For Language 1 (R1)

Learning Standards

2.4.1 For Language 1 (R1)

Curricular Goals, Competencies and Illustrative LOs will be further fine tuned

2.4.1.1 Preparatory Stage

CG-1

Students develop oral language skills using complex sentence structures to understand and communicate abstract ideas.

C-1.1 Converses fluently and meaningfully in different contexts C-1.2 Describes an outline of the material that has been read

out and answers questions related to it

C-1.3 Summarizes core ideas from the material that was read out

C-1.4 Demonstrates the ability to speak their reasoning coherently

C-1.5 Makes oral presentations (class debates, short welcome notes, anchoring of small events, short speech, and so on) CG-2

Students develop their reading skills through a basic understanding of different forms of texts (like prose and poetry), and different kinds of writing (like narrative, descriptive,

argumentative, and analytical) by reading unfamiliar texts.

C-2.1 Applies varied comprehension strategies (inferring, predicting, visualizing) to understand different texts C-2.2 Infers the author’s intention behind writing the text

material

C-2.3 Draws essential conclusions from the material read

CG-3

Students develop the ability to write

compound and complex sentence structures to express their

understanding and experiences

C-3.1 Writes content keeping in mind the intended audience and purpose using compound and complex sentences C-3.2 Uses prewriting strategies like planning sequence of

ideas, mind-mapping, graphic organizers

C-3.3 Creates posters, banners, and invites, with appropriate information and purpose

C-3.4 Proofreads and edits grammar and structure in their writing

CG-4

Students acquire a more comprehensive range of words in various contexts (of home and school experience) and through different sources.

C-4.1 Uses knowledge of homophones, word roots, affixes, suffixes, synonyms, and antonyms

C-4.2 Discusses meanings of words and develops vocabulary by listening and reading a variety of texts or other content areas

CG-5

Students develop interest and preferences in reading.

C-5.1 Borrows books from the library regularly to be read at home

C-5.2 Demonstrates interest in reading books in general and from the library

C-5.3 Draws connections with books in the library by linking ideas learned from the textbook

2.4.1.1.1 An illustrative learning outcome for the Preparatory Stage

Curricular Goal (CG-1): Students develop oral language skills using complex sentence struc- tures to understand and communicate abstract ideas.

Competency (C-1.5): Makes oral presentations (class debates, short welcome notes, anchoring of small events, short speech, and so on)

Table B-2.4-i

A B C

| | |

C-1.5: Makes oral presentations (class debates, short welcome notes, anchoring of small events, short speech, and so on)

Grade 3 Grade 4 Grade 5

1 |

Understands the basic structures of oral presentation like class debates, short welcome notes, anchoring

Makes oral presentations in groups like class debates, short welcome notes, anchoring

Makes oral presentations independently and demon- strates the ability to self-evaluate

2.4.1.2 The Middle Stage

CG-1

Students develop the capacity for effective communication using language skills for description, analysis, and response

C-1.1 Identifies main points and summarizes from a careful listening and reading of the text (news articles, reports, and editorials)

C-1.2 Listens critically and paraphrases ideas (distinguishes between facts and opinions stated in panel discussions and debates)

C-1.3 Listens to, plans, and conducts different kinds of interviews (structured and unstructured)

C-1.4 Raises probing questions about social experiences using appropriate language (open-ended/closed-ended, formal/informal, relevance to context, with sensitivity) C-1.5 Writes different kinds of letters, essays, and reports in appropriate style and registers for different media for different audiences and purposes

C-1.6 Creates content for audio, visual, or both for different audiences and purposes

CG-2

Students explore the form (poetry, prose, drama) and structure of different genres (humour,

suspense, tragedy) and literary devices.

C-2.1 Identifies and appreciates different forms of literature (prose, poetry, drama) and styles of writing (narrative, descriptive, expository, persuasive)

C-2.2 Identifies literary devices [simile, metaphor, personification (the alankaras), hyperbole

(athishayokthi), and alliteration (anuprasa)] and idioms, proverbs, and riddles by reading a variety of literature C-2.3 Expresses through speech and writing their ideas and

critiques on the various aspects of their social and cultural surroundings

CG-3

Students develop the ability to recognize basic linguistic aspects

(vocabulary and sentence structure) and use them in oral and written expression.

C-3.1 Understands the basic linguistic aspects such as sentence style, punctuation, tense, gender, and parts of speech while reading different forms of literature

C-3.2 Writes prose, poetry, and drama by using appropriate style and language

C-3.3 Writes and edits articles, news reports, and essays with appropriate grammar to express his/her points

coherently CG-4

Students develop the ability to use language effectively in other curricular areas to comprehend concepts and share their understanding with others.

