Ref 10. Primary Education Subject Standards English. June 7.2017.docx

MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF TAJIKISTAN

PRIMARY EDUCATION

SUBJECT STANDARDS

Dushanbe Maorif

This document was translated by the QESP I: Lot 1 “TA to the MoES in the areas of In-Service Teacher Training, Learning Assessment and Planning, Budgeting and Monitoring’’ funded by The European Union and implemented implemented by a Consortium led by Hulla & Co. Human Dynamics KG. This is a working translation and the content is sole responsibility of authors and authorized agency.

ББК 82.33+82.3 (0)

К-90

К-90. Developers: F. Niyozov, M. Ziyoev, А. Aliev, B. Khairulloev. B. Nusratov, Sh. Abdurahmonova. Q. Ziyoev, M. Irgasheva, P. Lutfulloeva, N. Qodirov, G. Jonmahmadova. Primary Education Subject Standards Dushanbe: Maorif, 2017. - pages.

© «Maorif», 2017 ISBN 978-99947-1-440-7 State property

Contents

Introduction

The Government of the Republic of Tajikistan recognizes the education sector as one of priority sectors in the country development and therefore, several initiatives are being implemented every year. In addition to construction of new schools, improving the infrastructure the government pays also more attention to the quality of education and effectiveness of the education contents and learning process. Development of new standards and syllabus will influence the development of the level and quality of secondary education.

Teachers play key roles in implementation of the state education policy. This is clearly stated in the speech of the Founder of Peace and National Unity, Leader of the Nation, the President of the Republic of Tajikistan made during Meeting with intelligentsia of the country (2015): “key to any type of achievements and independent thinking is the teacher and his/her moral and scientific knowledge (fund). Therefore, effective implementation of the learning and upbringing activities provides opportunities to develop students’ thinking skills, their knowledge and world outlook and stepping together with the modern world”.

The ministry of Education and Science of the Republic of Tajikistan initiated the development of subject standards to improve the quality of education and effectiveness of its outcomes.

The present standards are developed on competency based education and meet the requirements of the State Secondary Education Standards.

The structure and the instructional design approach used in the document covers different aspects of the primary education subjects and helps teachers to plan, teach and assess easily.

Teachers become key actors during the implementation of mew standards and syllabus. Therefore, the effective implementation of the new standards and reform process depends on teachers understanding the core of the reforms, taking responsibilities, creativity and pedagogical skills.

The Ministry of Education and Science invites all teachers, school principals, region and district education departments and all employees of the education sector in the country to join implementation of the reforms that ensure the effectiveness and quality education for students.

I. General conditions for the primary education subject standards

1.1. Key terms

Assessment – data collection process for evaluation. There are different assessment types and tools. The help to define the level of students’ learning outcomes. The data collected through assessment is useful both for individuals and educational institutions. Different stakeholders, such as state agencies, individuals, parents, students and teachers use the assessment data for different purposes.

Evaluation – proves for defining the level of students’ competencies (knowledge, skills and abilities) toward the defined subject standards. Evaluation helps to define the level of mastering competencies.

Didactics – pedagogy science direction that includes studying the theoretical basis of education, defining the concept, principles, education contents, types and method of teaching and monitoring of education processes.

Methodological Unit – a type organization of methodological activities at school level to spread best practices and in-service training of the secondary school teachers.

Project work – independent student’s activity that is conducted out of the lesson time. Project works are organized at the specific learning process when students’ already mastered new knowledge and skills.

Learning objective – advance planning of learning outcomes, student’s development and intended learning outcomes. Learning objectives inform lesson flow, teaching methods and learning tools.

Skill – ability and capacity to carry out a task (to do something well) as the result of practicing.

Ability – actions that person would master as the result of learning and multilevel practice, this action became thoughtful and person does it with consciousness; skillful, proficient, capable, master are all abilities.

Practice – coherent activities to obtain skills, abilities and competencies.

Method (Greek. methods- way, approach, tool, theory, teaching) – theoretical and practical recognition of the realities; set of actions; arranging manageable activities of people to solve defined problem.

Criteria – evidence that is defined based on evaluation, findings or definition of something.

Teaching plan – document that includes teaching of educational subjects and their distribution during schooling year in the secondary education schools.

