Konu Anlatımı

Sayılar

Nicelikler (Uzunluk-Kütle Ölçme)

Toplama ve Çıkarma

Uzamsal İlişkiler

Nesneler ve Geometrik Şekiller

Kategorik Veri

Dinleme/izleme sürecini değerlendir ebilme

Etik davranmak, ahlak, nezaket, dürüstlük, ailede sorumluluk alma, çalışkanlık, dostluk, duyarlılık, merhamet, mütevazılık, saygı, sevgi, azim, cömertlik, güven, paylaşma, sabır, akraba ziyareti, vefa, yardımseverlik, söz ve davranışlarında tutarlı olma, tarafsız olma, doğru ve güvenilir olma, bilimselliğe önem verme, inanç, öz denetim, aile içi iletişim ve işbirliği, planlı olma.

Dinleme

konuşma

Mustafa Kemal Atatürk, 23 Nisan Ulusal Egemenlik ve Çocuk Bayramı, 19 Mayıs Atatürk'ü Anma ve Gençlik ve Spor Bayramı, 15 Temmuz Demokrasi ve Milli Birlik Günü, 30 Ağustos Zafer Bayramı, 29 Ekim Cumhuriyet Bayramı, Çanakkale Zaferi, Cumhuriyet, İstiklâl Marşı, Kutül Amare, Sarıkamış Harekâtı, millî egemenlik, millî irade, millî kimlik, Millî Mücadele, kahramanlık, cesaret, fedakârlık, gazilik, şehitlik, vatanseverlik.

Dinleme

konuşma

Tasarruf, bitkiler, canlılar, sağlıklı beslenme, sağlıklı yaşam, çevre, çevrenin korunması, çevre kirliliği, salgın, doğa, doğal kaynakların israfı, atık, geri dönüşüm, sürdürülebilirlik, doğa olayları, dünya, gece, gündüz, hayvanlar, iklim değişikliği, manzaralar, mevsimler, renkler, yeryüzü, tutumluluk, afet ve acil durumlara hazırlık, doğal miras, yenilenebilir enerji.

yazma

Dinleme

konuşma

Okuma hakkı, bilgi okuryazarlığı, çoklu okuryazarlık, dijital okuryazarlık, dil sevgisi, edebî şahsiyetler, eleştirel okuryazarlık, kitabevi, kitaplar, kütüphaneler, metinler arasılık, okuma alışkanlığı, okuma serüveni, okuma sevgisi, okur kimliği, sözlük kültürü, süreli yayınlar, teknoloji okuryazarlığı, yaratıcı okuma, yazılı kültür, e-kitap, z-kütüphane, sürdürülebilirlik okuryazarlığı, veri okuryazarlığı, vatandaşlık okuryazarlığı, kültür okuryazarlığı, görsel okuryazarlık, finansal okuryazarlık.

yazma

Dinleme

konuşma

Okuma hakkı, bilgi okuryazarlığı, çoklu okuryazarlık, dijital okuryazarlık, dil sevgisi, edebî şahsiyetler, eleştirel okuryazarlık, kitabevi, kitaplar, kütüphaneler, metinler arasılık, okuma alışkanlığı, okuma serüveni, okuma sevgisi, okur kimliği, sözlük kültürü, süreli yayınlar, teknoloji okuryazarlığı, yaratıcı okuma, yazılı kültür, e-kitap, z-kütüphane, sürdürülebilirlik okuryazarlığı, veri okuryazarlığı, vatandaşlık okuryazarlığı, kültür okuryazarlığı, görsel okuryazarlık, finansal okuryazarlık.

yazma

Bilim insanı, araştırma, sorgulama, merak, keşif, kâşif, icat, mucit, deney, kıtalar, ülkeler, şehirler, yapay zekâ, bilişim ve kodlama, Dünya, uzay, evren, yıldızlar, gece, gündüz, gezegenler, Güneş, Ay, uydu, uzay aracı, teleskop, gözlemevi, astronot, göktaşı, iletişim teknolojileri, antropoloji, sosyoloji, arkeoloji, coğrafya.

Dinleme

konuşma

yazma

Dinleme

konuşma

Okuma hakkı, bilgi okuryazarlığı, çoklu okuryazarlık, dijital okuryazarlık, dil sevgisi, edebî şahsiyetler, eleştirel okuryazarlık, kitabevi, kitaplar, kütüphaneler, metinler arasılık, okuma alışkanlığı, okuma serüveni, okuma sevgisi, okur kimliği, sözlük kültürü, süreli yayınlar, teknoloji okuryazarlığı, yaratıcı okuma, yazılı kültür, e-kitap, z-kütüphane, sürdürülebilirlik okuryazarlığı, veri okuryazarlığı, vatandaşlık okuryazarlığı, kültür okuryazarlığı, görsel okuryazarlık, finansal okuryazarlık.

yazma

Demokrasi, çocuk hakları, birinci ve ikinci kuşak haklar, temel hak ve özgürlükler, liyakat, hakkaniyet, eşitlik, mahremiyet, dijital gizlilik, özgürlük, sorumluluk, kendisinin, ailesinin ve başkalarının kişisel alanını ve bilgilerini koruma, başkalarının hak ve sorumluluklarına saygı duyma, ifade özgürlüğü, engelli hakları, afet ve acil durumlarda çocuk hakları.

Dinleme

konuşma

Okuma hakkı, bilgi okuryazarlığı, çoklu okuryazarlık, dijital okuryazarlık, dil sevgisi, edebî şahsiyetler, eleştirel okuryazarlık, kitabevi, kitaplar, kütüphaneler, metinler arasılık, okuma alışkanlığı, okuma serüveni, okuma sevgisi, okur kimliği, sözlük kültürü, süreli yayınlar, teknoloji okuryazarlığı, yaratıcı okuma, yazılı kültür, e-kitap, z-kütüphane, sürdürülebilirlik okuryazarlığı, veri okuryazarlığı, vatandaşlık okuryazarlığı, kültür okuryazarlığı, görsel okuryazarlık, finansal okuryazarlık.

yazma

Sayılar

Nicelikler (Paralar, Uzunluk-Kütle Ölçme)

Sayılar (Kesirler)

Çarpma ve Bölme

Eşitlik

Toplama ve Çıkarma

Geometrik Cisimler ve Geometrik Şekiller

Uzamsal İlişkiler

Kategorik Veri

5N1K

Dinlediklerini/izlediklerini çözümleyebilme

Etik davranmak, ahlak, nezaket, dürüstlük, ailede sorumluluk alma, çalışkanlık, dostluk, duyarlılık, merhamet, mütevazılık, saygı, sevgi, azim, cömertlik, güven, paylaşma, sabır, akraba ziyareti, vefa, yardımseverlik, söz ve davranışlarında tutarlı olma, tarafsız olma, doğru ve güvenilir olma, bilimselliğe önem verme, inanç, öz denetim, aile içi iletişim ve işbirliği, planlı olma.

Konuşma kurallarını uygulayabilme

Okuma Anlama

Yazılarında içerik oluşturabilme

Yazma kurallarını uygulayabilme

Dinledikleri/izledikleri ile ilgili anlam oluşturabilme

Dinlediklerini/izlediklerini çözümleyebilme

Harf Bilgisi

Hece Bilgisi

Konuşma kurallarını uygulayabilme

Konuşmalarında içerik oluşturabilme

Konuşma sürecini değerlendirebilme

Mustafa Kemal Atatürk, 23 Nisan Ulusal Egemenlik ve Çocuk Bayramı, 19 Mayıs Atatürk'ü Anma ve Gençlik ve Spor Bayramı, 15 Temmuz Demokrasi ve Milli Birlik Günü, 30 Ağustos Zafer Bayramı, 29 Ekim Cumhuriyet Bayramı, Çanakkale Zaferi, Cumhuriyet, İstiklâl Marşı, Kutül Amare, Sarıkamış Harekâtı, millî egemenlik, millî irade, millî kimlik, Millî Mücadele, kahramanlık, cesaret, fedakârlık, gazilik, şehitlik, vatanseverlik.

Yazılarında içerik oluşturabilme

Yazılı anlatım becerilerini yönetebilme

Yazma kurallarını uygulayabilme

Dinlediklerini/izlediklerini çözümleyebilme

Dinleme/izleme sürecine etki eden durumları gözden geçirebilme

Dinleme/izleme sürecini değerlendirebilme

Dinleme/izlemeyi yönetebilme

Eş Anlamlı Kelimeler

Kelime Bilgisi

Konuşma kurallarını uygulayabilme

Konuşmalarını yönetebilme

Tasarruf, bitkiler, canlılar, sağlıklı beslenme, sağlıklı yaşam, çevre, çevrenin korunması, çevre kirliliği, salgın, doğa, doğal kaynakların israfı, atık, geri dönüşüm, sürdürülebilirlik, doğa olayları, dünya, gece, gündüz, hayvanlar, iklim değişikliği, manzaralar, mevsimler, renkler, yeryüzü, tutumluluk, afet ve acil durumlara hazırlık, doğal miras, yenilenebilir enerji.

Yazılarında içerik oluşturabilme

Yazılı anlatım becerilerini yönetebilme

Yazma kurallarını uygulayabilme

Yazma sürecini değerlendirebilme

Zıt Anlamlı Kelimeler

Cümle Bilgisi

Dinledikleri ile ilgili anlam oluşturabilme

Dinlediklerini/izlediklerini çözümleyebilme

Dinleme/izlemeyi yönetebilme

Konuşma kurallarını uygulayabilme

Konuşmalarında içerik oluşturabilme

Konuşmalarını yönetebilme

Noktalama İşaretleri

Okuma hakkı, bilgi okuryazarlığı, çoklu okuryazarlık, dijital okuryazarlık, dil sevgisi, edebî şahsiyetler, eleştirel okuryazarlık, kitabevi, kitaplar, kütüphaneler, metinler arasılık, okuma alışkanlığı, okuma serüveni, okuma sevgisi, okur kimliği, sözlük kültürü, süreli yayınlar, teknoloji okuryazarlığı, yaratıcı okuma, yazılı kültür, e-kitap, z-kütüphane, sürdürülebilirlik okuryazarlığı, veri okuryazarlığı, vatandaşlık okuryazarlığı, kültür okuryazarlığı, görsel okuryazarlık, finansal okuryazarlık.

