competing against a different person from the opposite team. Provide clues to find the word. For example: find something you can sit on. Chair. Find an adjective that could be used to describe weather. Overcast. Provide a definition for the word to be swatted. For example: something that is alone, solitary and without company might be said to be……isolated. Provide a synonym or antonym for the word. Happy….overjoyed…..miserable. Say the word in another language and pupils have to find the English.

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in 1-2 3-4 5-6 English
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How it maps to the curriculum

in
1-2
3-4
5-6
English

Strand: Oral Language

Strand unit: Understanding

Strand: Reading

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Understanding

Strand: Reading

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Reading

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Reading

Strand unit: Competence and Confidence in Using Language

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Language: English
Rights: All rights reserved
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Concept Map - Vocabulary Game

http://www.pdst.ie/sites/default/files/ConceptMap.pdf Added: 09 Jun 2017 Contributor: PDST Resource type:

Word mapping allows pupils to create a concept map or a visual organizer that will promote understanding of a new word/concept. It will help pupils to visualise the relationships between words and their possible meanings allowing them to think about the word in several ways. Teachers can use concept mapping for explicit vocabulary instruction or as a classroom assessment for learning tool because they provide teachers with a quick look at students' vocabulary knowledge.

Concept maps;
1. deepen understanding and comprehension.
2. help children organise new information.
3. are especially useful for teaching Tier 3 words.
4. help students to make meaningful connections between the new word and words previously learned.
5. are easy to construct and can be used within any content area.

There are a variety of concepts maps available for vocabulary instruction, the one linked here is a Concept Map Graphic Organizer.

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3-4 5-6 English
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How it maps to the curriculum

3-4
5-6
English

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Writing

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Writing

Strand unit: Competence and Confidence in Using Language

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Language: English
Rights: All rights reserved
Special Needs:

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Frayer Model - Vocabulary Game

http://www.pdst.ie/sites/default/files/BlankFrayerModel.pdf Added: 09 Jun 2017 Contributor: PDST Resource type:

Word mapping allows pupils to create a concept map or a visual organizer that will promote understanding of a new word/concept. It will help pupils to visualise the relationships between words and their possible meanings allowing them to think about the word in several ways. Teachers can use concept mapping for explicit vocabulary instruction or as a classroom assessment for learning tool because they provide teachers with a quick look at students' vocabulary knowledge.

Concept maps;
1. Deepen understanding and comprehension.
2. Help children organise new information.
3. Are especially useful for teaching Tier 3 words.
4. Help students to make meaningful connections between the new word and words previously learned.
5. Are easy to construct and can be used within any content area.

There are a variety of concepts maps available for vocabulary instruction, the one linked here is the Frayer Model Graphic Organizer.

View full description
3-4 5-6 English
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How it maps to the curriculum

3-4
5-6
English

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Writing

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Writing

Strand unit: Competence and Confidence in Using Language

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Language: English
Rights: All rights reserved
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Vocabulary Cluster -Concept Map - Vocabulary Game

http://www.pdst.ie/sites/default/files/VocabularyCluster.pdf Added: 09 Jun 2017 Contributor: PDST Resource type:

Word mapping allows pupils to create a concept map or a visual organizer that will promote understanding of a new word/concept. It will help pupils to visualise the relationships between words and their possible meanings allowing them to think about the word in several ways. Teachers can use concept mapping for explicit vocabulary instruction or as a classroom assessment for learning tool because they provide teachers with a quick look at students' vocabulary knowledge.

In the diamond write the word being discussed, then write synonym's in the rectangles to the left. In the oval spaces to the right add antonyms. In the 3 boxes at the bottom write a person, thing and animal that you think reflect the meaning of the word.

Concept maps;
1. deepen understanding and comprehension.
2. help children organise new information.
3. are especially useful for teaching Tier 3 words.
4. help students to make meaningful connections between the new word and words previously learned.
5. are easy to construct and can be used within any content area.

