Objectives and evaluation criteria for heritage language teaching (grades 1-2)

Objectives Content area 1

2018-10-26T13:38:21+03:00

O1 to help the pupil develop his or her listening skills and to encourage the pupil to ask and to present his or her ideas and experiences without the fear of mistakes.
O2 to stimulate the pupil’s curiosity about and interest in the use of different means of expression.
O3 to encourage the pupil to develop his or her language proficiency and imagination as well as cooperation ad interaction skills.

Objectives Content area 2

2018-10-26T13:38:42+03:00

O4 to guide the pupil in developing a positive and curious attitude towards reading and to encourage him or her to read independently according to his or her language proficiency
O5 to inspire the pupil to acquire basic literacy and text comprehension skills
O6 to guide the pupil in familiarising himself or herself with different texts and in discussing them in order to share ideas and experiences

Content area 1: Acting in interactive situations

2018-11-26T15:00:00+02:00

The pupils practise listening and oral expression in a group, including discussing, asking, answering, and narrating. They familiarise themselves with different interaction situations and means of expression, for example by utilising play, games , and drama.

You can follow the instructions in your heritage language but you will not always answer in your heritage language.
You participate in the group, but you do not always express yourself in words and need much encouragement.

Examples:
1. When writing, the student doesn’t copy the example, but will write with help of dots: writing with help of dots.pdf
2. When playing a game, the student understands what to do, but first wants to watch, before he/she really participates.
3. When listening to a story, students can follow what happend in the story, buty they might tell in Finnish, or they answer questions just by yes/no or nodding their heads.

Example excercise: When listening to a story, the studens have to make a sound or guesture with certain words. The class can also be devided in groups, each group has their own role in the story. Or sounds can be created with the story and the story can be turned into a radio play.

good performance

You take part in familiar interaction situations and answer sometimes in Finnish or without words.
You participate in class work.

Example: playing the game 'party and co':
–Drawing the word
–Describing without saying the word
–Acting out a verb
–Answering a question

Word or picture cards of different themes: can be used

You take independently part in different interaction situations and use words appropriate for your age.
You participate in the work of the group and encourage others.

Example: Student can tell in the group how his/her week has been, and ask question from the other students about what they have been doing. Student can explain the rules of a game that is being played. Or help the other students with their task if he/she already finished.

Objectives Content area 3

2018-10-26T13:39:09+03:00

O7 to help the pupil develop a positive attitude towards writing according to his or her language proficiency
O8 to guide the pupil to familiarise himself or herself with the writing system of his or own language and to further his or her basic writing skills
O9 to guide the pupil to practice producing text as well as to encourage him or her to express his or her thoughts and observations in writing according to his or her language proficiency

Content area 2; Interpreting texts

2018-11-26T15:00:44+02:00

The pupils familiarise themselves with different texts, such as fairy tales, narrative, poems, simple non-fiction and media texts as well as images. They practice reading and asking and answering questions, particularly on the basis of narrative and descriptive texts. They discuss texts and share expreiences related to them. They expand their vocabulary and resource of expressions exploring different texts.

You recognise the alphabet and the reading signs of your heritage language and voice / letter / character combinations.
You can answer questions about texts you have heard.

Example:

The student can fill the missing letters of the alphabet, knows how to pronounce the letters/combination of letters e.g.: oe/ui/au/ou/ei/ij/eu in Dutch
Student can answers general question about a text that he/she heard:
- What was the story about?
- Who where in the story?
- Was it a happy/sad/strange etc. story?
- Could the story really happen?
- Did you like the story?

good performance

You can put letters together to form words.
You can read words and single sentences.
You can answer questions about these sentences.

You read simple texts.
You answer the questions about texts you have heard or read independently, and you explain your own view on the story you heard or the text you have read.

Example: Students can answer comprhension questions about a short text, and can also tell, their opinion about it.
Did they like it or not and why? What was weird, what was nice etc.

Example text: Mickey Mouse - Reading Comprehension

Objectives Content area 4

2018-10-26T13:39:32+03:00

O10 to encourage the pupil to use his or her heritage language in school, at home, and in his or her surroundings as well as to guide him or her to make observations on his or her own language use and familiarise himself or herself with basic linguistic structures
O11 to encourage the pupil to familiarise himself or herself with the traditions of customs and festivities of his or her linguistic and cultural com-munity as well as to guide him or her to use and appreciate the cultural offerings available in his or her own language

Content area 3: Producing texts

2018-11-26T15:01:30+02:00

The pupils familiarise themselves with the characteristics of the writing system, practise writing independently and togehter with others, and play with the language.

You write singular words independently.
You write simple sentences on dictation.

good performance

You need support to write short sentences using the basic vocabulary.
When using your heritage language, you write in the correct writing direction.

creative writing friends.pdf

You write short sentences using the basic vocabulary and need occasional support.

Example: Students can write a story about a picture(s) or they can finish a short story from a given beginning.

Pictures and worksheets used came from the following websites:

2018-10-26T10:49:21+03:00

www.kleuteridee.nl

www.paulaprevoo.nl

www.teacherspayteachers.com

www.primaryleap.co.uk

www.myteachingstation.com

www.en.islcollective.com

www.turtlediary.com

www.toodoo.com

www.chinahighlights.com

www.global-integration.com

Content area 4: Understanding language, literature, and culture

2018-11-26T15:02:10+02:00

The pupils observe their heritage language at home, in school, and in their surroundings. In cooperation with other school subjects in grades 1 and 2, the pupils are encourage to use thier heritage language proficiency.

You can name some of the festive traditions and customs from your own culture.
You can tell when and where you use your heritage language.

Example: student can name the (festive) traditions on the pictures.

good performance

You know the festive traditions and custom from your own culture.
You use the appropriate language and customs in familiar situations.

Example: a year calendar with all the different celebration you celebrate in your family/ culutre group can be created

The student knows how to address people, knows the difference in speaking to friends/teachers/grand parents.

You recognize differences between Finnish and your heritage culture and describe the ways of your heritage culture to other students.
Your language use and cultural habits are appropriate for the situation.

Example:

What are the difference in school systems
What are difference in eating habits
What are differences in celebrating (e.g. Christmas)
What are differences in addressing people? (e.g. how to speak to your teacher)