Yazılarında içerik oluşturabilme

Yazma kurallarını uygulayabilme

Yazma sürecine etki eden durumları gözden geçirebilme

Ad(İsim) Bilgisi

Dinledikleri/izledikleri ile ilgili anlam oluşturabilme

Dinlediklerini/izlediklerini çözümleyebilme

Dinleme/izlemeyi yönetebilme

Halk oyunları, ebru, estetik, özgünlük, festival, fotoğraf, geleneksel sanatlar, el sanatları, geleneksel çocuk oyunları, gölge oyunu, grafik, heykel, mimari, minyatür, müzik, opera, pandomim, peyzaj, resim, seramik, sinema, tiyatro, yenilikçi düşünme, karikatür, beden eğitimi, centilmenlik, ilk yardım, öz bakım, spor kültürü, temizlik, uyku, çocuk kültürü, çocuk müzesi, dijital oyunlar, eğlence, hayal, hobiler, keşif, merak, mizah, oyun, oyuncak, sokak oyunları.

Konuşma kurallarını uygulayabilme

Konuşma sürecine etki eden durumları gözden geçirebilme

Ön Adlar

Yazılarında içerik oluşturabilme

Yazılı anlatım becerilerini yönetebilme

Yazım Yanlışı

Yazma kurallarını uygulayabilme

Atasözleri ve Deyimler

Bilim insanı, araştırma, sorgulama, merak, keşif, kâşif, icat, mucit, deney, kıtalar, ülkeler, şehirler, yapay zekâ, bilişim ve kodlama, Dünya, uzay, evren, yıldızlar, gece, gündüz, gezegenler, Güneş, Ay, uydu, uzay aracı, teleskop, gözlemevi, astronot, göktaşı, iletişim teknolojileri, antropoloji, sosyoloji, arkeoloji, coğrafya.

Dinledikleri/izledikleri ile ilgili anlam oluşturabilme

Dinledikleri/izlediklerini çözümleyebilme

İş, Oluş, Hareket Bildiren Kelimeler

Konuşma kurallarını uygulayabilme

Konuşmalarında içerik oluşturabilme

Konuşmalarını yönetebilme

Okuma sürecini değerlendirebilme

Yazılarında içerik oluşturabilme

Yazılı anlatım becerilerini yönetebilme

Yazma kurallarını uygulayabilme

Demokrasi, çocuk hakları, birinci ve ikinci kuşak haklar, temel hak ve özgürlükler, liyakat, hakkaniyet, eşitlik, mahremiyet, dijital gizlilik, özgürlük, sorumluluk, kendisinin, ailesinin ve başkalarının kişisel alanını ve bilgilerini koruma, başkalarının hak ve sorumluluklarına saygı duyma, ifade özgürlüğü, engelli hakları, afet ve acil durumlarda çocuk hakları.

tur.2.1. Dinleme/izlemeyi yönetebilme

tur.2.1. Konuşmalarını yönetebilme

tur.2.1. Okuma sürecini yönetebilme

tur.2.1. Yazılı anlatım becerilerini yönetebilme

tur.2.2. Okudukları ile ilgili anlam oluşturabilme

tur.2.2. Yazılarında içerik oluşturabilme

tur.2.3. Dinlediklerini/izlediklerini çözümleyebilme

tur.2.3. Konuşma kurallarını uygulayabilme

tur.2.3. Okuduklarını çözümleyebilme

tur.2.3. Yazma kurallarını uygulayabilme

tur.2.4. Okuma sürecine etki eden durumları gözden geçirebilme

tur.2.5. Dinleme/izleme sürecini değerlendirebilme

tur.2.5. Konuşma sürecini değerlendirebilme

tur.2.5. Okuma sürecini değerlendirebilme

Sayılar

Nicelikler (Paralar, Uzunluk-Kütle Ölçme)

Sayılar (Kesirler)

Zaman, Saat

Çarpma ve Bölme

Toplama ve Çıkarma

Toplama ve Çıkarma, Çarpma ve Bölme

Geometrik Cisimler ve Geometrik Şekiller

Uzamsal İlişkiler

Kategorik ve Nicel Veri

Pupils can bring information about the current content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” through skimming(looking quickly at) the audio-visual elements and reading the content very quickly.

Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” for reflection in relation to themselves or others, both individually and/or with others.

Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” very simply for reflection in relation to themselves or others, both individually and/or with others.

Pupils can copy the model/example on the writing task about the current content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” based on the model/example provided to practise for further writing activities.

Pupils can form a simple new verbal content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” through reconstruction by speaking accurately, efficiently, and authentically.

Pupils can get ready for speaking-expression process about the current content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” with the help of supplementary audio-visual materials.

Pupils can get ready for the reading-comprehension process about the current content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm”.

Pupils can get ready for the writing-expression process about the current content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” in an age- and level-appropriate way.

Pupils can imitate the model/example for producing verbal content about the current theme on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm”.

Pupils can make meaning of/derive meaning from the current content about “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” by reading it carefully.

Pupils can organise and form a content for the assigned writing task on the current content “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” based on the model/example provided.

Pupils can organise simple new verbal content on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” by speaking accurately, efficiently, and authentically.

Pupils can practise writing by constructing content for the assigned writing task on the current content “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm”.

Pupils can reorganise and use information about the current theme on “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” by reconstructing it to communicate with other people.

Pupils can reorganise and use information by reconstructing it in the new written tasks about the “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” to communicate with other people.

Pupils can select and use the language including target grammatical elements of the current content about “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Pupils can select and use the target vocabulary of the current content about “homes, houses and the neighbourhood with life in the countryside; farmhouses and farm animals; activities and chores on a farm” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Pupils can bring information about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” through skimming(looking quickly at) the audio-visual elements and reading the content very quickly.

Pupils can bring information about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” together with key details and main components while listening/watching it.

Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the city and the world with food items and meals, eating outside and ordering food” for reflection in relation to themselves or others, both individually and/or with others.

Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the city and the world with food items and meals, eating outside and ordering food” very simply for reflection in relation to themselves or others, both individually and/or with others.

Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “life in the city and the world with food items and meals, eating outside and ordering food” in a very simple way.

Pupils can copy the model/example on the writing task about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” based on the model/example provided to practise for further writing activities.

Pupils can form a simple new verbal content on “life in the city and the world with food items and meals, eating outside and ordering food” through reconstruction by speaking accurately, efficiently, and authentically.

Pupils can get ready for speaking-expression process about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” with the help of supplementary audio-visual materials.

Pupils can get ready for the listening/watching-comprehension process for the current content on “life in the city and the world with food items and meals, eating outside and ordering food”.

Pupils can get ready for the reading-comprehension process about the current content on “life in the city and the world with food items and meals, eating outside and ordering food”.

Pupils can get ready for the writing-expression process about the current content on “life in the city and the world with food items and meals, eating outside and ordering food” in an age-and level-appropriate way.

Pupils can imitate the model/example for producing verbal content about the current theme on “life in the city and the world with food items and meals, eating outside and ordering food”.

Pupils can make meaning of/derive meaning from the current content about “life in the city and the world with food items and meals, eating outside and ordering food” by reading it carefully.

Pupils can make meaning of/derive meaning from the current content on “life in the city and the world with food items and meals, eating outside and ordering food” through details by listening/watching it carefully.

Pupils can organise and form a content for the assigned writing task on the current content “life in the city and the world with food items and meals, eating outside and ordering food” based on the model/example provided.

Pupils can organise simple new verbal content on “life in the city and the world with food items and meals, eating outside and ordering food” by speaking accurately, efficiently, and authentically.

Pupils can practise writing by constructing content for the assigned writing task on the current content “life in the city and the world with food items and meals, eating outside and ordering food”.

Pupils can reorganise and use information about the current theme on “life in the city and the world with food items and meals, eating outside and ordering food” by reconstructing it to communicate with other people.

Pupils can reorganise and use information by reconstructing it in the new written tasks about the “life in the city and the world with food items and meals, eating outside and ordering food” to communicate with other people.

Pupils can select and use the language including target grammatical elements of the current content about “life in the city and the world with food items and meals, eating outside and ordering food” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Pupils can select and use the target phonological elements of the current content about “life in the city and the world with food items and meals, eating outside and ordering food” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.

Pupils can select and use the target vocabulary of the current content about “life in the city and the world with food items and meals, eating outside and ordering food” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Dinlediklerini/izlediklerini çözümleyebilme

Etik davranmak, ahlak, nezaket, dürüstlük, ailede sorumluluk alma, çalışkanlık, dostluk, duyarlılık, merhamet, mütevazılık, saygı, sevgi, azim, cömertlik, güven, paylaşma, sabır, akraba ziyareti, vefa, yardımseverlik, söz ve davranışlarında tutarlı olma, tarafsız olma, doğru ve güvenilir olma, bilimselliğe önem verme, inanç, öz denetim, aile içi iletişim ve işbirliği, planlı olma.