Students’ centered learning/teaching – teaching concept that personal abilities and students’ previous experience is core during teaching and is aimed at further development.

Indicators – set of knowledge, skills and abilities that are used as evidence for achieving competencies.

Portfolio – a compilation of learning work and other forms of educational evidence gathered to evaluate coursework quality, learning progress, and academic achievement and determine students have met competencies/standards Student’s portfolio – targeted gathering of student’s works that shows his /her efforts during carrying out of works and his/her learning achievements on different subjects.

Principle – main educational rules that define thr contents, types of learning arrangements, and teaching methods in connections with generic learning objectives and learning processes.

Learning process – targeted and organized process of mastering knowledge, skills and abilities.

Subject guides on implementation of the standandards – teacher’s guide on implementation of subject standards, additional methodological guide. It includes recommendations and sample of organization of learning process; supports teacher’s to develop students’ competencies.

Literacy – ability to work with information, including carrying out necessary calculations, comprehension of written text, scientific literature, writing and learning skills from oral and written texts.

Literate – one of the cognitive signs of a person. According UNESCO definition – a literate person who is able to read, write and express the meaning of simple text.

Competence – set of integrated knowledge, skills and abilities that are combined to solve specific life (social, economical, political) and learning (cognitive/metacognitive) problems.

Subject standards – a document that includes criteria for students’ knowledge, skills and attitudes, subject learning contents, subject teaching methods, effective learning time management and requirements for student’s learning assessment.

Strategy – ways and methods of achieving objectives.

Analyses – one of the teaching methods that teachers and students separate learning contents into specific parts and evaluate each part separately.

1.2. Regulatory and legislative bases for the primary education subject standards The present standard document is developed based on the below documents that define the aspects of education development strategy in the Republic of Tajikistan.

Primary Education Subject Standards is developed based on the Constitution of the Republic of Tajikistan, Law of the Republic of Tajikistan on Education and other regulatory and legislative documents of the Republic of Tajikistan in the education sector.

1.3. Application of the primary education subject standards

The range of application of the Primary education subject standards is wide. The direct beneficiaries of the standards are primary education teachers who use the standards during planning, teaching and assessing students’ competencies. The primary education specialists at primary education level of related institutions of the education sector whoa are in charge of providing methodological support, planning and implementation of activities to provide methodological support to primary education teachers can use these standards to inform their work.

The present standards are applied in the pedagogical universities, institutes and colleges as core document that define the contents of the methodology of teaching primary grades subjects.

Evaluation of competencies (knowledge, skills and abilities) of primary education students are carried out based on the requirements of these standards.

1.4. Core principles of primary education subject standards

Primary education subject standards were developed based on the following principles:

· equal rights of the citizens to quality education;

· law based, respects for the human and citizens’ rights and freedom;

· compulsory basic education;

· accessible of the secondary education and continuation of the education at other levels of education based on the competitions;

· prioritization of the national and humanitarian values, humanitarian basis of the education contents and personal development;

· love for motherland, family and environment;

· scientific, secular and humanity basis of teaching and upbringing in the secondary education schools;

· unity of educational, cultural, cultural development and protection of national traditions;

· humanitarian, democratic and state and social management of the education system and transparency of its activities;

· continued education;

· motivation of person’s education and developing his/her abilities;

· consistency of education processes that ensures the link between levels of education and unity of teaching and upbringing;

· integration of education, science and production;

· focus on individual student’s’ abilities

Learning process is organized based on student’s prior knowledge and skills and should meet his/her learning needs. Taking into consideration students’ abilities in carrying out learning activities and develop their skills and abilities are core in the teaching process. Teachers have both moral and professional responsibilities for students’ learning outcomes.

Learning will almost always occur most efficiently when:

students are able to build upon what they already know and can do;

the goal of learning tasks are seen by students as achievable students are interested and engaged in what they learn adequate opportunities are given to consolidate new learning through practice;

both teacher and student accept responsibility for learning teachers use a variety of methods to so that students can revisit and lock in new learning in stimulating ways;

students have opportunities to interact with each other when problem solving and building skills it is recognized that failure is also part of learning.

Considering students’ multiple intelligences.

