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.
LEVEL 1
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:
Purposes and audiences ·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.
Language features · 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.
Structure ·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. Processes and strategies
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.
By using these processes and strategies when speaking, writing, or presenting, students will:
Purposes and audiences ·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.
Ideas ·Form and express ideas on a range of topics. 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.
Structure ·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.
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.LEVEL 1
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:
Purposes and audiences
· 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.
Language features
· 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.
Structure
· 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.
Processes and strategies
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.
By using these processes and strategies when speaking, writing, or presenting, students will:
Purposes and audiences
· 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.
Ideas
· Form and express ideas on a range of topics.
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.
Structure
· 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.