Attachment_J.15_Mother_Tongue_Content.pdf

3.2. “MOTHER TONGUE” SUBJECT FOR GRADES 1-4

3.2.1. 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.

3.2.2. AIMS OF “MOTHER TONGUE’ AS SUBJECT IN PRIMARY EDUCATION

Main aims of Mother Tongue as a subject in grades 1 to 4 are to have students be able to:

− build respect for the language as a cultural phenomenon and approach it, cognizant of the advantages and necessity of the achievement of language competencies;

− correctly and consistently apply the conventions of our language;

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

3.2.3. TABLE OF COMPETENCIES FOR “MOTHER TONGUE’ FOR PRIMARY EDUCATION.

Grade 1 (Literacy development period)

Grade 1 (Mother Tongue) Grade 2 Grade 3 Grade 4

Listening

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

1.1.1. Follow simple

communication conventions in a wider range of situations.

2.1.1. Follow common

situations

3.1.1. Follow common

communication conventions in a wider range of situations and understand their context.

4.1.1. Follow

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

А. 1.1.2. Extract simple ideas and meaning from simple forms of speech commonly used at this age.

1.1.2. Extract basic ideas

and meaning from more complex narratives and forms of speech commonly used at this age.

2.1.2. Extract ideas and

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

3.1.2. Extract more

complex ideas and meaning to reflect upon a range of more complex narratives and forms of speech commonly used at this age.

4.1.2. Extract meaning and

reflect upon and evaluate a wide range of more complex narratives and forms of speech commonly used at this age.

Integration of speaking and listening competencies

А. 1.2.1. Value the opportunity to listen and respond to simple forms of oral speech.

1.2.1. Value the opportunity

to listen to and react to simple forms of oral speech.

2.2.1. Value the opportunity

to listen to and react to common forms of oral speech.

3.2.1. Value the

opportunity to listen to and react to a range of forms of oral speech.

4.2.1. Value the

opportunity to listen and emotionally react to a wide range of forms of oral speech.

Speaking

А.1.3.1. Follow simple communication conventions in narrow range of situations.

1.3.1. Follow simple

2.3.1. Follow common

3.3.1. Follow common

conventions in a wider range of situations and understand their context.

4.3.1. Follow

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

А.1.3.2. Ask recall questions and give

1.3.2. Ask basic analytical

questions and give spoken

2.3.2. Ask analytical

questions and give spoken

3.3.2. Ask a range of

question types and give

4.3.2. Ask a variety

question types and give simple spoken instructions for a narrow range of actions.

instructions for a growing range of actions.

instructions for an increased range of actions in different multi-step spoken instructions for an increased range of actions in different complex spoken instructions for a wide variety of actions in familiar and unfamiliar situations.

А.1.3.3. Convey simple ideas and meaning for a narrow range of purposes in simple short narratives and forms of speech.

1.3.3. Convey basic ideas

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

2.3.3. Convey ideas and

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

3.3.3. Convey complex

ideas and meanings for a wider range of purposes in longer and more complex types of narratives and other forms of speech.

4.3.3. 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

А.1.4.1. Recognize and apply very basic print conventions.

1.4.1. Recognize and apply

basic print conventions of the text.

2.4.1. Recognize and apply

more print conventions of the text.

3.4.1. Recognize and

apply common print conventions of the text and begin to understand their implications.

4.4.1. Recognize print

conventions of the text and their implications.

А.1.4.2. Apply a very limited number of reading strategies with limited efficiency to unknown words.

1.4.2. Apply a small number

of reading strategies with some efficiency to unknown text.

2.4.2. Apply a small number

of reading strategies with increasing efficiency to unknown text.

3.4.2. Apply an

increasing number of reading strategies with efficiency to unknown text.

4.4.2. Efficiently apply a

range of reading strategies to unknown text.

А.1.4.3. Extract meaning from simple sentences containing vocabulary items such their names and the names of familiar objects and actions.

1.4.3. Extraсt meaning from

and simply respond to short simple predictable narrative texts with high frequency vocabulary.

2.4.3. Extraсt meaning from

and respond to a range of short to medium level narrative texts with medium frequency vocabulary.

3.4.3. Extraсt meaning

from and reflect upon a range of medium level narratives and other text types with medium frequency vocabulary.

