Suggestions for use: Riachtanach mar threoir do mhúinteoirí Gaeilge atá i mbun pleanála agus ag teagasc scoláirí an ardteistiméireachta feidhmí.

Suggestions for use: Riachtanach mar threoir do mhúinteoirí Gaeilge atá i mbun pleanála agus ag teagasc scoláirí an ardteistiméireachta feidhmí.

Suggestions for use: Úsáideach do mhúinteoirí atá ag iarraidh tuiscint níos fearr a fháil ar chúrsa an ardteistiméireachta feidhmí agus atá ag iarraidh tuairimíocht an chigireacht i 2014 ina leith - An Ghaeilge Chumarsáide pléite ó leathanach 58 - 62

Suggestions for use: Úsáideach do mhúinteoirí atá ag iarraidh tuiscint níos fearr a fháil ar chúrsa an ardteistiméireachta feidhmí agus atá ag iarraidh tuairimíocht an chigireacht i 2014 ina leith - An Ghaeilge Chumarsáide pléite ó leathanach 58 - 62

Suggestions for use: Úsáideach mar threoir bheacht do na scrúdaithe agus tascanna measúnaithe atá le déanamh ag scoláirí na hardteistiméireachta feidhmí le linn na scoilbhliana

Suggestions for use: Úsáideach mar threoir bheacht do na scrúdaithe agus tascanna measúnaithe atá le déanamh ag scoláirí na hardteistiméireachta feidhmí le linn na scoilbhliana

Suggestions for use: Úsáideach mar threoir do na scrúdaithe nó tascanna measúnaithe atá le déanamh ag scoláirí na hardteistiméireachta feidhmí le linn na scoilbhliana 2021/22

Suggestions for use: Ceisteanna do Bhloc 1 - 4 don Bhéaltriail

Suggestions for use: Úsáideach le scoláirí a spreagadh chun comhrá a dhéanamh ar na téamaí difriúla a bhíonn faoi chaibidil acu san heochairchleachtaidh sa Ghaeilge Chumarsáideach

Suggestions for use: Úsáideach le scoláirí a spreagadh chun comhrá a dhéanamh ar na téamaí difriúla a bhíonn faoi chaibidil acu san heochairchleachtaidh sa Ghaeilge Chumarsáideach

Suggestions for use: Is féidir na heochairfhocail seo a úsáid leis na pictiúr spreagtha bunaithe ar Bhloc a 4 mar chuid den Bhéaltriail.

Suggestions for use: Is féidir na heochairfhocail seo a úsáid leis na pictiúr spreagtha bunaithe ar Bhloc a 3 mar chuid den Bhéaltriail.

Suggestions for use: Is féidir an cháipéis seo a úsáid mar threoir don phroiséas pleanála agus na cúig scil teanga á fhorbairt sa seomra ranga.

Suggestions for use: Is féidir an cháipéis seo a úsáid mar threoir don phroiséas pleanála agus na cúig scil teanga á fhorbairt sa seomra ranga.

Suggestions for use: Is féidir na heochairfhocail seo a úsáid leis na pictiúr spreagtha bunaithe ar Bhloc a 2 mar chuid den Bhéaltriail.

Suggestions for use: Is féidir na heochairfhocail seo a úsáid leis na pictiúr spreagtha bunaithe ar Bhloc a 1 mar chuid den Bhéaltriail.

Suggestions for use: Is féidir úsáid a bhaint as an gcáipéis seo mar threoir chun nasc a chruthú idir an Bhéaltriail, na hEochairchleachtaí agus roinnt acmhainní úsáideacha ar líne.

Suggestions for use: Is féidir an cháipéis seo a úsáid mar threoir don phroiséas pleanála agus na cúig scil teanga á fhorbairt sa seomra ranga.

Suggestions for use: To integrate and embed active learning methodologies that promote AfL, literacy, numeracy, and other key skills.

Suggestions for use: Pleanáíl Foghlaim féindírithe and scoláire

Suggestions for use: pleanáil agus súil siar

Suggestions for use: Uirlis úsáideach don Mheasúnú chun Foghlama agus Féinmheasúnú

