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=Læreplanen for lærerutdanningen i fremmedspråk på barnetrinnet 1.-7. trinn=

Læreplanen Det er i hovedsak to emner på 30 studiepoeng som bygger på hverandre. Kunnskap, ferdigheter og generell kompetanse er hovedområdene med kompetansemål. Diskusjoner: vurdering og grunnleggende ferdigheter er et satsingsområde, Forskriften: grunnlegende ferdigheter, flerkulturelle perspektivet. Andre tema tilpasset opplæring og vurdering omtales i andre sammenhenger men de skal behandles. Kjennetegn: innspill har kommet på mange områder, kvalitativ og kvantitativ karakter- overlevert til følgeforskningen. Institusjonene skal selv jobbe med disse områdene. En bred vurderingskompetanse må sikres.

=Et eksempel fra New Zealand som har en annen tradisjon enn oss.= Dette er New Zealands beskrivelse av tidlig språklæring i skolesammenheng. Vi skal ikke bruke dette, men det kan gi oss noen assosiasjoner til arbeid med de grunnleggende ferdighetene.   

Processes and strategies
Students will: **·** **Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.**  – selects and reads texts for enjoyment and personal fulfilment; – has an awareness of the connections between oral, written, and visual language; – uses sources of information (meaning, structure, visual and grapho-phonic information) and prior knowledge to make sense of a range of texts; – associates sounds with letter clusters as well as with individual letters; – uses processing and some comprehension strategies with some confidence; – is developing the ability to think critically about texts; – begins to monitor, self-evaluate, and describe progress. By using these processes and strategies when listening, reading, or viewing, students will:

**·** **Recognise that texts are shaped for different purposes and audiences.** indicators: – identifies the purposes of simple texts; – evaluates the usefulness of simple texts. Ideas · **Recognise and identify ideas within and across texts.** indicators: – understands that personal experience can influence the meaning gained from texts; – makes meaning of texts by identifying ideas in some texts.
 * Purposes and audiences**

· **Recognise and begin to understand how language features are used for effect within and across texts.** indicators: – begins to recognise that oral, written, and visual language features can be used for effect; – recognises a large bank of high-frequency and some topic-specific words; – shows some knowledge of the text conventions, such as capital letters, full stops, and word order; volume and clarity; and simple symbols.
 * Language features**

**·** **Recognise and begin to understand text structures.** indicators: – understands that the order and organisation of words, sentences, and images contribute to text meaning; – recognises some text forms and some differences between them.  Students will: **·** **Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.** indicators: – has an awareness of the connections between oral, written, and visual language when creating text; – creates texts by using meaning, structure, visual and grapho-phonic sources of information, prior knowledge, and some processing strategies with some confidence; – seeks feedback and makes changes to texts; – is becoming reflective about the production of own texts; – begins to monitor, self-evaluate, and describe progress.
 * Structure**
 * Processes and strategies**


 * By using these processes and strategies when speaking, writing, or presenting, students will**:

**·** **Recognise how to shape texts for a purpose and an audience.** indicators: – constructs texts that demonstrate some awareness of purpose and audience through appropriate choice of content, language, and text form; – expects the texts they create to be understood, responded to, and appreciated by others; – is developing and conveying personal voice where appropriate.
 * Purposes and audiences**

**·** **Form and express ideas on a range of topic**s. indicators: – forms and expresses simple ideas and information, usually drawing from personal experience and knowledge; – begins to support ideas with some detail. Language features **·** **Use language features, showing some recognition of their effects**. indicators: – uses some oral, written, and visual language features to create meaning and effect; – uses a range of high-frequency, topic-specific, and personal-content words to create meaning; – spells some high-frequency words correctly and begins to use some common spelling patterns; – begins to use some strategies to self-correct and monitor spelling; – writes most letters and number forms legibly when creating texts; – begins to gain control of text conventions such as: capital letters and full stops; some basic grammatical conventions; volume, clarity, and tone; and simple symbols.
 * Ideas**

**·** **Organise texts, using simple structures**. indicators: – uses knowledge of word and sentence order to communicate meaning in simple texts; – begins to sequence ideas and information; – uses simple sentences with some variation in beginnings; – may attempt compound and complex sentences.
 * Structure**