C-4.1 Comprehends the way words and sentences are used in different subjects across the curriculum

C-4.2 Describes concepts in different subjects across the curriculum through the effective use of language

CG-5

Students develop the ability to enjoy reading and writing reviews, and use reading for

references.

C-5.1 Reads, responds to, and critically reviews books of varied genres (fiction and non-fiction)

C-5.2 Uses books and other media resources effectively in one’s projects and other activities

2.4.1.2.1 An illustrative learning outcome for the Middle Stage

Curricular Goal (CG-1): Students develop the capacity for effective communication using lan- guage skills for description, analysis, and response.

Competency (C-1.1): Identifies main points and summarizes from a careful listening and read- ing of the text (news articles, reports, and editorials.

Table B-2.4-ii

A B C

| | |

C-1.1: Identifies main points and summarizes from a careful listening and reading of the text (news articles, reports, and editorials)

Grade 6 Grade 7 Grade 8

1 |

Listens critically and express- es opinions in oral presenta- tions

Listens critically and expresses opinions in oral presentations and compares viewpoints

Listens critically and expresses opinions orally, presents a convincing argument, para- phrases, and summarizes what is heard

2 |

Identifies the main points in the text after reading or listen- ing to them

Identifies the word choice, purpose, and viewpoint of the author/speaker in the text in creating an effect in the reader

Raises relevant questions about the text and gives a logical response in support or contradiction to the author/

speaker’s views

2.4.1.3 The Secondary Stage

CG-1

Students use language for effective communication through writing various forms (essays, letters, articles, discussions, interviews, and public speeches) and for new media (email, audio, and visual material).

C-1.1 Uses language appropriate to social context, expresses agreements and disagreements with reasons and arrives at conclusions through discussion and debate

C-1.2 Writes in different styles (narrative, descriptive,

expository, persuasive) from one’s own experiences and experiences of others

C-1.3 Writes for real-life situations (invitations, speeches, condolence messages, notices, creative slogans, advertisements) and for school newsletter/magazine/

journal

C-1.4 Scripts to inform and communicate ideas effectively with the use of technology

CG-2

Students develop an appreciation of the aesthetics in different genres (humour, suspense, tragedy) through analysis of style (narrative, descriptive, expository, persuasive) and content and employ these elements in their writing.

C-2.1 Distinguishes characteristics of works of literature from different periods (like early, medieval, contemporary) C-2.2 Analyses a piece of literary text by close reading,

critiquing form and style, and interpreting possible meanings

C-2.3 Composes literary text by using appropriate literary devices

CG-3

Students use language to develop reasoning and argumentation skills by engaging with a variety of audio and written material.

C-3.1 Analyses, and evaluates the different audio and written material

C-3.2 Argues with proper rationale by carefully evaluating premises

CG-4

Students develop an appreciation for different regional languages acknowledging, respecting, and

responding to ideas from across the country.

C-4.1 Recognizes the multilingual nature of Indian society through different materials (selection of literature either translations or original text, documentaries, cinema) C-4.2 Appreciates the diversity of cultural ideas in the different

works of regional literature

C-4.3 Shows an understanding of the role of language in the formation of our identities and culture

CG-5

Students develop the ability to enjoy reading and writing reviews, and use reading for

references.

C-5.1 Reads, responds to, and critically reviews books of varied genres (fiction and non-fiction)

C-5.2 Uses books and other media resources effectively in one’s projects and other activities

2.4.1.3.1 An illustrative learning outcome for the Secondary Stage:

Curricular Goal (CG-2): Students develop an appreciation of the aesthetics in different genres (humour, suspense, tragedy) through analysis of style (narrative, descriptive, expository, persua- sive) and content and employ these elements in their writing.

Competency (C-2.3): Composes literary text by using appropriate literary devices.

Table B-2.4-iii

A B

| |

C-2.3: Composes literary text by using appropriate literary devices articles, reports, and editorials)

Grade 9 Grade 10

1 |

Identifies different types of literary devices (simile, metaphor, personification, hyperbole, alliteration, allegory, allusion, oxymoron, foreshadowing, imagery, symbolism, repeti- tion, irony, collocation, parallelism) in the text

Composes poems, stories, drama by using different types of literary devices (simile, meta- phor, personification, hyperbole, alliteration, allegory, allusion, oxymoron, foreshadowing, imagery, symbolism, repetition, irony, collocation, parallelism)