Elementary school
Foreword
General section
Field of study
Icelandic
This chapter explains the educational value and main purpose of Icelandic. It takes into account the six basic elements discussed in Chapter 2, the focus areas in learning discussed in Chapter 6, and the key competences defined in Chapters 9.4 and 18. Competence criteria are presented at the end of grades 4, 7, and 10. On the basis of the competence criteria, teaching methods, learning materials, and assessment methods are selected and shall be explained in the school curriculum of the school in question. At the end of the chapter, assessment criteria are presented at the end of grades 4, 7, and 10. The assessment criteria at the end of grades 4 and 7 are intended to be a guide for schools and are only presented to support assessment at the end of the youngest and middle levels. Schools are required to use the assessment criteria at the end of grade 10 when graduating students from grade 10.
The chapter is divided into three parts, namely Icelandic, Icelandic as a second language, and Icelandic Sign Language.
The educational value and main purpose of Icelandic
The main purpose of learning and teaching Icelandic is to provide students with opportunities to enhance language use, expression and creativity in spoken and written language, to use the language and to become familiar with its power and diversity in everyday life, play and work. With language, people think, speak, communicate and learn, develop their identity, express feelings and thoughts and understand the feelings and thoughts of others.
From the beginning of schooling, the school is an active participant in a child’s language education, together with their home, and it is the right of every child to acquire language skills. A solid command of the mother tongue is a key prerequisite for communication, communication and education. Reading is an important part of acquiring knowledge, and expression in speech and writing is one of the necessary prerequisites for participation in society. This also applies to students with diverse linguistic and cultural backgrounds.
It is important that children with diverse linguistic and cultural backgrounds have the opportunity to add Icelandic to their language repertoire and learn Icelandic so well that they can fully participate in society, enjoy culture and help shape it. The same applies to those who are hearing impaired or deaf. Icelandic Sign Language is no less than Icelandic a key to society and active participation in it.
When planning the study and teaching of Icelandic, all competence criteria for students’ schooling should be taken into account. Competence includes an overview and the ability to apply the knowledge and skills that have been acquired. Students must be encouraged to acquire the expected competence.
The proficiency standards in Icelandic, as well as other subjects, are divided into several categories. The categories are not isolated within a subject or field of study, but rather parts of an integrated whole where each category can benefit from the others, within and between subjects and fields of study, which provides opportunities for comprehensive project work and integration.
Icelandic teaching must aim to ensure that students develop and maintain a positive attitude towards Icelandic, understand and believe in its usefulness and the importance of maintaining proficiency in the language.
Students need to be given the opportunity to test their language skills in solving problems, express their thoughts and opinions, and become familiar with the characteristics of language, its magic, and its power in a school community that is a forum for discussion, communication, reading, and writing.
Students need to be taught about the language and its value, taught and trained in reading and writing, trained in language use in as many forms as possible and applying critical thinking to reading, writing, speaking and listening, and ways must be found to increase students’ Icelandic vocabulary and increase their interest in the language and its diverse uses.
The multifaceted role of Icelandic language learning calls for consensus and collaboration within schools on language education. It is important that compulsory schools set their language policy based on the National Curriculum Guide, the Icelandic language policy and the language policy for Icelandic Sign Language approved by the Althingi.
Proficiency criteria for Icelandic
Proficiency standards in Icelandic are presented in five categories, namely speaking, listening and viewing, reading, writingeducation, writing and language and language use. Although the competence standards are grouped in this way, it is important to see them as a continuous whole. When focusing specifically on one competence standard, it is important to remember that learning is a continuous process and creative activity, rather than the accumulation of limited knowledge and training in a particular skill.
Pronunciation
By the end of 4th grade, a student can:
use clear and audible pronunciation,
By the end of 7th grade, a student can:
presented their case clearly and audibly and understood the basics of good presentation,
By the end of the 10th grade, a student can:
deliver their speech clearly and audibly with appropriate speaking speed, intonation, emphasis and phase,
Expression
By the end of 4th grade, a student can:
tell about an event or phenomenon, express oneself in front of a group and stand up for one's cause,
By the end of 7th grade, a student can:
explain their knowledge and experience and express their ideas and opinions in front of a group,
By the end of the 10th grade, a student can:
share their knowledge and experience, express their ideas and opinions and provide arguments for them in a variety of ways,
Listening and watching
By the end of 4th grade, a student can:
listened and watched carefully the selected material and reported on their experience,
By the end of 7th grade, a student can:
listen and watch attentively to a variety of topics, apply their knowledge and experience to understand them and report on the main points,
By the end of the 10th grade, a student can:
watch, listen and notice information in a variety of materials and analyze and communicate its content critically,
Utilization of media
By the end of 4th grade, a student can:
utilize and retell content in digital form.