Harf Bilgisi

Konuşma kurallarını uygulayabilme

Okuma Anlama

Yazılarında içerik oluşturabilme

Dinledikleri/izledikleri ile ilgili anlam oluşturabilme

Dinlediklerini/izlediklerini çözümleyebilme

Eş Anlamlı Kelimeler

Hece Bilgisi

Kelime Bilgisi

Konuşma kurallarını uygulayabilme

Konuşmalarında içerik oluşturabilme

Mustafa Kemal Atatürk, 23 Nisan Ulusal Egemenlik ve Çocuk Bayramı, 19 Mayıs Atatürk'ü Anma ve Gençlik ve Spor Bayramı, 15 Temmuz Demokrasi ve Milli Birlik Günü, 30 Ağustos Zafer Bayramı, 29 Ekim Cumhuriyet Bayramı, Çanakkale Zaferi, Cumhuriyet, İstiklâl Marşı, Kutül Amare, Sarıkamış Harekâtı, millî egemenlik, millî irade, millî kimlik, Millî Mücadele, kahramanlık, cesaret, fedakârlık, gazilik, şehitlik, vatanseverlik.

Yazılarında içerik oluşturabilme

Yazılı anlatım becerilerini yönetebilme

Yazma kurallarını uygulayabilme

Cümle Bilgisi

Dinlediklerini/izlediklerini çözümleyebilme

Dinleme/izleme sürecini değerlendirebilme

Dinlemeyi/izlemeyi yönetebilme

Eşsesli (Sesteş) Kelimeler

Konuşma kurallarını uygulayabilme

Konuşmalarında içerik oluşturabilme

Konuşmalarını yönetebilme

Konuşma sürecini değerlendirebilme

Tasarruf, bitkiler, canlılar, sağlıklı beslenme, sağlıklı yaşam, çevre, çevrenin korunması, çevre kirliliği, salgın, doğa, doğal kaynakların israfı, atık, geri dönüşüm, sürdürülebilirlik, doğa olayları, dünya, gece, gündüz, hayvanlar, iklim değişikliği, manzaralar, mevsimler, renkler, yeryüzü, tutumluluk, afet ve acil durumlara hazırlık, doğal miras, yenilenebilir enerji.

Yazılarında içerik oluşturabilme

Yazılı anlatım becerilerini yönetebilme

Yazma kurallarını uygulayabilme

Zıt Anlamlı Kelimeler

Ad(İsim) Bilgisi

Dinledikleri/izledikleri ile ilgili anlam oluşturabilme

Dinlediklerini/izlediklerini çözümleyebilme

Dinleme/izlemeyi yönetebilme

Konuşma kurallarını uygulayabilme

Konuşmalarında içerik oluşturabilme

Konuşmalarını yönetebilme

Okuma hakkı, bilgi okuryazarlığı, çoklu okuryazarlık, dijital okuryazarlık, dil sevgisi, edebî şahsiyetler, eleştirel okuryazarlık, kitabevi, kitaplar, kütüphaneler, metinler arasılık, okuma alışkanlığı, okuma serüveni, okuma sevgisi, okur kimliği, sözlük kültürü, süreli yayınlar, teknoloji okuryazarlığı, yaratıcı okuma, yazılı kültür, e-kitap, z-kütüphane, sürdürülebilirlik okuryazarlığı, veri okuryazarlığı, vatandaşlık okuryazarlığı, kültür okuryazarlığı, görsel okuryazarlık, finansal okuryazarlık.

Varlıkların Özelliklerini Belirten Kelimeler

Yazılarında içerik oluşturabilme

Yazma kurallarını uygulayabilme

Yazma sürecini değerlendirebilme

Adın Yerine Kullanılan Kelimeler

Dinledikleri/izledikleri ile ilgili anlam oluşturabilme

Dinlediklerini/izlediklerini çözümleyebilme

Eylem Bildiren Kelimeler

Halk oyunları, ebru, estetik, özgünlük, festival, fotoğraf, geleneksel sanatlar, el sanatları, geleneksel çocuk oyunları, gölge oyunu, grafik, heykel, mimari, minyatür, müzik, opera, pandomim, peyzaj, resim, seramik, sinema, tiyatro, yenilikçi düşünme, karikatür, beden eğitimi, centilmenlik, ilk yardım, öz bakım, spor kültürü, temizlik, uyku, çocuk kültürü, çocuk müzesi, dijital oyunlar, eğlence, hayal, hobiler, keşif, merak, mizah, oyun, oyuncak, sokak oyunları.

Konuşma kurallarını uygulayabilme

Noktalama İşaretleri

Yazılarında içerik oluşturabilme

Yazılı anlatım becerilerini yönetebilme

Dinlediklerini/izlediklerini çözümleyebilme

Dinleme/izleme sürecine etki eden durumları gözden geçirebilme

Dinleme/izleme sürecini değerlendirebilme

Hikayenin Unsurları

Konuşmalarında içerik oluşturabilme

Konuşmalarını yönetebilme

Metnin Bölümleri

Şiir Bilgisi

Yazılarında içerik oluşturabilme

Yazılı anlatım becerilerini yönetebilme

Yazım Yanlışı

Yazma kurallarını uygulayabilme

Atasözleri ve Deyimler

Dinledikleri/izledikleri ile ilgili anlam oluşturabilme

Dinlediklerini/izlediklerini çözümleyebilme

Dinleme/izleme sürecine etki eden durumları gözden geçirebilme

Dinleme/izleme sürecini değerlendirebilme

Dinleme/izlemeyi yönetebilme

Konuşma kurallarını uygulayabilme

Konuşmalarında içerik oluşturabilme

Konuşmalarını yönetebilme

Okudukları ile ilgili anlam oluşturabilme

Okuduklarını çözümleyebilme

Türkçe, bayrak, vatan, millî ve manevi değerler, insani ve kültürel değerler, ülke varlıklarını korumak, ülkesi için sorumluluk almak, aile, büyüklerimiz, dinî bayramlar, gelenekler, geleneksel sporlar, insan ilişkileri, kültürel miras, mekânlar, şehirlerimiz, tarihî mekânlar, tarihî şahsiyetler, tarihî eserlerimiz, yurdumuz, Türkçe konuşan ve resmi dili Türkçe olan ülkelerin adı, sürdürülebilirlik.

Yazılarında içerik oluşturabilme

Demokrasi, çocuk hakları, birinci ve ikinci kuşak haklar, temel hak ve özgürlükler, liyakat, hakkaniyet, eşitlik, mahremiyet, dijital gizlilik, özgürlük, sorumluluk, kendisinin, ailesinin ve başkalarının kişisel alanını ve bilgilerini koruma, başkalarının hak ve sorumluluklarına saygı duyma, ifade özgürlüğü, engelli hakları, afet ve acil durumlarda çocuk hakları.

Dinlediklerini/izlediklerini çözümleyebilme

Dinleme/izleme sürecine etki eden durumları gözden geçirebilme

Dinleme/izleme sürecini değerlendirebilme

Dinleme/izlemeyi yönetebilme

Konuşma kurallarını uygulayabilme

Konuşmalarında içerik oluşturabilme

Konuşmalarını yönetebilme

Konuşma sürecine etki eden durumları gözden geçirebilme

Konuşma sürecini değerlendirebilme

Okudukları ile ilgili anlam oluşturabilme

Okuduklarını çözümleyebilme

Okuma sürecine etki eden durumları gözden geçirebilme

Okuma sürecini değerlendirebilme

Okuma sürecini yönetebilme

Yazılarında içerik oluşturabilme

Yazılı anlatım becerilerini yönetebilme

Yazma kurallarını uygulayabilme

Yazma sürecine etki eden durumları gözden geçirebilme

Sayılar

Nicelikler (Uzunluk-Kütle Ölçme)

Sayılar (Kesirler)

Çarpma ve Bölme

Problem Çözme

Toplama ve Çıkarma

Toplama ve Çıkarma, Çarpma ve Bölme

Geometrik Cisimler ve Geometrik Şekiller

Açı

Uzamsal İlişkiler

Kategorik ve Nicel Veri

Olasılığın Dili

Pupils can bring information about the current content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” through skimming(looking quickly at) the audio-visual elements and reading the content very quickly.

Pupils can bring information about the current content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” together with key details and main components while listening/watching it.

Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” for reflection in relation to themselves or others, both individually and/or with others.

Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” very simply for reflection in relation to themselves or others, both individually and/or with others.

Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” in a very simple way.

Pupils can copy the model/example on the writing task about the current content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” based on the model/example provided to practise for further writing activities.

Pupils can form a simple new verbal content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” through reconstruction by speaking accurately, efficiently, and authentically.

Pupils can get ready for speaking-expression process about the current content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” with the help of supplementary audio-visual materials.

Pupils can get ready for the listening/watching-comprehension process for the current content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations”.

Pupils can get ready for the reading-comprehension process about the current content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations”.

Pupils can get ready for the writing-expression process about the current content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” in an age- and level-appropriate way.

Pupils can imitate the model/example for producing verbal content about the current theme on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations”.

Pupils can make meaning of/derive meaning from the current content about “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” by reading it carefully.

Pupils can make meaning of/derive meaning from the current content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” through details by listening/ watching it carefully.

Pupils can organise and form a content for the assigned writing task on the current content “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” based on the model/ example provided.

Pupils can organise simple new verbal content on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” by speaking accurately, efficiently, and authentically.

Pupils can practise writing by constructing content for the assigned writing task on the current content “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations”.

Pupils can reorganise and use information about the current theme on “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” by reconstructing it to communicate with other people.

Pupils can reorganise and use information by reconstructing it in the new written tasks about the “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” to communicate with other people.

Pupils can select and use the language including target grammatical elements of the current content about “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Pupils can select and use the target vocabulary of the current content about “school life with people at school; daily routines and activities at school; activities at present, favourite activities; favourite months; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Pupils can bring information about the current content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” through skimming(looking quickly at) the audio-visual elements and reading the content very quickly.