4.4.3. Extraсt meaning

from and apply critical thinking to longer narratives and other text types with increasing number of lower frequency vocabulary.

А.1.4.4. Value the opportunity to read and write very simple short texts.

1.4.4. Value the opportunity

to read and write short simple texts.

2.4.4. Value the opportunity

to read common narratives and some other text types from different mediums and write them.

3.4.4. Value the

opportunity to read range of narratives and some other text types from different mediums

4.4.4. Value the

opportunity to read a wide range of forms of narratives and other text types from different and write them.

mediums and write them.

Writing

А.1.5.1. Slowly form letters in appropriate shape of model and apply very simple print

1.5.1. More quickly form

letters in more appropriate shape based on model and apply some print

2.5.1. Mostly form text

appropriately and with increasing speed and less dependent on models.

Further print conventions applied.

3.5.1. Form text

accurately and with increasing speed very little dependence on models. Accurately apply a range of print

4.5.1. Form longer text

accurately and quickly with no dependence on models. Accurately apply a wide range of print conventions. Begin to be familiar with other means of writing.

А. 1.5.2. Based on their own simple idea/s form short written sentences.

1.5.2. Based on their own

simple idea/s form a group of linked two-three short written sentences.

2.5.2. 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.

3.5.2. Communicate

through writing linked ideas and meaning for a range of purposes in different types of narratives and other forms of speech of increasing length.

4.5.2. Communicate

through writing complex and linked ideas and meanings for a wider range of purposes in longer and more complex types of narratives and other forms of speech.

3.2.4. 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.

The students will able to achieve this competency if for example, they:

− differentiate between the Tajik languagesounds and from non Tajik sounds;

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

− match simple spoken high frequency words with their written forms;

− write simple spoken high frequency words words;

− repeat fairy accurately simplepoetries, rhymes, riddles and tongue twisters;

maintains attention when listening to peers and the teacher;

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

− listen to the partner carefully and respond appropriately.

А. 1.1.2. Extract simple ideas and meaning from simple forms of speech commonly used at this age.

The students will able to achieve this competency if for example, they:

− carry out one-two step oral instructions;

− form and answer simple questions;

− recall the main meaning of simple retold texts/stories.

Valueing speaking and listening (Put it after the speaking competencies)

А. 1.2.1. Value the opportunity to listen and respond to simple forms of oral speech.

The students will able to achieve this competency if for example, they:

− talk about the different purposes of familiar spoken texts such asking questions, telling stories and describing events etc;

− ask for stories to be told or read;

− offer to tell the stories;

− give simple oral comments about the speech of others (forms of speech, poems etc);

− reflect emotionally while listening;

− mostly accurately recite age appropriate poetries, rhymes, riddles and tongue twisters.

Speaking

А.1.3.1. Follow simple communication conventions in narrow range of situations.

The students will able to achieve this competency if for example, they:

− 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.1.3.2. Ask recall questions and give simple spoken instructions for a narrow range of actions.

The students will able to achieve this competency if for example, they:

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

− give simple instructions for proceudres, such as games;

А.1.3.3. Convey simple ideas and meaning for a narrow range of purposes in simple short narratives and forms of speech.

The students will able to achieve this competency if for example, they:

− 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.

Reading А.1.4.1. Recognize and apply very basic print conventions.

The students will able to achieve this competency if for example, they:

− 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;

− describe the purposes of capitalization and basic punctuations;

− recognize that meaning come from the text and the meaning is consistant.

А.1.4.2. Apply a very limited number of reading strategies with limited efficiency to unknown words.

The students will able to achieve this competency if for example, they:

− blend two to four phonemes and create word (for example д/а/с/т – даст; л/о/н/а – лона);

− decode simple one-two syllable words;

− decode by segmenting three or more syllable words;

− 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.1.4.3. Extract meaning from simple sentences containing vocabulary items such their names and the names of familiar objects and actions.

The students will able to achieve this competency if for example, they:

− retell the meaning of the simple text;

− ask and answer very simple questions on the meaning of the 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.

