Konu Anlatımı

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