Pupils can bring information about the current content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” together with key details and main components while listening/watching it.

Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” for reflection in relation to themselves or others, both individually and/or with others.

Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” very simply for reflection in relation to themselves or others, both individually and/or with others.

Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” in a very simple way.

Pupils can copy the model/example on the writing task about the current content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” based on the model/example provided to practise for further writing activities.

Pupils can form a simple new verbal content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” through reconstruction by speaking accurately, efficiently, and authentically.

Pupils can get ready for speaking-expression process about the current content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” with the help of supplementary audio-visual materials.

Pupils can get ready for the listening/watching-comprehension process for the current content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons”.

Pupils can get ready for the reading-comprehension process about the current content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons”.

Pupils can get ready for the writing-expression process about the current content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” in an age- and level-appropriate way.

Pupils can imitate the model/example for producing verbal content about the current theme on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons”.

Pupils can make meaning of/derive meaning from the current content about “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” by reading it carefully.

Pupils can make meaning of/derive meaning from the current content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” through details by listening/ watching it carefully.

Pupils can organise and form a content for the assigned writing task on the current content “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” based on the model/example provided.

Pupils can organise simple new verbal content on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” by speaking accurately, efficiently, and authentically.

Pupils can practise writing by constructing content for the assigned writing task on the current content “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons”.

Pupils can reorganise and use information about the current theme on “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” by reconstructing it to communicate with other people.

Pupils can reorganise and use information by reconstructing it in the new written tasks about the “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” to communicate with other people.

Pupils can select and use the language including target grammatical elements of the current content about “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Pupils can select and use the target vocabulary of the current content about “classroom life with school subjects and classroom activities; favourite school subjects and classroom activities now and in the past; time, seasons of the year, favourite seasons” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Pupils can bring information about the current content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” through skimming(looking quickly at) the audio-visual elements and reading the content very quickly.

Pupils can bring information about the current content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” together with key details and main components while listening/watching it.

Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” for reflection in relation to themselves or others, both individually and/or with others.

Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” very simply for reflection in relation to themselves or others, both individually and/or with others.

Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” in a very simple way.

Pupils can copy the model/example on the writing task about the current content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” based on the model/example provided to practise for further writing activities.

Pupils can form a simple new verbal content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” through reconstruction by speaking accurately, efficiently, and authentically.

Pupils can get ready for the listening/watching-comprehension process for the current content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons”.

Pupils can get ready for the reading-comprehension process about the current content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons”.

Pupils can get ready for the speaking-expression process about the current content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” with the help of supplementary audio-visual materials.

Pupils can get ready for the writing-expression process about the current content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” in an age and level-appropriate way.

Pupils can imitate the model/example for producing verbal content about the current theme on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons”.

Pupils can make meaning of/derive meaning from the current content about “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” by reading it carefully.

Pupils can make meaning of/derive meaning from the current content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” through details by listening/watching it carefully.

Pupils can organise and form a content for the assigned writing task on the current content “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” based on the model/ example provided.

Pupils can organise simple new verbal content on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” by speaking accurately, efficiently, and authentically.

Pupils can practise writing by constructing content for the assigned writing task on the current content “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons”.

Pupils can reorganise and use information about the current theme on “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” by reconstructing it to communicate with other people.

Pupils can reorganise and use information by reconstructing it in the new written tasks about the “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” to communicate with other people.

Pupils can select and use the target phonological elements of the current content about “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.

Pupils can select and use the target vocabulary of the current content about “personal life with physical appearances and personality; clothing and clothing preferences; hobbies and abilities now and in the past; weather; comparisons” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Pupils can bring information about the current content on “family life with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons” through skimming(looking quickly at) the audio-visual elements and reading the content very quickly.

Pupils can bring information about the current content on “family life with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons” together with key details and main components while listening/watching it.

Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “family life with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons” for reflection in relation to themselves or others, both individually and/or with others.

Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “family life with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons” very simply for reflection in relation to themselves or others, both individually and/or with others.

Pupils can copy the model/example on the writing task about the current content on “family life with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons” based on the model/example provided to practise for further writing activities.

Pupils can form a simple new verbal content on “family life with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons” through reconstruction by speaking accurately, efficiently, and authentically.

Pupils can get ready for speaking-expression process about the current content on “family life with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons” with the help of supplementary audio-visual materials.

Pupils can get ready for the listening/watching-comprehension process for the current content on “family life with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons”.

Pupils can get ready for the reading-comprehension process about the current content on “family life with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons”.

Pupils can get ready for the writing-expression process about the current content on “family life with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons” in an age- and level-appropriate way.

Pupils can imitate the model/example for producing verbal content about the current theme on “family life with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons”.

Pupils can make meaning of/derive meaning from the current content about “family life with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons” by reading it carefully.

Pupils can make meaning of/derive meaning from the current content on “family life with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons” through details by listening/watching it carefully.

Pupils can organise and form a content for the assigned writing task on the current content “family life with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons” based on the model/ example provided.

Pupils can organise simple new verbal content on “family life with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons” by speaking accurately, efficiently, and authentically.

Pupils can practise writing by constructing content for the assigned writing task on the current content “family life with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons”.

Pupils can reorganise and use information about the current theme on “family life with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons” by reconstructing it to communicate with other people.

Pupils can reorganise and use information by reconstructing it in the new written tasks about the “family life with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons” to communicate with other people.

Pupils can select and use the language including target grammatical elements of the current content about “family life with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Pupils can select and use the target phonological elements of the current content about “family life with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.

Pupils can select and use the target vocabulary of the current content about “family life with family members’ jobs; family members’ long-lasting habits; family members’ errands; places for services in the neighbourhood; comparisons” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Pupils can bring information about the current content on “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water” through skimming(looking quickly at) the audio-visual elements and reading the content very quickly.

Pupils can bring information about the current content on “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water” together with key details and main components while listening/watching it.

Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water” for reflection in relation to themselves or others, both individually and/or with others.

Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water” very simply for reflection in relation to themselves or others, both individually and/or with others.

Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water” in a very simple way.

Pupils can copy the model/example on the writing task about the current content on “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water” based on the model/example provided to practise for further writing activities.

Pupils can form a simple new verbal content on “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water” through reconstruction by speaking accurately, efficiently, and authentically.

Pupils can get ready for speaking-expression process about the current content on “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water” with the help of supplementary audio-visual materials.

Pupils can get ready for the listening/watching-comprehension process for the current content on “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water”.

Pupils can get ready for the reading-comprehension process about the current content on “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water”.

Pupils can get ready for the writing-expression process about the current content on “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water” in an age- and level-appropriate way.

Pupils can imitate the model/example for producing verbal content about the current theme on “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water”.

Pupils can make meaning of/derive meaning from the current content about “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water” by reading it carefully.

Pupils can make meaning of/derive meaning from the current content on “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water” through details by listening/watching it carefully.

Pupils can organise and form a content for the assigned writing task on the current content “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water” based on the model/example provided.

Pupils can organise simple new verbal content on “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water” by speaking accurately, efficiently, and authentically.

Pupils can practise writing by constructing content for the assigned writing task on the current content “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water”.

Pupils can reorganise and use information about the current theme on “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water” by reconstructing it to communicate with other people.

Pupils can reorganise and use information by reconstructing it in the new written tasks about the “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water” to communicate with other people.

Pupils can select and use the language including target grammatical elements of the current content about “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Pupils can select and use the target phonological elements of the current content about “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.

Pupils can select and use the target vocabulary of the current content about “homes, houses and the neighbourhood with life on the seaside; sea/marine animals and their habitats: activities of sea/marine animals: dangers for sea/marine animals; types of houses by the water” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Pupils can bring information about the current content on “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays” through skimming(looking quickly at) the audio-visual elements and reading the content very quickly.

Pupils can bring information about the current content on “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays” together with key details and main components while listening/watching it.

Pupils can construct spoken content on “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays” by speaking accurately, efficiently, and authentically.

Pupils can construct spoken materials on “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays” through reconstruction by speaking accurately, efficiently, and authentically.

Pupils can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays” for reflection in relation to themselves or others, both individually and/or with others.

Pupils can convey their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays” very simply for reflection in relation to themselves or others, both individually and/or with others.

Pupils can convey their knowledge, experience, thoughts, and feelings about the whole listening/watching-comprehension process in relation to the current content on “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays” in a very simple way.

Pupils can copy the model/example on the writing task about the current content on “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays” based on the model/example provided to practise for further writing activities.

Pupils can get ready for speaking-expression process about the current content on “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays” with the help of supplementary audio-visual materials.

Pupils can get ready for the listening/watching-comprehension process for the current content on “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays”.

Pupils can get ready for the reading-comprehension process about the current content on “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays”.

Pupils can get ready for the writing-expression process about the current content on “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays” in an age- and level-appropriate way.

Pupils can make meaning of/derive meaning from the current content about “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays” by reading it carefully.

Pupils can make meaning of/derive meaning from the current content on “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays” through details by listening/watching it carefully.

Pupils can organise and form a content for the assigned writing task on the current content “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays” based on the model/example provided.

Pupils can practise writing by constructing content for the assigned writing task on the current content “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays”.

Pupils can recognise and use the model for producing verbal content about the current theme on “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays”.

Pupils can reorganise and use information about the current theme on “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays” by reconstructing it to communicate with other people.

Pupils can reorganise and use information by reconstructing it in the new written tasks about the “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays” to communicate with other people.

Pupils can select and use the language including target grammatical elements of the current content about “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Pupils can select and use the target phonological elements of the current content about “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays” accurately, authentically, and naturally through spontaneous selection and using it in an appropriate and effective way when communicating with others.