Some students master skills through practice, and some gain knowledge through observation. Some students like active learning, but some like calm learning environment. Teachers should pay equal attention to all students, help them and deliver learning activities in accordance with their learning abilities.

Humanitarian aspects of education process.

Teachers should not only enhance students’ knowledge and support their competency development. They are also responsible for creation of favorable learning environment and encourage students for cooperation and mutual understanding.

Development of values.

The present standards along with learning competencies set development of students’ values. These values are important both in learning competence development and civic education.

Link between education and life.

New standards ensure development of knowledge, skills and abilities for todays and future development of Tajikistan and support lifelong learning. New learning concept is also aimed at adapting learning outcomes with the life requirements. It means that as the result of learning students will be able to apply knowledge, skills and abilities in everyday life.

Lifelong learning.

Learning and development processes are endless. A person can spend almost whole life to master some competencies. Therefore, competency based education encourages lifelong learning processes.

Evaluation of learning outcomes.

Students’ learning outcomes are regulary evaluated and when necessary teaching and learning approaches are changed to make learning process more effective.

1.5. Cross curriculum competencies in primary education

Rapid development of science and technologies makes a modern citizen to adapt learning, social and professional activities with the new requirements. The development speed does not allow us to transfer all available knowledge, therefore, teaching and learning should focus on development of students’ skills and abilities to empower them to plan and apply the sequence of learning activities, collection of needed information to solve cognitive problems, compare and analyze ideas and data, evaluate the implementation process, defining error and correct them, manage effective communications with other participants. Nowadays, cross curriculum, competencies (social, metacognitive, communicative) are developed along with subject content competencies (knowledge, skills and abilities). Therefore, during planning, teaching and assessment the following cross curriculum competencies should be taken into consideration:

Cross curriculum competencies:

· ability to comprehend the learning objectives and plan to achieve them;

· ability to prioritize objectives;

· ability to monitor and manage the time for carrying out defined activities;

· ability to make decision in challenging situation through constructive negotiation;

· ability to monitor the process and results of learning activities;

· ability individually assess the appropriateness of activities and make changes to achieve intended results;

· ability to predict possible situations during performing learning tasks.

Cross curriculum communicative competencies

· ability to consider different ideas and try to establish collaborations among different parts;

· ability to express own position and provide evidences to support own position and come to consensus through collaboration and selection of mutual decision;

· ability to compare different ideas before making final decision;

· ability to ask questions to establish learning and collaboration activities with peers;

· ability to evaluate and monitor each other and collaborate to perform learning activity;

· ability to use appropriate language structure during planning and managing own activities;

· ability to use language tools to solve communication issues; develop topic based narrative text;

· ability to establish effective team work, create favorable cooperation environment;

· ability to use appropriate language tools to express feelings, thoughts, ideas, motivations and own needs;

· ability to explain (provide definition, describe) own activities in in oral and written text.

Cognitive – Metacognitive Cross Curriculum Competencies:

· ability to conduct teacher guided observation and experiment;

· ability to search for information, including library and Internet resources;

· ability to construct and change the models and structures to perform learning tasks;

· ability to select effective ways to solve issues in accordance with specific conditions;

· ability to group relations, features, terms and models;

· ability of logical thinking, including defining cause – effect relationship;

· ability to apply main skills on skimming and scanning text to learn, to strengthen knowledge and search for information;

· ability to divide main idea from the secondary, define core topic of the text and show the sequence of events.

Samples of cross curriculum competencies

Cognitive - analytical competencies:

· apply own and others’ knowledge, experience and ideas in new learning and life situation;

· evaluate the links and relationship between ideas, experiences or natural and non-natural materials;

· understanding of that whole consists of part.

Cognitive-creative competencies:

· develop interest and cognitive motivation to world occurances, experience, new learning materials and different interesting and unusual events and puzzles.

Cognitive-research competencies:

· analyse and evaluate objects, events, experiences, ideas, theories, conditions and other phenamenon;

· define the difference bewtween factors, ideas, theories and values;

· use different measurement tools to evaluate ideas, events, evidences, reasons and actions.

Self-awareness and independence competencies:

· recognize that culture and language, rules and experiences impact the personal values, self-awareness and behavior;

· analyze the family, society and social conditions to the person development;

· show confidence, self-management and ability to mobilise.

