Darllen
Helpu Plant i Leoli a Defnyddio Gwybodaeth
______________________________________ Yn ôl..
   

Mae angen sgiliau i ddarllen testunau anffuglennol rhagor na thestunau ffuglenol. Mae'n bwysig cofio bod y term "anffuglennol" yn berthnasol i amryw byd o destunau, a bod y wybodaeth sy'n cael ei mynegi - er efallai yn ymddangos yn ffeithiol - yn aml yn unochrog ac yn oddrychol. Bydd ar blant angen arweiniad penodol ar:

leoli gwybodaeth

dewis/dethol gwybodaeth (gweler yr "Information Skills Web Chart")

trafod/gwerthuso gwybodaeth (gweler dalen Helen Arnold: Transforming the Data)

Materion allweddol:

Canfyddwyd gan AEM fod datblygiad darllen plant yn gwella os oeddant yn defnyddio ystod eang o ffynonellau gwybodaeth, gan gynnwys llyfrau-cyfair, dyddlyfrau, mapiau, diagramau a ffeiliau-data i atgyfnerthu eu gwaith.

Mae llawer o'r strategaethau a ddisgrifir yn y taflenni amgaeedig yn gofyn i'r plant weithio ar y cyd.

Rhai syniadau pellach:

(i) gall plant gadw "llyfr-syniadau" fel unigolion neu fel dosbarth, ar gyfer nodi syniadau ac arsylwadau. Trwy hyn fe ddeuant yn gyfarwydd â thrafod gwybodaeth ar ffurf ysgrifenedig (mae hyn yn llawer mwy diddorol na "Newyddion"!)

(ii) Cyn troi at lyfrau-cyfair mae'r plant yn pledu-syniadau ynglyn â thestun arbennig, gan ei gofnodi ar ffurf gwe neu lif-ddiagram. Cael grwpiau o blant wedyn i rannu gwybodaeth efo'i gilydd, trafod yr hyn sydd angen ei wirio neu ganfod mwy yn ei gylch, a llunio cwestiynau penodol ar gyfer canfod atebion. Dylai hyn ddileu'r arferiad o gopïo gwybodaeth o lyfrau.

(iii) Gall plant sy'n ddwyieithog wneud y gwaith ymchwilio trwy gyfrwng un iaith a chyflwyno/cofnodi yn yr iaith arall.

(iv) Wrth gofnodi gwybodaeth dylai plant ystyried y ffurf mwyaf addas. Gellir cael enghreifftiau hwylus o "Magic Bean Books" (Heinemann) yn arbennig "Issues" - sy'n dangos sut mae cyflwyno materion a phynciau dadleuol yn gryno ac effeithiol.


Information Skills Web ar ddogfen ar wahân - "IAITH2"
    

TRANSFORMING THE DATA: USING YOUR OWN WORDS

It is essential that children internalise what they read and learn to reproduce it in their own words. Writing is the normally accepted mode for transformation, but the hardest. Other ways of showing comprehension are therefore advisable.

 

GRIDS AND TABLES

Present grids with some of the spaces already filled in. Children must complete with reference to the text. They have to summarise, because the space left for filling in is physically limited.

 

CLUES AND ANSWERES

Prepare a sheet in boxes. In some cases give CLUES, in other cases the ANSWER. Children complete by reference to text.

 

DIAGRAMATIC OUTCOMES

Young children will make representational pictures to illustrate text; later venn diagrams, flow charts, time lines, topic webs etc. Strip cartoons are a good way of summarising; limit number of pictures and length of captions.

 

I AM THE EXPERT: PRESENTING NEW KNOWLEDGE

All the above is pretty pointless unless there is an end-product in view. Children should be investigating areas which are different from other groups, in order to present their new knowledge to them.

 

QUESTIONS AND ANSWERS

Children make up questions for each other. Suggest a variety of question beginnings (what, where, how, when, who, why).

Many of the activities suggested earlier can be devised by children for each other. They are likely to learn more from the devising than the answering!

 

GROUP PRESENTATIONS

TELL, EXPLAIN, DESCRIBE (INCLUDING FEELINGS) GIVE INSTRUCTIONS, JUSTIFY, PERSUADE.

Fact sheets, Catalogues, Museum exhibits, quizzes, interviews, board games, panel games, and perhaps best of all, making books for younger children and peers.

REF. Eric Lanser and Keith Gardiner. Reading for Knowledge.

Helen Arnold.