Pupils can select and use the target vocabulary of the current content about “life in the city and the world with healthy and unhealthy food; national and international dishes; countries; holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Dinlediklerini/izlediklerini çözümleyebilme

Etik davranmak, ahlak, nezaket, dürüstlük, ailede sorumluluk alma, çalışkanlık, dostluk, duyarlılık, merhamet, mütevazılık, saygı, sevgi, azim, cömertlik, güven, paylaşma, sabır, akraba ziyareti, vefa, yardımseverlik, söz ve davranışlarında tutarlı olma, tarafsız olma, doğru ve güvenilir olma, bilimselliğe önem verme, inanç, öz denetim, aile içi iletişim ve işbirliği, planlı olma.

Harf-Hece Bilgisi

Konuşma kurallarını uygulayabilme

Sözcükte Anlam-Mecaz Anlam

Yazılarında içerik oluşturabilme

Yazma kurallarını uygulayabilme

Yazma sürecine etki eden durumları gözden geçirebilme

Yazma sürecini değerlendirebilme

Dinledikleri/izledikleri ile ilgili anlam oluşturabilme

Dinlediklerini/izlediklerini çözümleyebilme

Konuşma kurallarını uygulayabilme

Konuşmalarında içerik oluşturabilme

Konuşmalarını yönetebilme

Mustafa Kemal Atatürk, 23 Nisan Ulusal Egemenlik ve Çocuk Bayramı, 19 Mayıs Atatürk'ü Anma ve Gençlik ve Spor Bayramı, 15 Temmuz Demokrasi ve Milli Birlik Günü, 30 Ağustos Zafer Bayramı, 29 Ekim Cumhuriyet Bayramı, Çanakkale Zaferi, Cumhuriyet, İstiklâl Marşı, Kutül Amare, Sarıkamış Harekâtı, millî egemenlik, millî irade, millî kimlik, Millî Mücadele, kahramanlık, cesaret, fedakârlık, gazilik, şehitlik, vatanseverlik.

Okudukları ile ilgili anlam oluşturabilme

Okuduklarını çözümleyebilme

Okuma sürecini yönetebilme

Yazılarında içerik oluşturabilme

Yazılı anlatım becerilerini yönetebilme

Yazma kurallarını uygulayabilme

Yazma sürecini değerlendirebilme

Basit, Türemiş ve Bileşik Sözcükler

Dinledikleri/izledikleri ile ilgili anlam oluşturabilme

Dinlediklerini/izlediklerini çözümleyebilme

Dinleme/izlemeyi yönetebilme

Eş Anlamlı Kelimeler

Eşsesli (Sesteş) Kelimeler

Konuşma kurallarını uygulayabilme

Konuşmalarında içerik oluşturabilme

Konuşmalarını yönetebilme

Sözcükte Anlam -Gerçek Anlam

Sözcükte Anlam - Terim anlam

Tasarruf, bitkiler, canlılar, sağlıklı beslenme, sağlıklı yaşam, çevre, çevrenin korunması, çevre kirliliği, salgın, doğa, doğal kaynakların israfı, atık, geri dönüşüm, sürdürülebilirlik, doğa olayları, dünya, gece, gündüz, hayvanlar, iklim değişikliği, manzaralar, mevsimler, renkler, yeryüzü, tutumluluk, afet ve acil durumlara hazırlık, doğal miras, yenilenebilir enerji.

Zıt Anlamlı Kelimeler

Deyimler

Dinledikleri/izledikleri ile ilgili anlam oluşturabilme

Dinlediklerini/izlediklerini çözümleyebilme

Dinleme/izleme sürecini değerlendirebilme

Dinleme/izlemeyi yönetebilme

Durum (Hal) Ekleri

İsim (Ad)

Konuşma kurallarını uygulayabilme

Konuşmalarında içerik oluşturabilme

Konuşmalarını yönetebilme

Konuşma sürecini değerlendirebilme

Metin Türleri

Okuma hakkı, bilgi okuryazarlığı, çoklu okuryazarlık, dijital okuryazarlık, dil sevgisi, edebî şahsiyetler, eleştirel okuryazarlık, kitabevi, kitaplar, kütüphaneler, metinler arasılık, okuma alışkanlığı, okuma serüveni, okuma sevgisi, okur kimliği, sözlük kültürü, süreli yayınlar, teknoloji okuryazarlığı, yaratıcı okuma, yazılı kültür, e-kitap, z-kütüphane, sürdürülebilirlik okuryazarlığı, veri okuryazarlığı, vatandaşlık okuryazarlığı, kültür okuryazarlığı, görsel okuryazarlık, finansal okuryazarlık.

Sıfat (Ön Ad)

Zamir (Adıl)

Cümlenin Öğeleri

Dinledikleri/izledikleri ile ilgili anlam oluşturabilme

Dinlediklerini/izlediklerini çözümleyebilme

Dinleme/izleme sürecini değerlendirebilme

Dinleme/izlemeyi yönetebilme

Fiil (Eylem)

Konuşma kurallarını uygulayabilme

Konuşmalarında içerik oluşturabilme

Neden - Sonuç, Amaç - Sonuç ve Koşul - Sonuç Cümleleri

Öznel ve Nesnel Yargılar

Yazılarında içerik oluşturabilme

Yazılı anlatım becerilerini yönetebilme

Yazma kurallarını uygulayabilme

Yazma sürecini değerlendirebilme

Açıklayıcı İfadeler

Bilim insanı, araştırma, sorgulama, merak, keşif, kâşif, icat, mucit, deney, kıtalar, ülkeler, şehirler, yapay zekâ, bilişim ve kodlama, Dünya, uzay, evren, yıldızlar, gece, gündüz, gezegenler, Güneş, Ay, uydu, uzay aracı, teleskop, gözlemevi, astronot, göktaşı, iletişim teknolojileri, antropoloji, sosyoloji, arkeoloji, coğrafya.

Dinlediklerini/izlediklerini çözümleyebilme

Dinleme/izleme sürecine etki eden durumları gözden geçirebilme

Dinleme/izlemeyi yönetebilme

Genel ve Özel İfadeler

Karşılaştırma İfadeleri

Konuşma kurallarını uygulayabilme

Konuşmalarını yönetebilme

Konuşma sürecine etki eden durumları gözden geçirebilme

Konuşma sürecini değerlendirebilme

Yazılarında içerik oluşturabilme

Yazılı anlatım becerilerini yönetebilme

Yazım Kuralları

Yazma kurallarını uygulayabilme

Yazma sürecini değerlendirebilme

Dinledikleri/izledikleri ile ilgili anlam oluşturabilme

Dinlediklerini/izlediklerini çözümleyebilme

Dinleme/izlemeyi yönetebilme

Görsel Okuma

Konuşma kurallarını uygulayabilme

Konuşmalarında içerik oluşturabilme

Konuşmalarını yönetebilme

Metin Türleri

Noktalama İşaretleri

Türkçe, bayrak, vatan, millî ve manevi değerler, insani ve kültürel değerler, ülke varlıklarını korumak, ülkesi için sorumluluk almak, aile, büyüklerimiz, dinî bayramlar, gelenekler, geleneksel sporlar, insan ilişkileri, kültürel miras, mekânlar, şehirlerimiz, tarihî mekânlar, tarihî şahsiyetler, tarihî eserlerimiz, yurdumuz, Türkçe konuşan ve resmi dili Türkçe olan ülkelerin adı, sürdürülebilirlik.

Yazılarında içerik oluşturabilme

Yazılı anlatım becerilerini yönetebilme

Yazma kurallarını uygulayabilme

Demokrasi, çocuk hakları, birinci ve ikinci kuşak haklar, temel hak ve özgürlükler, liyakat, hakkaniyet, eşitlik, mahremiyet, dijital gizlilik, özgürlük, sorumluluk, kendisinin, ailesinin ve başkalarının kişisel alanını ve bilgilerini koruma, başkalarının hak ve sorumluluklarına saygı duyma, ifade özgürlüğü, engelli hakları, afet ve acil durumlarda çocuk hakları.

Dinledikleri/izledikleri ile ilgili anlam oluşturabilme

Dinlediklerini/izlediklerini çözümleyebilme

Dinleme/izleme sürecini değerlendirebilme

Konuşma kurallarını uygulayabilme

Konuşmalarını yönetebilme

Konuşma sürecini değerlendirebilme

Okudukları ile ilgili anlam oluşturabilme

Söz Sanatları (Betimleme)

Yazılarında içerik oluşturabilme

Yazılı anlatım becerilerini yönetebilme

Yazma kurallarını uygulayabilme

Yazma sürecini değerlendirebilme

Doğal Sayılar ve İşlemler

Kesirler

Cebirsel Düşünme

Açı Ölçme

Çokgenler ve Çember

Temel Geometrik Çizimler ve İnşalar

Dikdörtgenin Çevre Uzunluğu ve Alanı

Kategorik Veri Dağılımları

Öznel Olasılık

Students can bring information about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” through skimming (looking quickly at) the audio-visual elements and reading the content very quickly.

Students can bring information about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” together through significant details and main components while listening/watching it.

Students can construct a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.

Students can get ready for speaking-expression process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.

Students can get ready for the listening/watching-comprehension process for the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” carefully.

Students can get ready for the reading-comprehension process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.

Students can get ready for the writing-expression process about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.

Students can individually construct/form content for the assigned writing task on the current content “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.

Students can make meaning of/ derive meaning from the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by reading it carefully.

Students can make meaning of/derive meaning from the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” through significant details by listening/watching it carefully.

Students can organise a content for the assigned writing task on the current content “school life with people, places and rules at school; school clubs; countries; national days and celebrations” based on the model/example provided.