Recognize, respect and protect others:

· be open minded;

· learn different people, culture and respect them;

· recognize and respect that people have different values, understanding and not always others’ ideas can be the same as “mine”;

· analyze ideas, selection and person’s behavior would influence living and non-living objects.

Developing literacy Develop knowledge on different literacy aspects:

· recognize the importance of different knowledge in everyday life;

· accept that literacy consists of words, pictures, numbers, sounds, movements and other indicators and there have different definitions and meaning;

· evaluate ideas and information that are recieved from different sources (e.g. people, data base and other natural and artifitial sources).

Research and analyse world phenomenon through specific knowledge:

· search and comprehend ideas and experience by applying different strategies, resources, tools and technologies;

· select and evaluate information sources and tools/instruments related to performace of specific tasks;

· applying specific knowledge to define and evaluate ideas and terms.

Demonstrate comprehension and convey meaning through specific knowledge:

· construct, count and communicate through different products, strategies and technologies to express understanding of ideas and experiences;

· select and apply appropriate technologies to communicate effectively and respectfully.

Develop social responsibilities Following behavioral rules:

· evaluate the possible impact of own and other’s actions to the environment and specific situations;

· take into consideration the results of actions in different situations;

· continued following the main moral values;

· show principal position in moral issues such as “respect for every person”.

Be involved in discussion and dialogues:

· keep balance in speaking, listening and responding;

· provide opportunities for every person to contribute;

· demonstrate respect during discussions, meetings.

Carry out social task:

· show respect and confidence to human rights, conventional rights and stable environement;

· contribute creation of favourable environment and conflict resolution in classroom, school, family and society;

· during maintaining relations and provision of support take into consideration independence, culture, traditions and abilities of all participants/people;

· support other people to achieve the stated objectives;

· take measures to avoid biased and unfair relations to one and others.

1.6. Aims and objectives of primary education subject standards The present standard document is developed to implement the requirements of the State Secondary Education Standards and National Education Development Strategy of the Republic of Tajikistan for 2020.

The aims and objectives of Primary Education Subject Standards are:

define and state set of primary education students competencies (indicators of knowledge, skills and abilities) in “Mother Tongue”, “Math”, “Natural Science”, “Art and Crafts”, ‘Song and Music”, “Physical Instructions”, “Russian language” and “English Language” subjects.

organize contents and processes for planning, teaching and assessment of “Mother Tongue”, “Math”, “Natural Science”, “Art and Crafts”, ‘Song and Music”, “Physical Instructions”, “Russian language” and “English Language” subjects in primary education (grades 1-4).

Learning contents, meaning and activities are aimed at developing students’ competencies and the strong link between these aspect should be ensured;

Different subject skills are presented in specific and comprehensive ways. Indicators of achievement of each competencies are shown;

In spite of covering different aspects of teaching the subjects, the present standards do not limit teachers’ creativity, but guide them to manage the education process in more meaningful and effective ways;

Contents and number of competencies are presented in accordance with the subject learning load that is defined by the teaching plan.

II. Objectives, competencies and indicators

2.1. Introduction

In this section the competencies are presented for each grade from 1 to 4. In all subjects they have the following characteristics.

· they are organized to show a progression of difficulty from one grade to the next. It is organized this way so teachers can see both where the ministry expects students are achieving in the grade before and where they will need to be at the end of the current grade.

· they are grouped by broad strands relating to skills knowledge and attitudes. Obviously they do not follow the order of any textbook.

· they are written in such a way that the observable result of student learning and so competency achievement is defined in the indicators. So they are not necessarily a clear definition of what a teacher must teach.

· each competency is numbered. For example: 3. 1.1. The first number refers to the grade level. The second number refers to the strand. The third number refers to the competency in the strand. Thus, 4.1.1. refers to the first competency in Grade 4, strand 1.

2.2. “Mother tongue” subject for grades 1-4

2.2.1. General specifications of “Mother tongue” subject in primary education Language is a product of thinking and a social phenomenon. It is one of the unique characteristics of being human. It serves as a means to develop thinking, express personal opinions, develop social communication and interaction, and understand the world we live in. It is the primary mechanism with which we transmit our culture from generation to generation. An important cultural objective of this subject is to support the students’ equality through knowing of language and literature, and it is considered as a main source of their development as citizens of Tajikistan.