There are a variety of concepts maps available for vocabulary instruction, the one linked here is a Vocabulary Cluster Graphic Organizer.

View full description
3-4 5-6 English
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How it maps to the curriculum

3-4
5-6
English

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Writing

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Writing

Strand unit: Competence and Confidence in Using Language

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Asset type: Document
Language: English
Rights: All rights reserved
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Rubics for Conversations

https://www.scoilnet.ieuploads/resources/23031/22754.pdf Added: 09 Jun 2017 Contributor: PDST Resource type:

This rubric can be used to assess a child's conversation and oral language skills in the classroom. The teacher can assess text structure, language and speaking and listening skills using this rubics.

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in 1-2 3-4 5-6 English
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How it maps to the curriculum

in
1-2
3-4
5-6
English

Strand: Oral Language

Strand unit: Communicating

Strand: Oral Language

Strand unit: Communicating

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

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Language: English
Rights: All rights reserved
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Rubric for Arguments and Debates

https://www.scoilnet.ieuploads/resources/23030/22753.pdf Added: 09 Jun 2017 Contributor: PDST Resource type:

This rubric will support you assessment of arguments and debates during English lessons in the classroom.

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3-4 5-6 English
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How it maps to the curriculum

3-4
5-6
English

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

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Language: English
Rights: All rights reserved
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Rubric for Following Instructions - Oral Language Assessment

https://www.scoilnet.ieuploads/resources/23079/22802.pdf Added: 13 Jun 2017 Contributor: PDST Resource type: Assessment / Guide/notes

This document can be used to assess a child's oral language in giving instructions. It is split up into text structure and speaking and listening skills.

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in 1-2 3-4 5-6 English
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How it maps to the curriculum

in
1-2
3-4
5-6
English

Strand: Oral Language

Strand unit: Communicating

Strand: Oral Language

Strand unit: Exploring and Using

Strand: Oral Language

Strand unit: Understanding

Strand: Oral Language

Strand unit: Communicating

Strand: Oral Language

Strand unit: Exploring and Using

Strand: Oral Language

Strand unit: Understanding

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Emotional & Imaginative Dev through Language

Strand: Oral Language

Strand unit: Receptiveness to Language

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Emotional & Imaginative Dev through Language

Strand: Oral Language

Strand unit: Receptiveness to Language

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Language: English
Rights: All rights reserved
Special Needs:

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Rubric for Giving Instructions - Assessment

https://www.scoilnet.ieuploads/resources/23080/22803.pdf Added: 13 Jun 2017 Contributor: PDST Resource type: Guide/notes

This is a one page document to support the assessment of children's oral language in giving instructions. The rubric is broken up based on the structure giving instructions should have.

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in 1-2 3-4 5-6 English
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How it maps to the curriculum

in
1-2
3-4
5-6
English

Strand: Oral Language

Strand unit: Communicating

Strand: Oral Language

Strand unit: Exploring and Using

Strand: Oral Language

Strand unit: Understanding

Strand: Oral Language

Strand unit: Communicating

Strand: Oral Language

Strand unit: Exploring and Using

Strand: Oral Language

Strand unit: Understanding

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Emotional & Imaginative Dev through Language

Strand: Oral Language

Strand unit: Receptiveness to Language

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Emotional & Imaginative Dev through Language

Strand: Oral Language

Strand unit: Receptiveness to Language

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Language: English
Rights: All rights reserved
Special Needs:

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Assessment Rubric for Group Work

https://www.scoilnet.ieuploads/resources/23081/22804.pdf Added: 13 Jun 2017 Contributor: PDST Resource type: Guide/notes

This is a one page document to support the assessment of oral language in group work settings. It is broken up into text structure, language and speaking and listening skills.

