Darllen
YSTOD O LENYDDIAETH
_{______________________________________}

Mae'r enghreifftiau a roddir ymhob categori yn rhai a awgrymir yng nghynigion diwygiedig 'Saesneg yn y Cwricwlwm Cenedlaethol'. Awgrymiadau yn unig ydynt, ac o'r herwydd maent yn gyfyngedig. Mae yna doreth o ddeunydd cyfoethog ar gyfer plant, a gellid dod i wybod mwy am rywfaint ohono o'r ffynonellau canlynol:

(i) 'Hooked on Books' (dosbarthwyd 2 gopi o'r llawlyfr defnyddiol hwn i bob dalgylch trwy law'r Athrawes Ymgynghorol Saesneg yn 1992)

(ii) Madelain Lindley Ltd, 79-90 Acorn Centre, Barry Street, Oldham, OL1 3Ne

(anfonwyd manylion am y gwasanaethau a gynigir i bob ysgol ym Mawrth 1994)

(iii) 'Books for Keeps', 6 Brightfield Rd., Lee, London SE12 8QF

(iv) Books for your Children, FREEPOST, PM 575, Birmingham B15 1BR

Nid yw popeth a awgrymir yn addas ar gyfer darllen unigol. Gall gweithgareddau darllen-grwp a darllen-dosbarth, a'r rheini yn cael eu hatgyfnerthu gan waith llafar, helpu'r darllenwyr llai galluog fwynhau ac ymateb i destunau na allant ymdopi â hwy fel unigolion.

Key Stage 1

Pupils should read on their own, with others and to the teacher a range of good quality literature which includes nursery rhymes, poems, stories, folk-tales, myths, legends, picture books and their own writing.

They should be given an extensive experience of children's literature.

The books and poems read and discussed should be used to stimulate pupils' imagination and enthusiasm. They should include some of these features:

interesting subject matter and setting which may be related to pupils' own experience or extend beyond their knowledge of the everyday;

a clear viewpoint, with accessible themes and ideas;

a clarity of expression and use of language which benefits from reading aloud and re-reading;

language with recognisable repetitive patterns, rhyme and rhythm;

straightforward characterisation and plot;

the use of a variety of narrative techniques, presented in immediately accessible ways;

illustrations which are visually stimulating and enhance the words of the text.

The literature pupils encounter in Key Stage 1 should be wide-ranging and cover the following categories:

nursery rhymes, e.g. 'London Bridge is Falling Down', 'Oranges and Lemons', poetry chosen from anthologies e.g. 'Singing in the Sun' edited by Jill Bennett, 'Poems for Seven Year Olds and Under' edited by Helen Nicoll, and poems from collections by individual poets, e.g. 'Complete Poems for Children' by James Reeves, 'Hot Dogs and Other Poems' by Kit Wright, 'Come on Into My Tropical Garden' by Grace Nichols;

poems and stories with familiar settings and those based on imaginary of fantasy worlds, e.g. 'Rosie's Walk' by Pat Hutchins, 'But Martin!' by June Counsel, 'The Elephant and the Bad Baby' by Elfrida Viponet and Raymond Briggs;

books and poems written by significant children's authors, e.g. Janet and Allan Ahlberg (Each Peach, Pear, Plum), John Burnighmam (Mr Grumpy's Outing), Maurice Sendak (Where the Wild Things Are), Eric Carle (The Very Hungry Caterpillar), Pat Hutchins (Titch), Shirley Hughes (Dogger), Jill Tomlinson (The Owl Who Was Afraid of the Dark), Anthony Browne (Bear Hunt), David McKnee (Not Now, Bernard), Dick King-Smith (Lady Daisy), Beatrix Potter (The Tale of Peter Rabbit), Alison Uttley (Little Grey Rabbit to the Rescue);

retelling the traditional stories, folk and fairy stories, e.g. 'Popular Folk Tales' by the Brothers Grimm (translated by Brian Alderson), 'Rapunzel' edited by Barbara Rogasky; and Bible stories in a modern or simplified version;

stories from a range of cultures, e.g. 'Katie Morag Delivers The Mail' by Mairi Hedderwick, 'A Story, A Story' retold by Gail E Hayley, 'Nini at Carnival' by Errol Lloyd;

stories, poems and chants containing patterned and predictable language, e.g. 'A Dark, Dark Tale' by Ruth Brown, 'The Berenstain Bears and The Spooky Old Tree' by Stan and Jan Berenstain, 'My Cat Likes to Hide in Boxes' by Eve Sutton and Lynley Dodd;

Key Stage 2

Pupils should be introduced to a wide range of literature and non-fiction. Their reading should include stories, poems, fables, myths and legends, novels, reference books and non-fiction texts.

Teachers should develop pupils' reading through the use of progressively more challenging and demanding texts.

Opportunities for reading should include both independent and shared reading of play scripts and other texts by groups and by the whole class.

Pupil's reading should include texts:

with challenging subject matter which broadens perspectives and extends thinking;

with more complex narrative structures and sustained ideas; which includes figurative language, both in poetry and prose.

The literature in this key stage should be wide-ranging and cover the following categories:

a range of modern verse by writers such as John Agard, Allan Ahlberg, Charles Causley, John Foster, Ted Hughes, Ogden Nash, Grace Nichols, Gareth Owen, Brian Patten, James Reeves, Michael Rosen, Kit Wright;

a range of modern fiction by writers such as Richard Adams, Joan Aitken, Betsy Byars, Susan Cooper, Helen Cresswell, Roald Dahl, Leon Garfield, Alan Garner, Rumer Godden, Russell Hoban, Ted Hughes, Gene Kemp, Judith Kerr, Clive King, Dick King-Smith, Penelope Lively, Jill Murphy, Jenny Nimmo, Philippa Pearce, Ian Serraillier, Rosemary Sutcliff, Jill Paton Walsh, E. B. White;

some classic poetry

some long established children's fiction, e.g. Lewis Carroll (Alice's Adventures in Wonderland), J M Barrie (Peter Pan), Richmal Crompton (Just William), Arthur Ransome (Swallows and Amazons), Kenneth Grahame (The Wind in the Willows), C S Lewis (The Lion, The Witch and the Wardrobe), A A Milne (Winne the Pooh), Rudyard Kipling (The Jungle Book), E Nesbit (The Railway Children), Mary Norton (The Borrowers);

texts drawn from a variety of cultures and traditions, e.g. Valerie Flournoy (The Patchwork Quilt), Madhur Jaffrey (Seasons of Splendour), Florence Parry Heide and Judith Heide Gilliland (The Day of Ahmed's Secret), John Steptoe (Mufaro's Beautiful Daughters), Susan Jeffers (Brother Eagle, Sister Sky);

myths, legends and traditional stories, e.g. 'The Faber Book of Great Legends' edited by Kathleen Lines, 'Tales from the Mabinogion' by Gwyn Thomas and Kevin Crossley-Holland, 'Book of British Fairy Tales' edited by Alan Garner, 'The Broonie, Silkies and Fairies: Travellers Tales' by Duncan Williamson, 'Mouth Open, Story Jump Out' by Grace Hollworth, 'Beowulf' by Kevin Crossley-Holland.