Suggestions for use: Comparáíd idir dánta

Suggestions for use: Possible uses: When students are familiar with vocab associated with a particular
topic, the teacher could print and cut out a selection of key words.
1.Ask the students to place the keywords on the correct colour on the mat.
2. Ask the students to compose sentence(s) with those words.
3. Do the students notice that they keep starting the sentence with the word
from the same colour? (again this would be the blue (verb) in Gaeilge).
4. Now that you have your sentence, can you change the tense of the verb? -
Enter the verb cards to help!
5. With the grammar mats in use in all of our language classes, the students may
notice that the order of the colours are different in each language and needs to
be taken into account for translation. (Google translate doesn't always work!)
Differentiation and development to more senior classes:
1.Using a piece of text, can the students pick out the grammatical elements, write
the verbs etc on a post-it (different colours if you like!) and stick them to correct
colour on the mat?
Pulling the text apart like this will draw the students' attention to syntax. If they
are looking for a verb, for example, they will soon figure out where it should be in
the sentence, advancing their understanding and increasing their comprehension.
2. Like point 2 above, using a marker, the students may like to write the words
under the title directly on to the mat.
3. Using a piece of written text (comprehension etc) can the students underline
the appropriate word with the appropriate colour (Blue pen, red pen, green
pen)?
This could be done in a carousel fashion, each group of students given a
particular grammatical element, find it, underline it and pass it on. Repeating the
process will help to embed the process. The teacher can assign the easier/most
obvious terms to the weaker students while providing a challenge to the more
able.
All of the above can be used for picture sequences also.

Suggestions for use: Possible uses: When students are familiar with vocab associated with a particular
topic, the teacher could print and cut out a selection of key words.
1.Ask the students to place the keywords on the correct colour on the mat.
2. Ask the students to compose sentence(s) with those words.
3. Do the students notice that they keep starting the sentence with the word
from the same colour? (again this would be the blue (verb) in Gaeilge).
4. Now that you have your sentence, can you change the tense of the verb? -
Enter the verb cards to help!
5. With the grammar mats in use in all of our language classes, the students may
notice that the order of the colours are different in each language and needs to
be taken into account for translation. (Google translate doesn't always work!)
Differentiation and development to more senior classes:
1.Using a piece of text, can the students pick out the grammatical elements, write
the verbs etc on a post-it (different colours if you like!) and stick them to correct
colour on the mat?
Pulling the text apart like this will draw the students' attention to syntax. If they
are looking for a verb, for example, they will soon figure out where it should be in
the sentence, advancing their understanding and increasing their comprehension.
2. Like point 2 above, using a marker, the students may like to write the words
under the title directly on to the mat.
3. Using a piece of written text (comprehension etc) can the students underline
the appropriate word with the appropriate colour (Blue pen, red pen, green
pen)?
This could be done in a carousel fashion, each group of students given a
particular grammatical element, find it, underline it and pass it on. Repeating the
process will help to embed the process. The teacher can assign the easier/most
obvious terms to the weaker students while providing a challenge to the more
able.
All of the above can be used for picture sequences also.

Suggestions for use: Numeracy - Patterns concerning the different tenses. Can the student see the pattern? Can the student, then come up with the rule? When the students notice patterns for themselves, they are more likely to remember
them and then transfer that pattern to another verb (transferable skill) . They will notice that there are different types of verbs and as a result, different patterns.
The verb cards have a blue face (to match the colour on the grammar mat) with the appropriate flag on either side. If the teacher chooses to blu-tac the verbs to the wall as keywords, the students will know that they are verbs by their colour. In schools, where the students have base classrooms and the teacher visits, each language may be distinguished by the flag.
Teachers may like to make "Grammar stations" in the classroom. The verb cards are a great reference for students. Teachers may choose to print out other keywords and use coloured paper to match the colours on the Grammar mat.

Suggestions for use: An Bhéaltriail

Suggestions for use: Placemat: (Page 73)
Placemat can be used to encourage students to share ideas and reach a consensus about a topic or goal. It can be used to activate prior knowledge of a topic among students. It can help students share problem solving techniques, take group notes during a video/oral presentation, to summerise learning after the class or to begin an opening review of a subsequent lesson.
Anticipation Exercise: (Page 35/36)
The anticipation exercise could be utilised to assess students prior knowledge of a topic. This will give the teacher a picture of the students’ awareness of the concepts involved. However it could also be used as an assessment tool after the learning to see if the students have understood the concepts which they were presented with.
Think-Pair-Square-Share (Page 71)
The think-pair-square-share methodology can be used throughout the inquiry process to enable reflection and discussion among the pupils on the stage of the inquiry or the economic knowledge being explored.

Suggestions for use: Cáipéis úsáideach agus múinteoirí i mbun pleanála. Béim ar straitéisí teagaisc agus foghlama le neart samplaí praiticiúla

Suggestions for use: Cáipéis úsáideach agus múinteoirí i mbun pleanála. Béim ar straitéisí teagaisc agus foghlama le neart samplaí praiticiúla

Suggestions for use: Cáipéis úsáideach agus múinteoirí i mbun pleanála. Béim ar straitéisí teagaisc agus foghlama le neart samplaí praiticiúla

Suggestions for use: Úsáideach agus tú ag leabú cleachtas obair ghrúpa. Bíonn cárta ag gach duine sa ghrúpa le ról cinnte ag an gach duine. Úsáideach le chuile ábhar i scoileanna Gaeltachta agus Gaelscoileanna.