By the end of 7th grade, a student can:
make critical use of visual and digital material and report on its main points.
By the end of the 10th grade, a student can:
utilize diverse audio and video media for information and entertainment and take a position on what is published there.
Reading
By the end of 4th grade, a student can:
apply methods for decoding sounds and letters so that reading flows smoothly and the meaning of the text is conveyed,
By the end of 7th grade, a student can:
read appropriate texts accurately and automatically and with expression that shows understanding of the purpose and meaning of the text,
By the end of the 10th grade, a student can:
read a variety of texts confidently, with good flow and in appropriate situations and with expression in accordance with the circumstances at hand,
Reading methods
By the end of 4th grade, a student can:
know and apply simple reading methods and specify examples of different purposes of reading,
By the end of 7th grade, a student can:
apply reading methods that are appropriate to the purpose and subject at each time,
By the end of the 10th grade, a student can:
select and apply a variety of reading methods that are appropriate to the purpose and topic at hand,
CommunicationOrðaforði
By the end of 4th grade, a student can:
use good vocabulary to understand texts and use simple methods to decipher the meaning of unfamiliar words,
By the end of 7th grade, a student can:
use diverse vocabulary and prior knowledge to form context and understanding in reading and use strategies to decipher the meaning of unfamiliar words and phrases,
By the end of the 10th grade, a student can:
use a rich vocabulary, prior knowledge and experience to form context and understanding in reading and use a variety of methods to enhance their vocabulary,
Reading Comprehension
By the end of 4th grade, a student can:
understand the obvious content of selected texts, analyse and evaluate their content and draw simple conclusions,
By the end of 7th grade, a student can:
understand, discuss and summarize the content of different texts, draw conclusions from the content, analyze and critically evaluate their meaning and purpose,
By the end of the 10th grade, a student can:
understand and discuss a variety of texts, analyze and compare them in a variety of ways, and make a reasoned and critical assessment of their content and characteristics,
Reading culture
By the end of 4th grade, a student can:
choose and read for pleasure a variety of age-appropriate reading materials.
By the end of 7th grade, a student can:
select and read a variety of texts for their own benefit and enjoyment and communicate their interests and opinions to others.
By the end of the 10th grade, a student can:
select and read a variety of texts for their own benefit and enjoyment, work with their content in a variety of ways, and communicate it to others.
Reading and interpreting literature
By the end of 4th grade, a student can:
worked with fairy tales, stories and poems intended for children,
By the end of 7th grade, a student can:
read various literature and work with its content in a variety of ways,
By the end of the 10th grade, a student can:
read, interpret, evaluate and discuss diverse Icelandic and foreign literature,
Literary analysis
By the end of 4th grade, a student can:
apply simple literary concepts in discussions about literature,
By the end of 7th grade, a student can:
apply some basic concepts in literary theory when discussing diverse literature,
By the end of the 10th grade, a student can:
apply common concepts in literary studies when analyzing and discussing diverse literature from various eras,
The literary heritage
By the end of 4th grade, a student can:
read simple texts from earlier times and put themselves in the shoes of characters and readers in the past,
By the end of 7th grade, a student can:
read simple texts from earlier times and realize that they are shaped by historical context,
By the end of the 10th grade, a student can:
read and understand texts from previous eras, realize that they are shaped by historical context and compare them to their own time,
Poetry
By the end of 4th grade, a student can:
understand the basic characteristics of poems and work with their content.
By the end of 7th grade, a student can:
use simple literary concepts in discussion and work with the content and characteristics of poems from different eras.
By the end of the 10th grade, a student can:
use common literary terms in discussions of formal and informal language and read and interpret a variety of poems from various periods.
