 MINIMUM LEVELS OF LEARNING IN
 LANGUAGE

At the primary level, language occupies a pivotal place in the curriculum. The basic skills acquired through language learning facilitate learning of concepts in other areas. Moreover, in the shaping of the personality of the child and in all his/her effective transactions in the day-to-day life situations the nine basic language skills, namely, listening, speaking, reading, writing, comprehension of ideas (through listening and reading), functional grammar, self- learning, language use, and vocabulary control play significant roles.

Objectives of Language Learning

At the primary stage, the main objectives of language learning are to: - be able to listen with understanding; - be able to speak effectively in both informal and formal transactions; - be able to read with comprehension and enjoy reading various kinds of instructional materials; - be able to write neatly, with logical sequence and creativity; - be able to comprehend ideas through listening and reading; - be able to use grammar functionally in various contexts;

Gradation of Competencies for Different Classes

The minimum levels of learning have been stated in terms of competencies that every child should be able to develop in the school or in the NFE centre. (The middle number in the numbering system used shows the year or the class).

The competencies have been listed year-wise. However, the competencies of Class I are to be carried forward through Classes II to V. Competencies listed under each class are the starting points for building these competencies. These should be carried throughout till the end of primary schooling. (See, for example, competencies 4.1.1 to 4.5.1)

Inter-linkages between Competencies

The first four competencies (Listening, Speaking, Reading and Writing) relate to the four language skills that are well known. These competencies are basic and have to be established in any effective language learning context.

MINIMUM LEVELS OF LEARNING IN LANGUAGE 13

Although these competencies have been listed separately for convenience of specification of levels, the competencies are naturally interlinked.

This inter-linkage between four basic competencies is reflected in Competency 5 which attempts to specify levels of comprehension of ideas in language through listening and reading. It should be noted that just as listening and reading are interlinked so are reading and writing, and listening and speaking. In the same way all the competencies listed here have linkages with each other.

For effective transactions of these competencies the teacher will have to provide interesting and dynamic linkages between the various competencies.

Teaching-Learning Strategies

A variety of interesting activities in the form of narration of events, peer group discussions, story-telling, drama, dialogue, question-answer, quiz competition, riddles, word-play, debates during school functions, and songs are to be organized for making language learning a joyful activity. Self-learning skills and functional use of language are also to be developed by encouraging the study of interesting children's books, picture dictionary and peer group activities.

Pupil Evaluation

The MLLs are designed to assist the teacher (or NFE Instructor) to evaluate whether the learner is able to develop these competencies through the teaching-learning strategies. In pupil evaluation the major emphasis should be on creating informal social situations in the class. Functionality and creative use of language in day-to-day life situations should be the other points in consideration. Besides textbooks, other materials like picture cards, word cards, participation in social situations may also be utilized for assessing pupil's level of learning competencies in language.

Statement of MLLs in Language

Competencies Class I Class II Class III Class IV Class V

1. Listening 1.1.1. Listen with 1.2.1. Listen with 1.3.1. Listen will 1.4.1. Listen with 1.5.1. Listen with
understanding to understanding to understanding to understanding to understanding to
simple, familiar and simple but unfamiliar narrations, descriptions, simple speeches in recitations, plays and
popular rhymes, poems poems, songs and word-play and riddles familiar situations debates (during a school
and tales stories function or competition)

1.1.2. Understand con- 1.2.2. Understand con- 1.3.2 Understand con- 1.4.2. Understand con- 1.5.2. Understand con-
versation and dialogues versation and dialogue versation and dialogues versation and dialogues versation, dialogues and
in familiar situations in familiar situations in unfamiliar situations in unfamiliar situations discussion in unfamiliar
situations

1.1.3. Understand oral 1.2.3. Understand oral 1.3.3. Understand oral 1.4.3. Understand 1.5.3. Understand
requests and simple requests, instructions, instructions for playing series of oral instruct-- instructions for perform-
instructions in familiar commands and questions games, carrying out ions for performing ing a group activity
situations in familiar situations simple activities an activity

2. Speaking 2.1.1. Repeat simple 2.2.1. Pronounce all 2.3.1. Speak with 2.4.1. Speak without 2.5.1. Speak fluently
sentences correctly sounds of the language correct pronunciation stopping unnaturally and naturally

2.1.2. Recite simple 2.2.2. Recite poems 2.3.2. Narrate simple 2.4.2. Recite with 2.5.2. Speak on simple
rhymes, poems and and songs in a group known stories with proper delivery known themes
songs in a group with and individually proper modulation
gestures and actions and action

