Konu Anlatımı

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