Students can organise a new verbal content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations” by speaking accurately, efficiently, and authentically.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with people, places and rules at school; school clubs; countries; national days and celebrations” in relation to themselves or others, both individually and/or with others.

Students can reorganise(reconstruct) and use information about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people.

Students can reorganise(reconstruct) and use information in the new written tasks about the “school life with people, places and rules at school; school clubs; countries; national days and celebrations” to communicate with other people.

Students can select and use the target grammatical elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can select and use the target phonological elements of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

Students can select and use the target vocabulary of the current content about “school life with people, places and rules at school; school clubs; countries; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can understand the model/example for the writing task about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.

Students can use the model/example for producing verbal content about the current content on “school life with people, places and rules at school; school clubs; countries; national days and celebrations”.

Students can bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” through skimming(looking quickly at) the audio-visual elements and reading the content very quickly.

Students can bring information about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” together through significant details and main components while listening/watching it.

Students can construct spoken content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically.

Students can construct spoken materials on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by speaking accurately, efficiently, and authentically.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.

Students can get ready for speaking-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.

Students can get ready for the listening/watching-comprehension process for the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” carefully.

Students can get ready for the reading-comprehension process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.

Students can get ready for the writing-expression process about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.

Students can individually construct/form content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.

Students can make meaning of/ derive meaning from the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” by reading it carefully.

Students can organise a content for the assigned writing task on the current content “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” based on the model/example provided.

Students can recognise and use the model/example for producing verbal content about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” in relation to themselves or others, both individually and/or with others.

Students can reorganise(reconstruct) and use information about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people.

Students can reorganise(reconstruct) and use information in the new written tasks about the “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” to communicate with other people.

Students can select and use the target grammatical elements of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can select and use the target vocabulary of the current content about “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can understand the model/example for the writing task about the current content on “classroom life with classroom rules and language; school subjects; timetables; classroom objects; days of the week; time”.

Students can bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through skimming(looking quickly at) the audio-visual elements and reading the content very quickly.

Students can bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” together through significant details and main components while listening/watching it.

Students can construct a new verbal content on ‘‘personal life with basic body parts and physical features; clothes; daily routines and activities’’ by speaking accurately, efficiently, and authentically.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, ‘‘personal life with basic body parts and physical features; clothes; daily routines and activities’’ in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, ‘‘personal life with basic body parts and physical features; clothes; daily routines and activities’’ to communicate with other people in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.

Students can get ready for speaking-expression process about the current content on ‘‘personal life with basic body parts and physical features; clothes; daily routines and activities’’.

Students can get ready for the listening/watching-comprehension process for the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” carefully.

Students can get ready for the reading-comprehension process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.

Students can get ready for the writing-expression process about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.

Students can individually construct/form content for the assigned writing task on the current content ‘‘personal life with basic body parts and physical features; clothes; daily routines and activities’’.

Students can make meaning of/ derive meaning from the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” by reading it carefully.

Students can make meaning of/derive meaning from the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through significant details by listening/watching it carefully.

Students can organise a content for the assigned writing task on the current content ‘‘personal life with basic body parts and physical features; clothes; daily routines and activities’’ based on the model/example provided.

Students can organise a new verbal content on ‘‘personal life with basic body parts and physical features; clothes; daily routines and activities’’ by speaking accurately, efficiently, and authentically.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, ‘‘personal life with basic body parts and physical features; clothes; daily routines and activities’’ in relation to themselves or others, both individually and/or with others.

Students can reorganise(reconstruct) and use information about the ‘‘personal life with basic body parts and physical features; clothes; daily routines and activities’’ to communicate with other people.

Students can reorganise(reconstruct) and use information in the new written tasks about the ‘‘personal life with basic body parts and physical features; clothes; daily routines and activities’’ to communicate with other people.

Students can select and use the target grammatical elements of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can select and use the target vocabulary of the current content about “personal life with basic body parts and physical features; clothes; daily routines and activities” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can understand the model/example for the writing task about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities”.

Students can use the model/example for producing verbal content about the current content on ‘‘personal life with basic body parts and physical features; clothes; daily routines and activities’’.

Students can bring information about the current content on ‘‘family life with family members’ routines; family members’ hobbies and activities’’ through skimming(looking quickly at) the audio-visual elements and reading the content very quickly.

Students can bring information about the current content on ‘‘family life with family members’ routines; family members’ hobbies and activities’’ together through significant details and main components while listening/watching it.

Students can construct a new verbal content on ‘‘family life with family members’ routines; family members’ hobbies and activities’’ by speaking accurately, efficiently, and authentically.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, ‘‘family life with family members’ routines; family members’ hobbies and activities’’ in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, ‘‘family life with family members’ routines; family members’ hobbies and activities’’ to communicate with other people in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on ‘‘family life with family members’ routines; family members’ hobbies and activities’’.

Students can get ready for speaking-expression process about the current content on ‘‘family life with family members’ routines; family members’ hobbies and activities’’.

Students can get ready for the listening/watching-comprehension process for the current content on ‘‘family life with family members’ routines; family members’ hobbies and activities’’ carefully.

Students can get ready for the reading-comprehension process about the current content on ‘‘family life with family members’ routines; family members’ hobbies and activities’’.

Students can get ready for the writing-expression process about the current content on ‘‘family life with family members’ routines; family members’ hobbies and activities’’.

Students can individually construct/form content for the assigned writing task on the current content ‘‘family life with family members’ routines; family members’ hobbies and activities’’.

Students can make meaning of/ derive meaning from the current content about ‘‘family life with family members’ routines; family members’ hobbies and activities’’ by reading it carefully.

Students can make meaning of/derive meaning from the current content on ‘‘family life with family members’ routines; family members’ hobbies and activities’’ through significant details by listening/watching it carefully.

Students can organise a content for the assigned writing task on the current content ‘‘family life with family members’ routines; family members’ hobbies and activities’’ based on the model/example provided.

Students can reorganise(reconstruct) and use information about the ‘‘family life with family members’ routines; family members’ hobbies and activities’’ to communicate with other people.

Students can reorganise(reconstruct) and use information in the new written tasks about the ‘‘family life with family members’ routines; family members’ hobbies and activities’’ to communicate with other people.

Students can select and use the target grammatical elements of the current content about ‘‘family life with family members’ routines; family members’ hobbies and activities’’ accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can select and use the target phonological elements of the current content about ‘‘family life with family members’ routines; family members’ hobbies and activities’’ accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

Students can select and use the target vocabulary of the current content about ‘‘family life with family members’ routines; family members’ hobbies and activities’’ accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can understand the model/example for the writing task about the current content on ‘‘family life with family members’ routines; family members’ hobbies and activities’’.

Students can use the model/example for producing verbal content about the current content on ‘‘family life with family members’ routines; family members’ hobbies and activities’’.

Students can bring information about the current content on ‘‘life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses’’ through skimming(looking quickly at) the audio-visual elements and reading the content very quickly.

Students can bring information about the current content on ‘‘life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses’’ together through significant details and main components while listening/watching it.

Students can construct a new verbal content on ‘‘life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses’’ by speaking accurately, efficiently, and authentically.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, ‘‘life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses’’ in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, ‘‘life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses’’ to communicate with other people in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on ‘‘life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses’’.

Students can get ready for speaking-expression process about the current content on ‘‘life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses’’.

Students can get ready for the listening/watching-comprehension process for the current content on ‘‘life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses’’ carefully.

Students can get ready for the reading-comprehension process about the current content on ‘‘life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses’’.

Students can get ready for the writing-expression process about the current content on “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses”.

Students can individually construct/form content for the assigned writing task on the current content ‘‘life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses’’.

Students can make meaning of/ derive meaning from the current content about ‘‘life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses’’ by reading it carefully.

Students can make meaning of/derive meaning from the current content on ‘‘life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses’’ through significant details by listening/watching it carefully.

Students can organise a content for the assigned writing task on the current content ‘‘life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses’’ based on the model/example provided.

Students can organise a new verbal content on ‘‘life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses’’ by speaking accurately, efficiently, and authentically.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, ‘‘life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses’’ in relation to themselves or others, both individually and/or with others.

Students can reorganise(reconstruct) and use information about the ‘‘life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses’’ to communicate with other people.

Students can reorganise(reconstruct) and use information in the new written tasks about the ‘‘life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses’’ to communicate with other people.

Students can select and use the target grammatical elements of the current content about “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can select and use the target phonological elements of the current content about ‘‘life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses’’ accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

Students can select and use the target vocabulary of the current content about “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can understand the model/example for the writing task about the current content on “life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses”.

Students can use the model/example for producing verbal content about the current content on ‘‘life in the neighbourhood and city with places for recreation and attractions in the neighbourhood and city; different types of houses’’.

Students can bring information about the current content on "life in the world with basic food types; ordering in a restaurant; food events in the city" through skimming(looking quickly at) the audio-visual elements and reading the content very quickly.

Students can bring information about the current content on "life in the world with basic food types; ordering in a restaurant; food events in the city" together through significant details and main components while listening/watching it.

Students can construct a new verbal content on "life in the world with basic food types; ordering in a restaurant; food events in the city" by speaking accurately, efficiently, and authentically.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, "life in the world with basic food types; ordering in a restaurant; food events in the city" in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, "life in the world with basic food types; ordering in a restaurant; food events in the city" to communicate with other people in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on "life in the world with basic food types; ordering in a restaurant; food events in the city".

Students can get ready for speaking-expression process about the current content on "life in the world with basic food types; ordering in a restaurant; food events in the city".

Students can get ready for the listening/watching-comprehension process for the current content on "life in the world with basic food types; ordering in a restaurant; food events in the city" carefully.