А.1.4.4. Value the opportunity to read and write very simple short texts. (Move to the end of the section) The students will able to achieve this competency if for example, they:

− 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;

− talk about the texts they have read and positively reflect on the text by drawing pictures;

− read by their wish and interest;

− find and read/spell learned letters from different sources;

− independently write letters, words and sentences out of the lessons;

Writing А.1.5.1. Slowly form letters in appropriate shape of model and apply very simple print conventions.

The students will able to achieve this competency if for example, they:

− 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°);

− follow the letter connection rules while writing words;

− follow the distance between words in the sentence;

− legibly write print words and sentences from models;

− write legibly write some words without models.;

− (Correction tools sould be indicated at other grade levels)

А. 1.5.2. Based on their own simple idea/s form short written sentences.

The students will able to achieve this competency if for example, they:

− write own name and surname and other objects without model;

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

3.2.5. COMPETENCIES AND INDICATORS FOR “MOTHER TONGUE” SUBJECT FOR

GRADE 1 (MOTHER TONGUE)

Grade 1 (Mother Tongue)

Listening

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

The students will able to achieve this competency if for example, they:

− define the intonation of simple sentences (declarative, interrogative);

− listen to the teacher’s and peers’ speech and recorded narratives attentively;

− not interrupt teacher’s and peers’ speech.

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

The students will able to achieve this competency if for example, they:

− define the meaning of the simple retold narratives;

− define the meaning of the speaker’s narration;

− listen to the poetries, riddles and tongue twisters and differentiate them;

− understand the meaning of the age appropriate riddles;

− listen to a read aloud text and define the happiness and sadness meanings;

− differentiate each character’s speech from among different others (in simple role plays based on folktales) and define their main meaning;

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

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

− write heard words (18-20 words) spelled out by the teacher.

Integration of speaking and listening competencies

1.2.1. Value the opportunity to listen to and react to simple forms of oral speech.

The students will able to achieve this competency if for example, they:

− understand that every person has equal rights of speaking and everybody should follow the rules for advice and discussion (avoid strict ways of speaking, persuade, respect and accept other’s opinions, talk in turns, make conclusions);

− differentiate one to one talking from group discussion, and follow their rules;

− communicate (ask and answer) on curricula and age appropriate topics based on the given examples;

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

Speaking

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

The students will able to achieve this competency if for example, they:

− follow simple Tajik literature language rules;

− speak with confidence;

− use appropriate tone/intonation of speech;

− not speak too loud and rude, not use bad words;

− take turn to speak;

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

− communicate with parents, teachers and other adults using “You” (as plural);

− form own request appropriately in limited situations;

− follow simple apologizing rules in familiar situations;

− follow simple expressing gratitude behavior;

− use oral communication to make friends with their classmates;

− communicate with others on familiar situations to define directions and places and follow simple communication rules.

1.3.2. Ask basic analytical questions and give spoken instructions for a growing range of actions.

The students will able to achieve this competency if for example, they:

− not shy to ask questions;

− 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;

− give explanation for other peers to complete simple one-two step classroom instructions

(how to write, how to read);

− express own ideas to contribute group work;

− explain how to play different children’s games.

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

The students will able to achieve this competency if for example, they:

− make basic statements which provide personal information (name, class, school, family, school and home address);

− express simple short ideas on classroom topics, moral and behavioral issues;

− retell heard narration;

− tell heard or seen events in reasonable sequence;

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

− follow the intonation and style of speech of story characters and role play short scenes;

− evaluate own and peers learning activities;

− answer questions on more complex meaning of pictures;

− tell peers about favorite objects and activities (toys, games, domestic animals);

− tell about their visits to relatives’ house;

− present the results of personal/individual work;

− tell peers age appropriate riddles;

− recite age appropriate poetries, riddles and tongue twisters;

− explain national values using age appropriate examples;

− name the tradition and national holidays.

Reading

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

The students will able to achieve this competency if for example, they:

− tell the title of the text (story);

− tell the author of the story/text;

− understand that the text has specific meaning;

− define the link between the pictures and meaning of the text;

− define characters in narratives and folktales;

− read stories, folktales, poetries and information texts on a specific curricula topics;

− differentiate poetries and stories (folktales).