The ability to read and listen to and then respond to language through written and spoken communication are highly complex skills and so the gaining of competency in these areas is the core of any language programme.

Tajik language as a subject empowers students with the communication skills necessary for learning in other subjects and consequently is a main subject in all stages of teaching and also has a significant role in integration of various subjects.

Many of the skills taught in a first language programme, such as the ability to write an essay apply across all languages and so this standard has application for any school where mother tongues other than Tajik are taught.

2.2.2. aims of “mother tongue’ as subject in primary education Mmain aims of Mother Tongue as a subject in grades 1 to 4 are to have students be able to:

· correctly and consistently apply the conventions of reading, writing, speaking and listening;

· use the language to actively engage with others to communicate ideas, values and opinions in both oral and written forms.

2.2.3. Table of competencies for “mother tongue’ for primary education.

Listening

2.1.1. Follow common communication conventions in a wider range of situations

3.1.1.

Follow common communication conventions in a wider range of situations and explain the importance of following these conventions.

4.1.1. Follow communication conventions in a wider range of situations, understand their context and take active part in ensuring all can participate fully.

Speaking

4.2.3. Convey increasingly complex ideas and meanings for variety of purposes in longer and wide a range of types of narratives and other forms of speech.

Reading

4.3.2. Efficiently apply a range of reading strategies to bigger volume unknown text.

А.1.3.3. Extract meaning from simple sentences containing familiar vocabulary.

1.3.3.

Extraсt meaning from and simply respond to short simple (up to 100 words) predictable narrative texts with 1-2 new vocabulary.

2.3.3.

Extraсt meaning from and respond to a range of short to medium level narrative texts up to 200 words) with 3-4 unknown vocabulary.

3.3.3.

Extraсt meaning from and reflect upon a range of medium level narratives and other text types (up to 300 words) with 5-6 unknown vocabulary.

4.3.3.

Extraсt meaning from and apply critical thinking to longer narratives (up to 400 words) and other text types with 7-8 unknown words.

Writing

А. 1.4.3. Based on own simple idea/s form short written sentences.

2.2.4. Competencies and indicators for “Mother Tongue” subject for grade 1 (literacy development period)

Grade 1 (literacy development period)

Listening

А. 1.1.1. Follow simple communication conventions in narrow range of situations.

Indicators of achievement:

maintains attention when listening to peers and the teacher;

look at the partner during talking;

do not pay attention to other interrupting voices;

keep body straigt and opened.

А. 1.1.2. Use heard information in very simple spoken and written texts.

Indicators of achievement:

differentiate between the sounds;

isolate initial, middle and last sounds of one and two syllable words;

match simple spoken high frequency words with their written forms;

repeat fairy accurately simple poetries, rhymes, riddles and tongue twisters;

use heard vocabulary in speech;

comprehend simple questions and give appropriate answer.

А. 1.1.3. Extract simple ideas and meaning from simple forms of speech and written texts commonly used at this age.

Indicators of achievement:

carry out one-two step oral instructions;

form and answer simple questions;

recall the main meaning of simple retold texts/stories.

Speaking

А.1.2.1. Follow simple communication conventions in narrow range of situations.

Indicators of achievement:

pronounce common Tajik language sounds correctly;

demonstrate correct grammatical forms when using high frequency vocabulary when speaking;

reflect correct syntax forms when forming spoken phrases and sentences;

choose the right words from high frequency vocabulary;

reflect appropriate tone for the narrow range of situation;

speak using appropriate speed and tone most of the time;

accurately pronounce high frequency words;

segment sentences into words in speech;

use appropriate volume to the situation;

take turn to speak;

show respect to others through speech in and out of school;

show confidence and seaks to overcome fears when speaking.

А.1.2.2. Use age appropriate speaking strategies.

Indicators of achievement:

use simple mimes and gestures during speaking;

control their voices such as gently, loudly, politely to suit the situation.

А.1.2.3. Convey simple ideas and meaning for a narrow range of purposes in simple short narratives and forms of speech.