Writing and finishing
By the end of 4th grade, a student can:
drawn correctly, written clearly and legibly and on a keyboard,
By the end of 7th grade, a student can:
communicate text through automatic and legible writing and effortless keyboard input and finalize text according to instructions,
By the end of the 10th grade, a student can:
have a command of different ways of communicating written language and can choose the method that suits the purpose and readers,
Text structure
By the end of 4th grade, a student can:
create sentences and paragraphs using common conjunctions,
By the end of 7th grade, a student can:
written text where paragraphs are varied and the text is divided into paragraphs,
By the end of the 10th grade, a student can:
written text where the topics are arranged in a logical context, there is a good thread between the paragraphs and the division of chapters is clear,
Text types and language use
By the end of 4th grade, a student can:
write different types of texts and understand that each text is intended for a specific purpose,
By the end of 7th grade, a student can:
Organize and word a text in a way that is appropriate for the occasion, audience, and format of publication,
By the end of the 10th grade, a student can:
use rich language, diverse vocabulary and syntax in texts depending on the purpose of the writing, the intended audience and the chosen form of publication,
Expression in text
By the end of 4th grade, a student can:
present their own ideas in a text, evaluate and correct them with or without supporting materials,
By the end of 7th grade, a student can:
express their ideas, experiences and creativity in text, evaluate, shape and rewrite with reference to supporting materials,
By the end of the 10th grade, a student can:
write a variety of texts to express ideas, opinions, experiences and creativity, evaluate and improve them in the light of criticism and resources,
Spelling and punctuation
By the end of 4th grade, a student can:
apply simple spelling rules and simple rules for punctuation.
By the end of 7th grade, a student can:
apply common spelling and punctuation issues and use available resources appropriately.
By the end of the 10th grade, a student can:
apply the main points of spelling and punctuation, using spelling rules and other aids.
Symptoms of the case
By the end of 4th grade, a student can:
known and discussed various characteristics of the case,
By the end of 7th grade, a student can:
apply their grammatical knowledge in discussions about various characteristics of the language and their language use,
By the end of the 10th grade, a student can:
apply their grammatical knowledge in discussions about the language, its development and characteristics and utilize it in their own language use,
Diverse language use
By the end of 4th grade, a student can:
used spoken and written language with some confidence and with vocabulary and language comprehension appropriate to their age,
By the end of 7th grade, a student can:
use a good vocabulary in speech and writing and make use of diverse language structures in word formation, speaking and writing,
By the end of the 10th grade, a student can:
understand diverse variations in vocabulary and language usage and use different language styles depending on the topic and occasion in speech and writing,
Creativity
By the end of 4th grade, a student can:
realize the creative power of language, such as by rhyming and playing with words,
By the end of 7th grade, a student can:
use their vocabulary to create new words and phrases and use them in texts,
By the end of the 10th grade, a student can:
understand and apply the creative power of language and use it in writing, speaking, coining new words, in word games and poetry,
Phrases
By the end of 4th grade, a student can:
understand the different roles of nouns, adjectives and verbs,
By the end of 7th grade, a student can:
understand how vocabulary is divided into verbs, modals and inflected words and identify their roles and main characteristics,
By the end of the 10th grade, a student can:
understand the inflectional and semantic characteristics of word classes and become aware of their role in their own texts and those of others,
Proverbs and idioms
By the end of 4th grade, a student can:
play with the ambiguity of language, such as through idioms, simple idioms and fixed phrases,
By the end of 7th grade, a student can:
use common idioms and idiomatic expressions in spoken and written language and analyze their usefulness in texts,
By the end of the 10th grade, a student can:
use slang words, common proverbs, idioms and fixed phrases in their speech,
Data and aids
By the end of 4th grade, a student can:
arranged in alphabetical order and realized its usefulness for searching and organizing.
By the end of 7th grade, a student can:
use knowledge and skills to look up words in dictionaries and other language resources.
By the end of the 10th grade, a student can:
use a variety of tools to obtain information about the language and support its use.
Assessment criteria for Icelandic
Assessment criteria are set for all subjects and areas of study at the end of grades 4, 7 and 10 and are a description of how well a student has mastered a defined skill. Schools are required to set assessment criteria for subjects and areas of study for other grades and explain them in the school curriculum.
Assessment criteria are presented on an A–D assessment scale. A describes excellent competence, B describes good competence, C describes fair competence, and D describes competence that does not meet the criteria described in C. It can be assumed that the majority of students will achieve the competence specified in B, competence achieved, as they are based on the competence criteria for the year.