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

The students will able to achieve this competency if for example, they:

− read fluently and with expression texts that consist of high-frequent and familiar words;

− read aloud texts with high number of familiar words − participate in pair and group reading activities;

− read very simple dialogue text by roles;

− read fluently and with expression short texts (up to 100 words) following punctuation marks;

− read correctly 20-25 per minute;

− read simple figures and tables;

− match the words with pictures.

1.4.3. Extraсt meaning from and simply respond to short simple predictable narrative texts with high frequency vocabulary.

The students will able to achieve this competency if for example, they:

− use simple strategies to analyze and make conclusions to understand the meaning of very short texts;

− 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;

− define the time and places of events in short texts;

− predict the rest of the sentence;

− define the positions of the sentences in short texts;

− define what is the sentence about;

− compare the behavior of two characters of the story through guided questions;

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

− define fiction and real meaning of the short simple texts.

1.4.4. Value the opportunity to read and write short simple texts.

− read by their wish and interest;

− regularly read short children’s books;

− independently develop writing skills, use notebooks and different writing papers;

− put proper letters to fill the gaps in the words.

Writing

1.5.1. More quickly form letters in more appropriate shape based on model and apply some print conventions.

The students will able to achieve this competency if for example, they:

− 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;

− create and write words from the given syllables;

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

− copy sentences from boards or books and write clearly, neatly and correctly;

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

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

− write 10-15 words per minute.

1.5.2. Based on their own simple idea/s form a group of linked two-three short written sentences.

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

− evaluate own writing, define errors and correct them.

3.2.6. COMPETENCIES AND INDICATORS FOR “MOTHER TONGUE” SUBJECT FOR

GRADE 2

Grade 2

Listening

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

The students will able to achieve this competency if for example, they:

− listen to the teacher’s and peers’ speech and recorded narratives attentively;

− not interrupt teacher’s and peers’ speech.

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

− define the meaning of heard information (teachers and peers’ narration, TV and radio talks);

− define the topic and main idea of speaker’s narration;

− define the tone/intonation of read sentences;

− listen to poetries, folktales, stories attentively and differentiate them;

− understand the meaning of age appropriate riddles and proverbs;

− listen to a read aloud text and define the happiness and sadness meaning;

− differentiate each character’s speech from among different others (in simple role plays based on folktales) and define their main meaning;

− understand more complex oral classroom instructions (tasks, activities) and follow them;

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

− write heard words (35-40 words) spelled out by the teacher.

Integration of speaking and listening competencies

2.2.1. Value the opportunity to listen to and react to common forms of oral speech.

The students will able to achieve this competency if for example, they:

− understand and follow the rules for advice and discussion (avoid strict ways of speaking, persuade, respect and accept other’s opinions, talk in turns, make conclusions);

− differentiate one to one talking from group discussion, and follow their rules;

− communicate (ask and answer) on curricula and age appropriate topics based on the given examples;

− define happiness and sadness of the speaker and choose appropriate tone of speech;

− play rhyming game with peers.

Speaking

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

The students will able to achieve this competency if for example, they:

− follow Tajik literature language rules;

− speak with confidence;

− use appropriate tone/intonation of speech;

− not speak too loud and rude, not use bad words;

− take turns to speak during group discussions;

− follow the greeting and good-bye rules in different familiar situations;

− communicate with parents, teachers and other adults using “You” (as plural);

− form own request appropriately in familiar situations;

− follow simple apologizing rules in familiar situations;

− express gratitude in familiar situations;

− use oral communication to make friends in familiar situations;

− communicate with others on familiar situations to define directions and places and follow simple communication rules.

2.3.2. Ask analytical questions and give spoken instructions for an increased range of actions in different situations.

− not shy to ask questions;

− ask the teacher and peers simple logical questions to clarify the meaning and own curiosity;

− explain how to complete simple classroom instructions;

− give explanation for other peers to complete simple one-two step classroom instructions;

− provide feedback and advice to peers on completing learning tasks;

− express own ideas to contribute group work;

− recognize speaking and behavior rules in public places.