Indicators of achievement:

describe and compare simple characteristics (form, color, volume, number) of objects;

respond to the questions about the pictures or stories;

describe objects of interest such as toys or pets to the class;

discuss characters in heard, seen and read to stories;

talk about their experiences;

role-play characters in stories told or read to them;

talk about own drawing, writing and reading to others;

talk about favourite books and stories;

help to formulate class rules and reflect upon behavior.

ask the teacher and peers simple questions using “What?”, “Who?”, “When?” and “Where?” to clarify the meaning and own curiosity.

Reading

А.1.3.1. Recognize and apply very basic print conventions.

Indicators of achievement:

show cover page, title and list of contents of the books;

demonstrate the awareness of directional conventions (from left to right, from top to bottom, follow from one line to another) and flip pages;

differentiate print, handwriting, lower and uppercase letters;

differentiate sounds from letters names;

differentiate letters, words and sentences;

decode simple one-two syllable words;

decode by segmenting three or more syllable words.

А.1.3.2. Apply a very limited number of reading strategies with limited efficiency to unknown words.

Indicators of achievement:

read sentences from the tezt using reading technics (read aloud, paire reading, choral reading);

predict ideas and words while reading;

read along with others in big book shared - reading experiences;

comment about the pictures when reading the text;

read own written and picture texts such as simple sentences, short recounts of their experiences, word lists with pictures;

maintain the ability to extraxt meaning by reading at age appropriate speed.

А.1.3.3. Extract meaning from simple sentences containing familiar vocabulary.

ask and answer very simple questions on the meaning of the text;

retell the meaning of the simple text;

define the characters and objects of very simple and short texts;

reflect on the behavior of characters in very short texts;

provide life examples related to the meaning of the sentence;

willingly participate in shared reading of different types of texts such as poems, rhymes, chants, narrative, lists, letters, invitations, recipes, advertisements, procedures, reports, explanations, exposition, discussions, responses, reviews;

find and read/spell learned letters from different sources.

Writing competencies

А.1.4.1. Follow very simple writing rules in accordance with indicators.

Indicators of achievement:

hold pen/pencil correctly;

place the notebook in right position;

form letters at correct hight and width;

correctly form lower and upper case letters;

form appropriate shape of the letters;

use appropriate slope in writing (to the right on 65);

use capital letter at the beginning of the sentences;

use capital letter to write people’s names;

put a dot at the end of the sentence.

А.1.4.2. Use appropriate writng strategies.

Indicators of achievement:

write own name and surname and other objects without model;

legibly write print words and sentences from models.

А. 1.4.3. Based on own simple idea/s form short written sentences.

Indicators of achievement:

write own name and surname and other objects without model;

write sentences they have created told to teacher and wrote by the teacher.

2.2.5. Competencies and indicators for “Mother Tongue” subject for grade 1 (mother tongue) Listening

1.1.1. Follow simple communication conventions in a wider range of situations.

Indicators of achievement:

maintains attention when listening to peers and the teacher during read aloud, performance, learning tasks and listening to the tape;

look at the partner during talking;

do not pay attention to other interrupting voices;

keep body straigt and opened.

1.1.2. Use heard information in simple spoken and written texts.

repeat correct pronunciation of words;

use small number of heard vocabulary during speaking;

understand simple questions and respond appropriately;

write correctly grade one appropriate words that have different pronunciation and forms;

define incorrect pronunciation of sounds and correct them;

define happiness and sadness of the speaker and choose appropriate tone of speech.

1.1.3. Extract basic ideas and meaning from more complex narratives and forms of speech commonly used at this age.

Indicators of achievement:

understand the oral classroom instructions (tasks, activities) and follow them;

answer simple comprehension questions (why?) based on the text read by others;

listen to the meaning of the information (partner, recordings, TV programs) and tell what is the text about and who are main characters;

retell the meaning of the heard stories.

Speaking

1.2.1. Follow simple communication conventions in a wider range of situations.

Indicators of achievement:

follow simple Tajik literature language rules;

use appropriate tone/intonation of speech;

follow the greeting and good-bye rules in the classroom, school and out of the school;

take turn to speak;

follow simple expressing gratitude behavior;

speak with confidence.

1.2.2. Use age appropriate speaking strategies.

Indicators of achievement:

develop oral text on the syllabus topics that has beginning, main part and ending;

use proper simple non-verbal tools (gestures, mimes) while speaking;

manage the speed and intonation of voice during speaking.