Students can get ready for the reading-comprehension process about the current content on "life in the world with basic food types; ordering in a restaurant; food events in the city".

Students can get ready for the writing-expression process about the current content on "life in the world with basic food types; ordering in a restaurant; food events in the city".

Students can individually construct/form content for the assigned writing task on the current content "life in the world with basic food types; ordering in a restaurant; food events in the city".

Students can make meaning of/ derive meaning from the current content about "life in the world with basic food types; ordering in a restaurant; food events in the city" by reading it carefully.

Students can make meaning of/derive meaning from the current content on "life in the world with basic food types; ordering in a restaurant; food events in the city" through significant details by listening/watching it carefully.

Students can organise a content for the assigned writing task on the current content "life in the world with basic food types; ordering in a restaurant; food events in the city" based on the model/example provided.

Students can organise a new verbal content on "life in the world with basic food types; ordering in a restaurant; food events in the city" by speaking accurately, efficiently, and authentically.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, "life in the world with basic food types; ordering in a restaurant; food events in the city" in relation to themselves or others, both individually and/or with others.

Students can reorganise(reconstruct) and use information about the "life in the world with basic food types; ordering in a restaurant; food events in the city" to communicate with other people.

Students can reorganise(reconstruct) and use information in the new written tasks about the "life in the world with basic food types; ordering in a restaurant; food events in the city" to communicate with other people.

Students can select and use the target grammatical elements of the current content about "life in the world with basic food types; ordering in a restaurant; food events in the city" accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can select and use the target phonological elements of the current content about "life in the world with basic food types; ordering in a restaurant; food events in the city" accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

Students can select and use the target vocabulary of the current content about "life in the world with basic food types; ordering in a restaurant; food events in the city" accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can understand the model/example for the writing task about the current content on "life in the world with basic food types; ordering in a restaurant; food events in the city".

Students can use the model/example for producing verbal content about the current content on "life in the world with basic food types; ordering in a restaurant; food events in the city".

Students can bring information about the current content on "life in nature with types of animals in nature; wild animals in nature; their habitats" through skimming(looking quickly at) the audio-visual elements and reading the content very quickly.

Students can bring information about the current content on "life in nature with types of animals in nature; wild animals in nature; their habitats" together through significant details and main components while listening/watching it.

Students can construct a new verbal content on "life in nature with types of animals in nature; wild animals in nature; their habitats" by speaking accurately, efficiently, and authentically.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, "life in nature with types of animals in nature; wild animals in nature; their habitats" in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, "life in nature with types of animals in nature; wild animals in nature; their habitats" to communicate with other people in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on "life in nature with types of animals in nature; wild animals in nature; their habitats".

Students can get ready for speaking-expression process about the current content on "life in nature with types of animals in nature; wild animals in nature; their habitats".

Students can get ready for the listening/watching-comprehension process for the current content on "life in nature with types of animals in nature; wild animals in nature; their habitats" carefully.

Students can get ready for the reading-comprehension process about the current content on "life in nature with types of animals in nature; wild animals in nature; their habitats".

Students can get ready for the writing-expression process about the current content on "life in nature with types of animals in nature; wild animals in nature; their habitats".

Students can individually construct/form content for the assigned writing task on the current content "life in nature with types of animals in nature; wild animals in nature; their habitats".

Students can make meaning of/ derive meaning from the current content about "life in nature with types of animals in nature; wild animals in nature; their habitats" by reading it carefully.

Students can make meaning of/derive meaning from the current content on "life in nature with types of animals in nature; wild animals in nature; their habitats" through significant details by listening/watching it carefully.

Students can organise a content for the assigned writing task on the current content "life in nature with types of animals in nature; wild animals in nature; their habitats" based on the model/example provided.

Students can organise a new verbal content on "life in nature with types of animals in nature; wild animals in nature; their habitats" by speaking accurately, efficiently, and authentically.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, "life in nature with types of animals in nature; wild animals in nature; their habitats" in relation to themselves or others, both individually and/or with others.

Students can reorganise(reconstruct) and use information about the "life in nature with types of animals in nature; wild animals in nature; their habitats" to communicate with other people.

Students can reorganise(reconstruct) and use information in the new written tasks about the "life in nature with types of animals in nature; wild animals in nature; their habitats" to communicate with other people.

Students can select and use the target grammatical elements of the current content about "life in nature with types of animals in nature; wild animals in nature; their habitats" accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can select and use the target phonological elements of the current content about "life in nature with types of animals in nature; wild animals in nature; their habitats" accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

Students can select and use the target vocabulary of the current content about "life in nature with types of animals in nature; wild animals in nature; their habitats" accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can understand the model/example for the writing task about the current content on "life in nature with types of animals in nature; wild animals in nature; their habitats".

Students can use the model/example for producing verbal content about the current content on "life in nature with types of animals in nature; wild animals in nature; their habitats".

Students can bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through skimming(looking quickly at) the audio-visual elements and reading the content very quickly.

Students can bring information about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” together through significant details and main components while listening/watching it.

Students can construct spoken content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically.

Students can construct spoken materials on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by speaking accurately, efficiently, and authentically.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.

Students can get ready for speaking-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.

Students can get ready for the listening/watching-comprehension process for the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” carefully.

Students can get ready for the reading-comprehension process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.

Students can get ready for the writing-expression process about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.

Students can individually construct/form content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.

Students can make meaning of/ derive meaning from the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” by reading it carefully.

Students can make meaning of/derive meaning from the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” through significant details by listening/watching it carefully.

Students can organise a content for the assigned writing task on the current content “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” based on the model/example provided.

Students can recognise and use the model/example for producing verbal content about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.

Students can reconstruct and communicate through speaking on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” in relation to themselves or others, both individually and/or with others.

Students can reorganise(reconstruct) and use information in the new written tasks about the “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” to communicate with other people.

Students can select and use the target grammatical elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can select and use the target phonological elements of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

Students can select and use the target vocabulary of the current content about “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can understand the model/example for the writing task about the current content on “life in the universe and future with planet Earth; holidays; school holidays, places, activities, and plans for holidays”.

Cümle Oluşturma ve Tamamlama

Dinlediğinde/izlediğinde geçen anlamını bilmediği söz varlığı unsurlarının anlamını tahmin edebilme

Dinlediğinden/izlediğinden hareketle söz varlığını geliştirmeye yönelik çözümleme yapabilme

Dinlediğinin/izlediğinin yüzey anlamını belirleyebilme

Dinleme/izleme sürecine yönelik öz yansıtma yapabilme/kendini uyarlayabilme

Eş , Zıt ve Yakın Anlamlı, Eş Sesli, Genel ve Özel Anlamlı Sözcükler

Fiziksel Oyun: geleneksel çocuk oyunları, sokak oyunları, top oyunları, beden oyunları, şarkılı/tekerlemeli oyunlar, taş oyunları, ip oyunları, yakalamalı oyunlar. Entelektüel Oyun: eğitici kutu oyunları, kelime oyunları, sayı oyunları. Sosyal-Duygusal Oyun: taklit oyunları, rol oynama, rol yapma. Dijital Eğitici Oyunlar.

Gerçek, Mecaz, Yan Anlamlı Sözcükler

İkilemeler, Geçiş ve Bağlantı İfadeleri

Sözcükte Anlam Genel İçerikler

Sözcük ve Sözcük Gruplarının Cümleye Kattığı Anlamlar

Atatürk'ün bireysel ve toplumsal yönleri. Millî Mücadele, Cumhuriyet, İstiklâl Marşı.

Dinlediğinde/izlediğinde geçen anlamını bilmediği söz varlığı unsurlarının anlamını tahmin edebilme

Dinleme/izleme sürecine yönelik öz yansıtma yapabilme/kendini uyarlayabilme

Konuşma sürecine yönelik özyansıtmayapabilme/kendini uyarlayabilme

Konuşma sürecini yönetebilme

Metinde geçen anlamını bilmediği söz varlığı unsurlarının anlamını tahmin edebilme

Okumada materyal seçimini yönetebilme

Okumada strateji ve yöntem seçimlerini yönetebilme

Okuma sürecine yönelik öz yansıtma yapabilme/kendini uyarlayabilme

Okuyacağı metnin içeriğine yönelik tahminde bulunabilme

Öyküleyici metinlerdeki hikâye unsurlarını belirlemeye yönelik çözümleme yapabilme

Sesli ve sessiz okurken akıcı okuma unsurlarını yönetebilme

Yazım kuralları ve noktalama işaretlerini uygulayabilme

Yazısında içerik ve yapıya yönelik seçimlerini yönetebilme

Yazma sürecine yönelik öz yansıtma yapabilme/kendini uyarlayabilme

Yazma sürecini yönetebilme

Altı Temel Duygu: öfke, mutluluk, korku, tiksinme, şaşkınlık ve üzüntü. Olumlu ve olumsuz duygularının farkında olma. Öz şefkat, sevgi, duygu okuryazarlığı, duyguyu fark etme, duygu yönetimi, duyguların ifade edilmesi.