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

The students will able to achieve this competency if for example, they:

− make more complex statements which provide personal information (name, class, school, family, school and home address, hobbies);

− express more detailed ideas on classroom topics, moral and behavioral issues, healthy lifestyle and tolerance;

− retell the meaning of heard narration;

− retell heard of seen stories/events in details and selective;

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

− follow the intonation and style of speech of story characters and role play more complex scenes;

− evaluate own and peers learning activities;

− make oral statements on the meaning of more complex pictures;

− tell about favorite games/plays;

− tell about different visits/travels to the ZOO, different villages, cities and districts;

− present own and group work results;

− tell simple stories (anecdotes) and riddles;

− recite short and simple poetries and proverbs on different moral and behavioral topics, including about motherland, mother, mother tongue, Navruz;

− explain national values using age appropriate examples;

− provide short oral statements on traditions and national holidays.

Reading

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

The students will able to achieve this competency if for example, they:

− tell the title of the text (story);

− tell the author of the story/text;

− define beginning, middle and end of the simple texts;

− tell that narrative (stories) texts consists of characters, time and place of events;

− show the paragraphs of the text;

− compare stories, folktales, poetries and information texts on a specific curricula topics;

− differentiate narrative and information texts.

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

− read fluently and with expression texts that consist of familiar and unfamiliar words;

− read aloud and silently texts with high number of familiar words − participate in pair and group reading activities;

− read simple dialogue text by roles;

− read fluently and with expression short texts (100-200 words) following punctuation marks;

− read correctly 40-50 per minute;

− read simple figures, tables and simple diagrams;

− read simple texts for different purposes (scanning and comprehension);

− define the meaning of the complex words and match them with the given definitions.

2.4.3. Extraсt meaning from and respond to a range of short to medium level narrative texts with medium frequency vocabulary.

The students will able to achieve this competency if for example, they:

− use different simple strategies to analyze and make conclusions to understand the meaning of short texts;

− ask and answer questions on the meaning of more complex and large texts;

− retell the meaning of the short stories in details and selective;

− define the characters of the midsize texts;

− evaluate the speech and behavior of characters in the texts;

− define the time and places of plots in the midsize texts;

− predict the meaning of short texts from the pictures and key words;

− define the logical sequence of short narrative texts;

− make conclusion on the meaning of simple texts;

− compare the meaning of two short texts;

− link the meaning of specific texts to the life;

− define the fiction and realities of simple texts.

2.4.4. Value the opportunity to read common narratives and some other text types from different mediums and write them.

The students will able to achieve this competency if for example, they:

− read by their wish and interest;

− regularly read children’s books and magazines;

− independently develop writing skills, use notebooks and different writing papers;

− collect poetries, riddles and proverbs;

− fill in the simple crosswords.

Writing

2.5.1. Mostly form text appropriately and with increasing speed and less dependent on models.

Further print conventions applied.

The students will able to achieve this competency if for example, they:

− write appropriate shape (to the right on 65°);

− follow letter connection rules and distance between words in the sentence;

− spell grade 2 level words in accordance with Tajik language spelling rules;

− copy words and sentences from books neatly, clearly and correctly;

− use capital letters for the names of people, cities, villages, mountains, lakes, streets and pet’s names;

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

− differentiate words by their meaning and use them appropriately;

− use comma in listed words (nouns, adjectives or verbs);

− use appropriate spacing for paragraphs;

− write 20-25 letters (words?) per minute.

2.5.2. 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.

The students will able to achieve this competency if for example, they:

− write short essays and stories (40-50 words) on the curricula and familiar topics;

− write own expression on seen places and read books (30-40 words);

− write short congratulation cards and advertisement about different events and holidays;

3.2.7. COMPETENCIES AND INDICATORS FOR “MOTHER TONGUE” SUBJECT FOR

GRADE 3

Grade 3

Listening

3.1.1. Follow common communication conventions in a wider range of situations and understand their context.

The students will able to achieve this competency if for example, they:

− listen to the teacher’s and peers’ (group members) speech and recorded narratives attentively;

− respect other’s opinions and be tolerant;

− explain the values of following the communication rules using age appropriate examples.

3.1.2. Extract more complex ideas and meaning to reflect upon a range of more complex narratives and forms of speech commonly used at this age.

The students will able to achieve this competency if for example, they:

− define the meaning of heard information (teachers and peers’ narration, TV and radio talks, discussions);

− define the topic and main idea of speaker’s narration;

− define the tone/intonation of heard sentences (narrative, interrogative, exclamatory);

− listen to poetries, folktales, stories and information texts attentively and differentiate them;

− understand the meaning of age appropriate riddles and proverbs;

− listen to a read aloud text and define the happiness and sadness meaning;

− differentiate each character’s speech from among different others (role plays) and define their main meaning and objectives;

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

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

− write heard words (55-60 words) spelled out by the teacher.