1.2.3. Convey basic ideas and meaning for a narrow range of purposes in simple narratives and other forms of speech of increasing length.

Indicators of achievement:

talks on age appropriate topics;

create short oral text on the sllabus topics (3-5 sentences);

tell heard or seen events in reasonable sequence;

ask the teacher and peers simple logical questions (using “Why?”, “How?”) to clarify the meaning and own curiosity;

explain how to complete simple classroom instructions;

name the features of the object.

Reading

1.3.1. Recognize and apply basic print conventions of the text.

Indicators of achievement:

read multi-syllable grade one appropriate words;

read fluetly age appropriate narrative and poetry texts;

practice reading the texts by sintagma;

follow the intonation of punctuation marks while reading;

correct errors during reading indipendantly

1.3.2. Apply a small number of reading strategies with some efficiency to unknown text.

Indicators of achievement:

use different reading technics (read aloud, pair reading, reading by roles) to read the text;

use different strategies to define different aspects of the texts (author, title, picture, characters, time and place of the events);

differentiate narrative texts from poetry;

answer pre, while and post reading questions;

predict the meaning of narrative texts;

define beginning, main part and end of the text;

define the meaning of the new vocabulary using different sources (vocabulary list, peers, teachers, dictionaries);

willingly read newspapers, magazines and children's books regulraly.

1.3.3. Extraсt meaning from and simply respond to short simple (up to 100 words) predictable narrative texts with 1-2 new vocabulary.

Indicators of achievement:

ask and answer questions on the meaning of simple texts;

tell the meaning of short simple narratives by own words;

define the characters of short texts;

define the good or bad behaviors of characters of short texts;

provide simple life examples related to the meaning of the short texts;

define fiction and real meaning of the short simple texts.

Writing

1.4.1. Follow simple writing rules in accordance with indicators.

Indicators of achievement:

· write the parts of lower and upper case letters, write neatly, write appropriate shape (to the right on 65), follow the letter connection rules while writing words, follow the distance between words in the sentence;

spell one, two and three syllable grade 1 appropriate words;

use capital letter for the first letter of the sentence and put full stop at the end of the sentence;

use capital letters for the names of people, cities and villages;

put appropriate punctuation marks at the end of the sentence (dot, question marks);

use commas after repeated same gcategory of words, names, characteristics and movements.

1.4.2. Use appropriate writng strategies to create short texts.

Indicators of achievement:

copy the printed sentences and texts neatly, clearly and correctly;

write simple sentences and put full stop at the end of the sentence;

use limited number of new vocabulary in the written text;

in order to clearify the information or satisfy own cognition writes qiestions;

write the names and features of the object from the picture;

define and write the name of people and objects and their adjectives;

write with appropriate speed (10-15 words per minute).

1.4.3. Based on own simple idea/s form a short text.

Indicators of achievement:

writes own and school adress;

write short (two-three linked sentences) on familiar topics.

2.2.6. Competencies and indicators for “Mother Tongue” subject for grade 2 Listening

2.1.1. Follow common communication conventions in a wider range of situations.

Indicators of achievement:

listen to a speaker (peers, teachers, adults, read alouds or recorded text, role plays, retelling of the seen and heard stories);

look at the partner while talking;

do not pay attention to the thoughts that interrupts listening;

while listening to the partner do not pay attention to other’s speaking;

regulary nod head;

keep body straignt and opened.

2.1.2. Use heard information in more complex spoken and written texts.

Indicators of achievement:

repeat correct way of pronunciation of words;

use more heard new vocabulary in speech;

understand the meaning of inferential questions and respond appropriately;

write short listened texts;

write correctly the words with complex spelling where the print is different from the pronunciations;

define incorrect pronunciation and demonstrate the correct one;

define the partners’ mode and use appropriate tone.

2.1.3. Extract ideas and meaning from a range of more complex narratives and forms of speech commonly used at this age.

perform three action learning instructions;

answer factual, inferential and creative questions;

define the meaning of heard information (partner’s speech, read text, recorded textm TV programs, discussion);

define the topic and main idea of the speaker/s;

retell the meaning of heard stories.