A is awarded to those who demonstrate outstanding competence and C to those who do not fully meet the requirements set out in B criteria. There are no criteria set for D, but this evidence is used when a student does not meet the requirements set out in C criteria. The school then makes a separate report on the competence of the student in question.
Schools are required to use the A–D grading scale and assessment criteria when graduating students from grade 10.
The A–D assessment scale and assessment criteria at the end of grades 4 and 7 are intended to be a guide for schools and are only presented to support assessment at the end of the junior and middle levels.
The assessment criteria for each study period should be based on the competency criteria and the learning objectives that have been worked on. The most important thing is to assess at the end of the study period what was expected according to the assessment criteria.
Assessment results need to be based on reliable assessment data and diverse assessment methods so that students, parents, and schools receive the most accurate information about their status.
The student can present his/her speech very clearly and audibly with appropriate speaking speed, intonation and phase and express his/her ideas and opinions in a variety of ways. Listen to spoken language and independently use a variety of audio and visual media for information and entertainment, take a critical stance on what is presented there and communicate its content confidently . Read a variety of texts with great confidence and with very good flow using methods that are appropriate to the occasion and situation. Evaluate and understand very well the connections between topics and use a rich vocabulary, knowledge and experience independently to form context. Read, interpret, evaluate and discuss a variety of literature confidently and apply literary theory concepts in analytical discussion of them. Read texts from earlier periods confidently and with good understanding , understand their historical context and compare them with their own contemporaries in an independent manner. Read and discuss a variety of poems from various periods critically . Confidently apply good writing practices and have a good command of a variety of different ways of communicating written language. Organize topics in a very good context and formulate paragraphs and sub-paragraphs in a very clear way and independently choose a text type that is appropriate for the work in question, including in creative writing. Use spelling and punctuation confidently . Use their knowledge of grammar very well and confidently in discussions about the language, its characteristics and complexity, and apply it in a diverse and creative way in speech and writing. Understand very well the inflectional and semantic characteristics of word classes and have a good understanding of their role. Use a variety of aids independently to support their language use.
The student can present his/her speech clearly and audibly with appropriate speaking speed, intonation and tone and express his/her ideas and opinions in a variety of ways. Listen to spoken language and use a variety of audio and visual media for information and entertainment, take a position on what is presented there and communicate its content. Read a variety of texts confidently and with good flow using methods that are appropriate to the occasion and situation. Evaluate and understand the connections between topics and use a rich vocabulary, knowledge and experience to create context. Read, interpret, evaluate and discuss a variety of literature and use common concepts in literary theory in discussing them. Read and understand texts from previous eras, understand their historical context and compare them with their own contemporaries. Read and discuss a variety of poems from various eras. Apply organized and good working methods when writing and have at their disposal different ways of communicating written language. Organize topics in context and formulate paragraphs and clauses clearly and choose a text type and language format that is appropriate for the work in question, including in creative writing. Use spelling and punctuation with some confidence. Apply their knowledge of grammar in discussions about the language, its characteristics and complexity and apply it in a variety of ways in speech and writing. Understand the inflectional and semantic characteristics of word classes and understand their role. Use a variety of aids to support their language use.
The student can present his/her speech fairly clearly and audibly with appropriate speaking speed, intonation and phase and express his/her ideas and opinions to some extent . Listen to spoken language and use audio-visual media for information and entertainment, express his/her opinion on what is presented there and communicate its content fairly . Read a variety of texts with some confidence and with a reasonable flow using methods that are appropriate to the occasion and situation. To some extent evaluate and understand the relationship between topics and use vocabulary, knowledge and experience to form a context. Read and discuss a variety of literature, interpret and evaluate them to some extent and use simple concepts in literary theory in discussing them. Read and understand texts from earlier times with a reasonable degree of understanding, to some extent understand their historical context and compare them with their own time. Read poetry and discuss them. Has applied good writing practices to a certain extent and has a fair command of different ways of communicating written language. Has organized topics in a fair context and structured paragraphs and sub-paragraphs in a fairly clear way and has chosen a text type that is appropriate for the work in question, including in creative writing. Has applied spelling and punctuation to some extent . Has applied his/her knowledge of grammar to a fair extent in discussions about the language, its characteristics and complexity and has applied it in a fairly diverse way in speech and writing. Has understood to some extent the inflectional and semantic characteristics of word classes and has become somewhat aware of their role. Has used aids to support his/her use of language.