Integration of speaking and listening competencies

3.2.1. Value the opportunity to listen to and react to a range of forms of oral speech.

The students will able to achieve this competency if for example, they:

− understand and follow the rules for advice and discussion (avoid strict ways of speaking, persuade, respect and accept other’s opinions, talk in turns, make conclusions) during group works;

− differentiate one to one talking from group discussion, and follow their rules;

− communicate (ask and answer) on curricula and age appropriate topics based on the given examples;

− guess the mood of the audience and use appropriate speech tone;

− play rhyming game with peers.

Speaking

3.3.1. Follow common communication conventions in a wider range of situations and understand their context.

The students will able to achieve this competency if for example, they:

− speak literature Tajik language;

− express ideas freely;

− use appropriate speech tone;

− do not speak too loud and rude, not use bad words;

− take turns to speak during group discussions;

− follow the greeting and good-bye rules in different unfamiliar situations;

− communicate with parents, teachers and other adults using “You” (as plural);

− form own request appropriately in different situations;

− follow simple apologizing rules in different situations;

− express gratitude in different situations;

− use oral communication to make friends in unfamiliar situations;

− communicate with others on familiar situations to define directions and places and follow communication rules − explain the values of following communication rules.

3.3.2. Ask a range of question types and give multi-step spoken instructions for an increased range of actions in different situations.

The students will able to achieve this competency if for example, they:

− not shy to ask questions;

− ask the teacher and peers different questions (simple and logical) to clarify the meaning and own curiosity;

− explain how to complete simple classroom instructions;

− give explanation for other peers to complete simple two-three step classroom instructions;

− provide feedback and advice to peers on completing learning tasks;

− express different ideas to contribute group work;

− explain communication and behavior rules in public places.

3.3.3. Convey complex ideas and meanings for a wider range of purposes in longer and more complex types of narratives and other forms of speech.

The students will able to achieve this competency if for example, they:

− make complex statements which provide personal information (name, class, school, family, school and home address, hobbies);

− express more detailed ideas on classroom and age appropriate topics, moral and behavioral issues, healthy lifestyle and tolerance;

− retell the meaning of heard narration using direct and indirect speech;

− retell heard of seen stories/events briefly, in details and selective;

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

− follow the intonation and style of speech of story characters and role play more complex scenes;

− evaluate own and peers learning activities;

− make oral statements on the meaning of complex pictures;

− tell about favorite sports games/plays, read books and favorite TV and radio programs;

− tell in details about different visits/travels to the museums, ZOO, different villages, cities and districts;

− present in details own and group work results;

− tell simple age appropriate stories (anecdotes) and riddles;

− recite short and simple poetries and proverbs on different moral and behavioral topics, including about motherland, mother, mother tongue, Navruz;

− explain national values using age appropriate examples;

− provide detailed oral statements on traditions and national holidays.

Reading

3.4.1. Recognize and apply common print conventions of the text and begin to understand their implications.

The students will able to achieve this competency if for example, they:

− tell the title of the text (story);

− tell the author of the story/text;

− define beginning, middle and end of the larger texts;

− explain that narrative (stories) texts consists of characters, time and place of events;

− explain that texts is divided by paragraphs;

− tell based on the simple texts that one character, place or event described differently by different writers, poets and scientists;

− differentiate narratives (folktales, stories, poetries) and information texts.

3.4.2. Apply an increasing number of reading strategies with efficiency to unknown text.

− read fluently and with expression texts on curricular and familiar topics;

− read aloud and silently;

− participate in pair and group reading activities;

− read complex dialogue text by roles;

− read fluently and with expression texts (200-300 words) following punctuation marks;

− read correctly 60-70 per minute;

− read simple figures, tables and complex diagrams;

− read more complex texts for different purposes (scanning, skimming and comprehension);

− find the meaning of words from different sources (dictionary, peers, teachers and parents).

3.4.3. Extraсt meaning from and reflect upon a range of medium level narratives and other text types with medium frequency vocabulary.