Speaking

2.2.1. Follow common communication conventions in a wider range of situations.

Indicators of achievement:

speak tajik literature language;

express own ideas and thoughts using correct sentence structures;

follow the communication code of conduct in known and unknown situations( greetings, appologising, requesting, thanking);

take turn to speak;

respect others while communication in the classrooms, school and out of school;

speak with confidence.

2.2.2. Use age appropriate speaking strategies.

define beginning, main part and end of the speech;

use mimes and gesture to make the communication more expressive;

manage the speed, hight and width and ntonation of voice during communications.

2.2.3. Convey ideas and meaning for a range of purposes in different types of narratives and other forms of speech of increasing length.

select appropriate topic and meaning to establish discussion;

in order to inform about something, retell the story in details;

in order to clarify the information or satisfy own curiosity ask logical, inferential and creative questions;

provide instructions to convince someone to do something;

use oral advertisement to invite others to an event;

tell anecdotes to keep the conversation interesting;

congratulate others on different events;

name the features of the objects to demonstrate knowledge.

Reading

2.3.1. Recognize and apply more print conventions of the text.

Indicators of achievement:

read the text following syntagma;

read grade two appropriate complex words;

read different types of texts (poetry, narratives, stories, descriptive);

read text fluently (pronunciation of words in accordance with pronunciation rules);

follows the intonation of punctuation marks;

correct errors independently while reading.

2.3.2. Apply a small number of reading strategies with increasing efficiency to unknown text.

Indicators of achievement:

read fluently (with stable speed 40-50 words per minute);

use reading technics (imagining repeated reading, defining the meaning of the new vocabulary) to read the text;

use different reading strategies to define text aspects (author, title, picture, characters, time and place of events);

differentiate texts by types (poetry, narrative);

read grade two appropriate text for different purposes (skimming, scanning, defining needed information, comprehension).

Answer pre, while and postreading questions;

Predict the meaning of the narrative texts;

Read aloud individually and answer the questions;

Define beginning main part and end of the text;

Define the meaning of the words using different sources (list of vocabulary, peers, teachers);

read simple tables, figures and diagrams;

read willingly and regularly newspaper, magazines and children’s books.

2.3.3. Extraсt meaning from and respond to a range of short to medium level narrative texts up to 200 words) with 3-4 unknown vocabulary.

Indicators of achievement:

ask and answer questions (simple, inferential, higher order) on the meaning of the read text;

retell in details and selective parts of the meaning of the texts (children’s stories);

evaluate the speech and behavior of the text characters;

make conclusions on the meaning of the text;

analyze, compare and evaluation of the meaning of different texts;

connect the meaning of the text with the real life;

define the imagination and real meaning of the simple texts.

Writing

2.4.1. Follow other writing rules in accordance with indicators Indicators of achievement:

write clearly, neatly;

write the grade two appropriate words in accordance with Tajik language spelling rules (spelling of letters ӣ, ӯ, е, ё, ю, я, й, д, т, ҳ, ъ);

follow the word wrapping rules;

use capital letter at the beginning of the sentences and poetry lines;

use capital letter at the beginning of people’s names, animals nicknames and geographical locations;

use appropriate punctuation mark at the end of the sentences;

use comma after repeated same group words, such as names, adjectives and movements;

use headline appropriately while copying the text.

2.4.2. Use appropriate writng strategies to create short texts.

Indicators of achievement:

use limited number of new vocabulary in written text;

in order to clarify the information or meeting the own curiosity write simple and inferential questions;

write with the appropriate speed (approximately 15-20 words per minute);

use different dictionaries to develop correct spelling of words;

develops a small dialogue text based on the given topic;

differentiate the structure of different types of texts (advertisement, postcard, letter, story);

develop own writing skills and abilities individually, use notebooks, different worksheets, including “Spelling Notebook”, “My first dictionary”;

fill in the short and simple applications, crosswords and scan words.

2.4.3. Communicate through writing basic linked ideas and meaning for a narrow range of purposes in simple narratives and other forms of speech of increasing length.

Indicators of achievement:

practice writing essays, stories and tales to demonstrate knowledge and experience gained from other language skills (listening, reading);

based on the sample write an advertisement to invite others to an event;

write short congratulation letter based on the given sample;

write short letter to maintain written…