Bilgilendirici metinde düşünceyi geliştirme yollarını belirlemeye yönelik çözümleme yapabilme

Dinlediğindeki/izlediğindeki söz sanatlarını belirlemeye yönelik çözümleme yapabilme

Dinlediğinin/izlediğinin derin anlamını belirlemeye yönelik basit çıkarımlar yapabilme

Dinlemede/izlemede strateji ve yöntem seçimlerini yönetebilme

Hazırlıksız konuşma yapabilme

Konuşmasında açık ve örtük ifadeleri kullanabilme

Konuşmasında düşünceyi geliştirme yollarını kullanabilme

Metindeki söz sanatlarını belirlemeye yönelik çözümleme yapabilme

Metnin bölümlerini belirlemeye yönelik çözümleme yapabilme

Metnin derin anlamını belirlemeye yönelik basit çıkarımlar yapabilme

Şiirin biçim özelliklerini belirlemeye yönelik çözümleme yapabilme

Yaratıcı konuşma yapabilme

Yaratıcı yazı yazabilme

Yazısında açık ve örtük ifade etmeye yönelik yapıları kullanabilme

Yazısında düşünceyi geliştirme yollarını kullanabilme

Bilgilendirici metinde anahtar kelimeleri belirlemeye yönelik çözümleme yapabilme

Cümlede Çeşitli Anlam ve Düşünceler

Deyimler, Atasözleri ve Vecizeler

Dinlediğindeki/izlediğindeki unsurları sınıflandırabilme

Dinlediğini/izlediğini kendi içinde karşılaştırabilme

Dinlediğini/izlediğini özetleyebilme

Dinlemede/izlemede strateji ve yöntem seçimlerini yönetebilme

Duygusal ve Abartılı Anlatım

Eş ve Yakın Anlamlı Cümleler, Çelişen Cümleler ve Örtülü Anlam

Görselle iletilen anlamı belirleyebilme

Hazırlıklı konuşmasını yapılandırabilme

Konuşmasında karşılaştırma yapabilme

Neden-Sonuç, Amaç-Sonuç ve Koşul-Sonuç Cümleleri

Öznel ve Nesnel Anlatımlı Cümleler

Selamlaşma, vedalaşma, kutlama, aile ve akrabalık ilişkileri, misafirperverlik, komşuluk, asker uğurlama, bayramlar. Somut olmayan kültürel miras örnekleri, zanaat kavramı ve kaybolmaya yüz tutan meslekler, giyim-kuşam.

Sözlü olarak tartışmaya katılabilme

Yazılı üretiminde ve yazılı etkileşiminde tartışabilme

Yazısında karşılaştırma yapabilme

Dinlediğindeki/izlediğindeki probleme çözüm üretebilme

Dinlediğini/izlediğini yorumlayabilme

Dinlediğinin/izlediğinin derin anlamını belirlemeye yönelik üst düzey çıkarımlar yapabilme

Dinledikleri/izledikleri arasında karşılaştırma yapabilme

Dinlemede/izlemede strateji ve yöntem seçimlerini yönetebilme

Hikâye Edici, Bilgilendirici Metinler ve Metin Türleri

hikaye unsurları

İki Nokta - Üç Nokta - Kısa Çizgi Kullanımı

Kesme İşareti - Konuşma Çizgisi Kullanımı

Konuşmasında sınıflandırma yapabilme [cite: 51]

Konuşmasında uygun tepki verebilme [cite: 50]

Nokta - Virgül Kullanımı

Paragrafta Farklı Bakış Açıları Özetleme ve Yorumlama

Paragrafta Gelişme Bölümü ve Yardımcı Düşünce

Paragrafta Konu, Başlık ve Bütünlük

Paragraf Tamamlama

Problem çözümüne yönelik konuşma yapabilme [cite: 53]

Sayıların Yazımı

Şiirde Duygu, Tema ve Başlık

Soru İşareti - Ünlem İşareti Kullanımı

Sosyal Çevre ve İletişim: aile içi iletişim, arkadaşlarla iletişim, komşuluk, dezavantajlı gruplarla iletişim, canlılarla iletişim. Köy, şehir vb. farklı yerleşim birimlerinde sosyal ilişkiler. İletişimde sevgi dili ve empati.

Yazılı etkileşiminde uygun tepki verebilme [cite: 57]

Yazısında içerik ve yapıya yönelik seçimlerini yönetebilme [cite: 56]

5N1K

Benzetme (Teşbih)

Bilgilendirici metinlerde metin yapılarından hareketle önemli bilgileri belirlemeye yönelik çözümleme yapabilme

Çoklu ortam ögelerine yönelik çözümleme yapabilme

Değerlendirmesini sözlü olarak ifade edebilme

Dinlediğini/izlediğini değerlendirebilme

Dinlediğini/izlediğini eleştirebilme

Dinleme/izleme sürecine yönelik öz yansıtma yapabilme/kendini uyarlayabilme

Eleştirisini sözlü olarak ifade edebilme

Görsel Yorumlama ve Grafik Okuma

İsmi Niteleyen ve Belirten Kelimeler

İsmin Yerine Kullanılan Kelimeler

Karşılaştırma, Benzerlik ve Özetleme İşlevli Söz Varlıkları

Kişileştirme (Teşhis)

Konuşmasında çoklu ortam ögeleriyle içerik oluşturabilme

Konuşma sürecine yönelik öz yansıtma yapabilme/kendini uyarlayabilme

Konuşma sürecini yönetebilme

Metinler arasında karşılaştırma yap

Sağlıklı yaşıyorum teması aracılığıyla metni eleştirebilme, çoklu ortam ögelerine yönelik çözümleme yapabilme, sözlü ve yazılı olarak yorumlayabilme gibi öğrenme çıktıları ile sağlıklı yaşam, sorumluluk, temizlik gibi değerlerin öğrencilere aktarılması amaçlanmaktadır. Ayrıca öğrencilerde sorumluluk, sistematik olma, uzmanlaşma eğilimlerinin; kendini tanıma (öz farkındalık), sosyal farkındalık, sorumlu karar verme gibi sosyal-duygusal öğrenme becerilerinin ve bilgi okuryazarlığı, görsel okuryazarlık, veri okuryazarlığı gibi becerilerin de geliştirilmesi hedeflenmektedir. Dersin anlama alan becerileri olan dinleme/izleme ve okuma becerileriyle anlatma becerileri olan konuşma ve yazma becerileri birbiriyle ilişkilendirilmiştir.

Soru İşareti, Kesme İşareti, Ünlem İşareti ve Tırnak İşareti

Sözlü sunum yapabilme

Yay Ayraç, Köşeli Ayraç, Kısa Çizgi, Uzun Çizgi ve Eğik Çizgi

Yorumunu sözlü olarak ifade edebilme

Doğal Sayıların Çarpanları ve Katları

Kesirlerle İşlemler

Cebirsel İfadeler

İki Paralel Doğrunun Bir Kesen ile Oluşturduğu Açılar

Üçgenin Açıları Yamuk, Paralelkenar, Eşkenar Dörtgen, Dikdörtgen ve Karenin Kenar, Açı ve Köşegen Özellikler

Çemberin ve Çapın Uzunlukları Arasındaki İlişki

Paralelkenar ve Üçgenin Alanı

Uzunluk ve Alan Ölçme Birimleri Arasındaki İlişki

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Students can bring information about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” together through significant details and main components while listening/watching it.

Students can construct a new verbal content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.

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Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.

Students can get ready for speaking-expression process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.

Students can get ready for the listening/watching-comprehension process for the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” carefully.

Students can get ready for the reading-comprehension process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.

Students can get ready for the writing-expression process about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.

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Students can organise a content for the assigned writing task on the current content “school life with roles, and responsibilities at school; school routines; national days and celebrations” based on the model/example provided.

Students can organise a new verbal content on “school life with roles, and responsibilities at school; school routines; national days and celebrations” by speaking accurately, efficiently, and authentically.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “school life with roles, and responsibilities at school; school routines; national days and celebrations” in relation to themselves or others, both individually and/or with others.

Students can reorganise(reconstruct) and use information about the “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people.

Students can reorganise(reconstruct) and use information in the new written tasks about the “school life with roles, and responsibilities at school; school routines; national days and celebrations” to communicate with other people.

Students can select and use the target grammatical elements of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can select and use the target phonological elements of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, and naturally through spontaneous decision-making processes and use it in an appropriate and effective way when communicating with others.

Students can select and use the target vocabulary of the current content about “school life with roles, and responsibilities at school; school routines; national days and celebrations” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can understand the model/example for the writing task about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.

Students can use the model/example for producing verbal content about the current content on “school life with roles, and responsibilities at school; school routines; national days and celebrations”.

Students can bring information about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through skimming(looking quickly at) the audio-visual elements and reading the content very quickly.

Students can bring information about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” together through significant details and main components while listening/ watching it.

Students can construct a new verbal content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically.

Students can convey their knowledge, experiences, thoughts, and feelings related to the reading-comprehension process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experiences, thoughts, and feelings related to the speaking-expression process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people in relation to themselves or others, both individually and/or with others.

Students can convey their knowledge, experience, thoughts, and feelings examined carefully about the whole listening/watching-comprehension process in relation to the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.

Students can get ready for speaking-expression process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.

Students can get ready for the listening/watching-comprehension process for the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” carefully.

Students can get ready for the reading-comprehension process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.

Students can get ready for the writing-expression process about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.

Students can individually construct/form content for the assigned writing task on the current content “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.

Students can make meaning of/ derive meaning from the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by reading it carefully.

Students can make meaning of/derive meaning from the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” through significant details by listening/watching it carefully.

Students can organise a content for the assigned writing task on the current content “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” based on the model/example provided.

Students can organise a new verbal content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” by speaking accurately, efficiently, and authentically.

Students can reflect on their knowledge, experiences, thoughts, and feelings related to the writing-expression process about the current content, “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” in relation to themselves or others, both individually and/or with others.

Students can reorganise(reconstruct) and use information about the “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people.

Students can reorganise(reconstruct) and use information in the new written tasks about the “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” to communicate with other people.

Students can select and use the target vocabulary of the current content about “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50” accurately, authentically, spontaneously, and naturally and use it appropriately and effectively when communicating with others.

Students can understand the model/example for the writing task about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.

Students can use the model/example for producing verbal content about the current content on “classroom life with daily and study routines; learning activities in the classroom; cardinal numbers 100-500; ordinal numbers 1-50”.