The students will able to achieve this competency if for example, they:

− use different simple strategies to analyze, compare and make conclusions to understand the meaning of larger and more complex texts;

− ask and answer questions (simple, logical, logical and creative) on the meaning of more complex and large texts;

− retell the meaning of the texts (children’s stories) in details, briefly and selectively;

− define the characters of the texts and their actions and speech;

− evaluate the behavior, character and speech of text characters;

− define the time and places of plots in unfamiliar texts;

− predict the meaning of short texts from key words;

− define the logical sequence of larger narrative texts;

− define the topic and main idea of the text;

− compare the meaning of different texts;

− link the meaning of different texts to the life;

− define the fiction and realities of more complex texts.

3.4.4. Value the opportunity to read range of narratives and some other text types from different mediums and write them.

The students will able to achieve this competency if for example, they:

− read by their wish and interest;

− regularly read children’s books and magazines;

− independently develop writing skills, use notebooks and different writing papers

(spelling notebooks, “My First Dictionary”);

− write short and simple stories, folktales and poetries;

− fill in the simple crosswords and anagrams.

− create short project work.

Writing

3.5.1. Form text accurately and with increasing speed very little dependence on models.

Accurately apply a range of print conventions.

− write neatly, clear and correctly;

− spell grade 3 level words in accordance with Tajik language spelling rules;

− wrap up of the complex multisyllable words from a line to another in accordance with spelling rules;

− use capital letter at the beginning of the sentence, line of the poetry and proper nouns;

− differentiate parts of speech (nouns, verbs, adjective, prepositions) and use them appropriately;

− use comma in listed words (nouns, adjectives or verbs);

− write simple narrative sentences to ask someone to act, ask questions, instruct and use appropriate punctuation marks at the end of the sentence, such as full stop, question and exclamation marks;

− use appropriate spacing for paragraphs;

− write 35-40 letters (words?) per minute.

3.5.2. Communicate through writing linked ideas and meaning for a range of purposes in different types of narratives and other forms of speech of increasing length.

The students will able to achieve this competency if for example, they:

− write short composition (50-60 words) on the curricula and familiar topics;

− write short essays and stories (50-60 words) on the curricula and familiar topics;

− write own expression on seen places and read books (50-60 words);

− write short congratulation cards and advertisement about different events and holidays;

− write letters to friends;

− write the results of group work;

3.2.8. COMPETENCIES AND INDICATORS FOR “MOTHER TONGUE” SUBJECT FOR

GRADE 4

Grade 4

Listening

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.

The students will able to achieve this competency if for example, they:

− listen to the teacher’s and peers’ (group members) and others’ speech and recorded narratives attentively;

− respect other’s opinions and be tolerant;

− explain the values of following the communication rules using age appropriate examples and ask others to follow them.

4.1.2. Extract meaning and reflect upon and evaluate a wide range of more complex narratives and forms of speech commonly used at this age.

The students will able to achieve this competency if for example, they:

− define the meaning of heard information (teachers and peers’ narration, TV and radio talks, discussions, debates, presentations);

− define the topic and main idea of speakers narrations;

− define the tone/intonation of heard sentences (narrative, interrogative, exclamatory);

− listen to poetries, folktales, stories and information texts attentively and differentiate their type and genres;

− understand the meaning of age appropriate riddles and proverbs;

− listen to a read aloud text and define the happiness, sadness, angriness and proud meaning;

− differentiate each character’s speech from among different others (role plays, discussion and debates) and define their main meaning and objectives;

− understand more complex oral classroom instructions (tasks, activities) and follow them;

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

− write heard words (75-80 words) spelled out by the teacher.

Integration of speaking and listening competencies

4.2.1. Value the opportunity to listen and emotionally react to a wide range of forms of oral speech.

The students will able to achieve this competency if for example, they:

− understand and follow the rules for advice and discussion (avoid strict ways of speaking, persuade, respect and accept other’s opinions, talk in turns, make conclusions) during group works;

− follow rules for one to one talking from group discussion;

− communicate (ask and answer) on curricula and age appropriate topics based on the given examples;

− guess the mood of the audience and use appropriate speech tone;

− play poetry reciting game with peers.