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in 1-2 3-4 5-6 English
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How it maps to the curriculum

in
1-2
3-4
5-6
English

Strand: Oral Language

Strand unit: Communicating

Strand: Oral Language

Strand unit: Exploring and Using

Strand: Oral Language

Strand unit: Understanding

Strand: Oral Language

Strand unit: Communicating

Strand: Oral Language

Strand unit: Exploring and Using

Strand: Oral Language

Strand unit: Understanding

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Emotional & Imaginative Dev through Language

Strand: Oral Language

Strand unit: Receptiveness to Language

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Emotional & Imaginative Dev through Language

Strand: Oral Language

Strand unit: Receptiveness to Language

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Asset type: Document
Language: English
Rights: All rights reserved
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Assessment Rubric for Storytelling and Anecdotes

https://www.scoilnet.ieuploads/resources/23083/22806.pdf Added: 13 Jun 2017 Contributor: PDST Resource type: Guide/notes

This one page document is a useful tool when assessing a children oral language skills in storytelling and anecdotes.

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in 1-2 3-4 5-6 English
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How it maps to the curriculum

in
1-2
3-4
5-6
English

Strand: Oral Language

Strand unit: Communicating

Strand: Oral Language

Strand unit: Exploring and Using

Strand: Oral Language

Strand unit: Understanding

Strand: Oral Language

Strand unit: Communicating

Strand: Oral Language

Strand unit: Exploring and Using

Strand: Oral Language

Strand unit: Understanding

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Emotional & Imaginative Dev through Language

Strand: Oral Language

Strand unit: Receptiveness to Language

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Emotional & Imaginative Dev through Language

Strand: Oral Language

Strand unit: Receptiveness to Language

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Asset type: Document
Language: English
Rights: All rights reserved
Special Needs:

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Assessment Rubric for Oral Reports

https://www.scoilnet.ieuploads/resources/23082/22805.pdf Added: 13 Jun 2017 Contributor: PDST Resource type: Guide/notes

This is a one page document in which oral reports can easily be assessed. The document has divided oral reports into different sections including text structure, language and speaking and listening skills.

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in 1-2 3-4 5-6 English
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How it maps to the curriculum

in
1-2
3-4
5-6
English

Strand: Oral Language

Strand unit: Communicating

Strand: Oral Language

Strand unit: Exploring and Using

Strand: Oral Language

Strand unit: Understanding

Strand: Oral Language

Strand unit: Communicating

Strand: Oral Language

Strand unit: Exploring and Using

Strand: Oral Language

Strand unit: Understanding

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Emotional & Imaginative Dev through Language

Strand: Oral Language

Strand unit: Receptiveness to Language

Strand: Oral Language

Strand unit: Competence and Confidence in Using Language

Strand: Oral Language

Strand unit: Developing Cognitive Ability through Language

Strand: Oral Language

Strand unit: Emotional & Imaginative Dev through Language

Strand: Oral Language

Strand unit: Receptiveness to Language

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Asset type: Document
Language: English
Rights: All rights reserved
Special Needs:

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Listen Carefully!

http://www.bbc.co.uk/skillswise/topic-group/speaking-and-listening Added: 19 Aug 2011 Contributor: Scoilnet Resource type: Audio / Video

How good are your listening skills?Find out on this website as you try and pick up the key information about the cinema and from telephone messages.

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5-6 English
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How it maps to the curriculum

5-6
English

Strand: Oral Language

Suggestions for use: Compose messages and record them. Get children to respond to the messages.
Write a brief message that you could leave on an answering machine.

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Asset type: Audio
Language: English
Rights: All rights reserved
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Using Storytelling to Assess Listening and Speaking Skills

http://www.storyarts.org/classroom/usestories/index.html Added: 02 Dec 2007 Contributor: Scoilnet Resource type: Guide/notes

Advice and checklist to assess pupils speaking and listening skills. An aid to assessment.

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in English
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How it maps to the curriculum

in
English

Strand: Oral Language

Strand unit: Understanding

Strand: Oral Language

Strand unit: Exploring and Using

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Asset type: Online Resource
Language: English
Rights: All rights reserved
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