2.1.3. Answer simple 2.2.3. Answer simple 2.3.3. Describe familiar 2.4.3. Describe 2.5.3. Describe situations
questions requiring questions requiring things and objects unfamiliar things and events
yes/no answers full answers and objects

Competencies Class I Class II Class III Class IV Class V

2.1.4. Ask simple 2.2.4. Seek informa- 2.3.4 Ask more 2.4.4. Take part in 2.5.4. Take part in
questions tion about familiar complex questions simple classroom plays, debates and
things discussion make formal announ-
cements

3. Reading 3.1.1. Recognize 3.2.1. Recognize 3.3.1 Read road 3.4.1. Read comic- 3.5.1. Read simple
common letters of infrequent letters signs, hoardings and strips and posters figures, charts, maps
alphabet in combina- and conjunct letters simple notices (as on a
tions and singly notice board)

3.1.2. Read large print 3.2.2. Read large and 3.3.2 read handwriting of 3.4.2. Read hand- 3.5.2. Read print and
and handwriting on small prints of other children writing letters handwriting freely
blackboards, flash
cards, etc.

3.1.3. Read aloud simple 3.2.3. Read aloud 3.3.3. Read simple 3.4.3. Read children's 3.5.3. Read newspapers
known words (of genera- rhymes, poems, story books and other magazines and other printed
lly not more than three songs and simple children's books matter
syllables) stories

4. Writing 4.1.1. Copy consonants, 4.2.1 Copy words 4.3.1. Take distinctions 4.4.1. Write neatly 4.5.1. Write with correct
vowels, matras and and sentences of correct shape, and legibly format, spacing, etc.
conjunct letters sequence, spacing of
letters and words

4.1.2. Write (from 4.2.2. Take simple 4.3.2. Take dictation 4.4.2 Take dictation 4.5.2. Take dictation
dictation) consonants, dictation of known with unknown words with simple punctuat- with all punctuation
vowels, matras and words ion marks marks
conjunct letters

Competencies Class I Class II Class III Class- IV Class V

4.1.3. Write simple 4.2.3. Write simple 4.3.3. Write simple 4.4.3. Write guided 4.5.3. Write short
familiar words and guided descriptive guided composition composition using free composition
simple sentences sentences paragrphas and including simple
punctuation informal letters
and dialogues

5. Compre- 5.1.1. Recall simple 5.2.1. Recall sequence 5.3.1. Locate main 5.4.1. Recognize 5.5.1. Make inferences
hension of information given of events in a short ideas in a spoken simple cause-and from the information
ideas in a short spoken spoken or written or written text effect relationship given in a spoken
(through text text between ideas and or written text
listening events in a spoken
and reading) or written text

5.1.2. After listening 5.2.2. After listening 5.3.2. After listening 5.4.2. After listening 5.5.2. After listening
be able to answer be able to answer or reading a text, be or reading a text, be to or reading a text
questions of 'who' questions of 'what' able to answer able to answer be able to answer and
when 'and' where and 'how' questions of 'why' questions using question using 'if ...
'because', 'since' then' and 'if not...
then'

6. Functional 6.1.1. Become aware 6.2.1. Become aware 6.3.1. Become aware 6.4.1. Understand 6.5.1. Understand
Grammar of similarities between of similarities between of meaning relation- simple functional simple functional
words on the basis of words on the basis of ship between words rules of sentence rules of parts of
word ending word beginning, construction speech
word ending and word
roots (prefixes, suffixes
and word stems)

7. Self- 7.1.1. Be able to use 7.2. 1. Be able to use 7.3.1. Be able to use 7.4.1. Be able to use 7.5.1. Be able to use
learning simple picture glossary simple picture encyclo- children's illustrated junior dictionary junior encyclopaedia.
where available paedia where available dictionary where where available where available

available

Competencies Class I Class II Class III Class IV Class V

8. Language 8.1.1. Understand 8.2.1. Speak politely 8.3.1. Take turn while 8.4.1. Learn about 8.5.1. Use appropriate
use and use simple and be attentive while speaking in group difference between language in formal
polite formulas listening formal and informal and informal
language situations

9. Vocabulary 9.1.1. Be able to 9.2.1. Be able to 9.3.1. Be able to 9.4. L Be able to 9.5.1. Be able to
Control acquire reading acquire reading acquire reading acquire reading acquire reading
comprehension comprehension comprehension comprehension comprehension
vocabulary of vocabulary of vocabulary of vocabulary of vocabulary of
approx. 1500 words approx. 2000 words approx. 3000 words approx. 4000 words approx. 5000 words