Speaking

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

The students will able to achieve this competency if for example, they:

− speak literature Tajik language;

− express ideas freely;

− use appropriate speech tone;

− do not speak too loud and rude, not use bad words;

− take turns to speak during group discussions and debates;

− follow the greeting and good-bye rules with other people;

− communicate with parents, teachers and other adults using “You” (as plural);

− form own request appropriately in different situations;

− follow apologizing rules in different situations;

− express gratitude in different unfamiliar situations;

− use oral communication to make friends in familiar and unfamiliar situations;

− communicate with others on familiar situations to define directions and places and follow communication rules − explain the values of following communication rules and ask other to follow the rules.

4.3.2. Ask a variety question types and give complex spoken instructions for a wide variety of actions in familiar and unfamiliar situations.

The students will able to achieve this competency if for example, they:

− not shy to ask questions;

− ask the teacher, peers and others different questions (simple, logical and creative) to clarify the meaning and own curiosity;

− explain how to complete classroom instructions given by the teacher or from the textbook;

− give explanation for other peers to complete complex classroom instructions;

− provide feedback and advice to peers on completing complex learning tasks;

− express interesting ideas to contribute group work;

− explain communication and behavior rules in public places.

4.3.3. 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.

The students will able to achieve this competency if for example, they:

− make complex statements which provide personal information (name, class, school, family, school and home address, hobbies);

− express more detailed ideas on classroom and age appropriate topics (collaboration, education values, moral and behavioral issues, healthy lifestyle and tolerance);

− retell the meaning of heard narration using direct and indirect speech;

− retell heard of seen stories/events briefly, in details and selective and express own feeling;

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

− follow the intonation and style of speech of story characters and role play complex scenes;

− evaluate own and peers learning activities;

− make oral statements on the meaning of complex pictures;

− tell about favorite sports games/plays, read books and favorite TV and radio programs and other hobbies;

− tell briefly and in details about different visits/travels to the museums, ZOO, different villages, cities and districts;

− present in details own and group work results;

− tell simple age appropriate stories (anecdotes) and riddles;

− recite short and simple poetries and proverbs on different moral and behavioral topics, including about motherland, mother, mother tongue, Navruz;

− explain national values using age appropriate examples;

− provide detailed oral statements on traditions and national holidays.

− provide examples of read and learned poetries and texts as evidence to support own ideas and convince others.

Reading

4.4.1. Recognize print conventions of the text and their implications.

The students will able to achieve this competency if for example, they:

− tell the title of the text (story);

− tell the author and genres of the text;

− define beginning, middle and end of the larger and more complex texts;

− explain that narrative (stories) texts consists of characters, time and place of events;

− explain that the meaning of texts is divided by paragraphs (sections);

− tell based on the more complex texts that one character, place or event described differently by different writers, poets and scientists;

− differentiate more specific features of narratives (folktales, stories, poetries) and information texts.

4.4.2. Efficiently apply a range of reading strategies to unknown text.

The students will able to achieve this competency if for example, they:

− read fluently and with expression texts on curricular and familiar topics;

− read aloud and silently;

− participate in pair and group reading activities;

− read more complex dialogue text by roles;

− read fluently and with expression texts (300-400 words) following punctuation marks;

− read correctly 80-90 per minute;

− read more complex figures, tables and diagrams;

− read more complex texts for different purposes (scanning, skimming and comprehension);

− find the meaning of words from different sources (dictionary, peers, teachers and parents).

− find the meaning of words from different sources (dictionary, peers, teachers and parents).

4.4.3. Extraсt meaning from and apply critical thinking to longer narratives and other text types with increasing number of lower frequency vocabulary.

The students will able to achieve this competency if for example, they:

− use different simple strategies to analyze, compare and make conclusions to understand the meaning of large and complex texts;

− ask and answer questions (simple, logical, logical and creative) on the meaning of more complex and unfamiliar texts;

− define the characters of the texts and their actions and speech;

− evaluate the behavior, character and speech of text characters;

− define the reasons and the results of text characters and plots;

− define the time and places of plots in unfamiliar texts;

− predict the meaning of different narrative texts and compare with the real text meaning;

− define the logical sequence of larger narrative texts;

− define the topic and main idea of the text;

− compare the meaning of different…