The student can read and present his/her speech very clearly and audibly , confidently explaining his/her knowledge, experience and opinions in front of a group. Listen attentively to read and spoken language, apply his/her knowledge and experience independently to understand and retell it. Use visual and digital materials creatively and critically . Read appropriate texts confidently in an accurate and automatic manner and choose different methods accordingly. Evaluate, interpret and analyse the main points of the text read very well and use vocabulary and prior knowledge independently to form context and understanding. Read various works of literature confidently , work independently with their content and apply basic concepts of literary theory when discussing them. Read simple texts from earlier times and understand their historical context. Read, work with and discuss poems from different times, their content and characteristics confidently . Independently select and write different types of texts based on the occasion, paying careful attention to presentation and structure. Confidently apply common rules of spelling and punctuation. Use very good vocabulary and grammatical skills in critical discussion of the subject and use them very well in a variety of language uses in speech and writing. Confidently identify the main characteristics and functions of several word classes and independently use various sources of information to support their language use.
The student can read and present his/her speech clearly and audibly, explain his/her knowledge, experience and opinions in front of a group. Listen attentively to read and spoken language, apply his/her experience and knowledge to understand and retell it. Use visual and digital materials critically. Read appropriate texts accurately and automatically and apply different methods to them. Evaluate, interpret and analyse main points in the read text and use vocabulary and prior knowledge to form context and understanding. Read various works of literature, work with their content and apply basic concepts of literary theory when discussing them. Read simple texts from previous periods and understand their historical context. Read, work with and discuss poems from different periods, their content and characteristics. Select and write different types of texts based on the occasion, paying attention to presentation and structure. Apply common rules of spelling and punctuation. Use a good vocabulary and grammatical skills in discussions about the subject and use them in a variety of language uses in speech and writing. Analyze the main characteristics and functions of several word classes and use various sources of information to support their language use.
The student can read and present his/her speech fairly clearly and audibly , give a fair account of his/her knowledge, experience and opinions in front of a group. Listen to read and spoken language, understand it for the most part and retell it. Use visual and digital material to some extent critically. Read appropriate texts in a fairly accurate and automatic manner and apply different methods to it. Evaluate, interpret and analyse the main points of the text read to some extent and use vocabulary and prior knowledge to form a fair context and understanding. Read various works of literature, work fairly with their content and apply some basic concepts of literary theory when discussing them. Read with support simple texts from previous periods and understand to some extent their historical context. Read, work with and briefly discuss poems from different periods, their content and characteristics. Select and write in a fair manner different types of texts based on the occasion where some attention is paid to presentation and structure. Apply some rules of spelling and punctuation. Have used their vocabulary and grammatical skills reasonably in discussions on the subject and have made some use of them in speech and writing. Have identified some of the characteristics and functions of the main word classes and have made some use of various sources of information to support their language use.
The student can use very clear and audible pronunciation, express themselves confidently in front of a group and defend their point of view. Listen attentively to read and spoken language and report on their experiences. Use digital material independently and retell its content confidently . Use reading methods independently to make it fluent and clear. Read a variety of texts, discuss their content and use vocabulary confidently to understand them from context. Know several forms of literary texts very well and confidently use simple literary concepts when working with them. Read simple texts from previous eras with good understanding and put themselves in the shoes of characters and their readers. Read poetry and work independently with their basic characteristics and content. Apply basic elements of text structure and simple spelling rules with some confidence in writing. Write very well in different text types and compose fluent texts from their own heart. Know and confidently discuss various characteristics of language, have a very good understanding of its creative power and can play with it and its ambiguity. Have a good understanding of the role of several word classes and the usefulness of arranging in alphabetical order.
The student can use clear and audible pronunciation, express themselves in front of a group and defend their point of view. Listen attentively to read and spoken language and report on their experiences. Use and retell material in digital form. Apply reading methods to make it fluent and clear. Read a variety of simple texts, discuss their content and use vocabulary to understand them from context. Know several forms of literary texts and use simple literary concepts when working with them. Read simple texts from previous eras and put themselves in the shoes of their characters and readers. Read poetry and work with their basic characteristics and content. Apply basic elements of text structure and simple spelling rules in writing. Write different text types according to the function of the text and compose texts from their own heart. Know and discuss various characteristics of language, realize its creative power and can play with it and its ambiguity. Understand the role of several word classes and the usefulness of arranging in alphabetical order.
The student can use a fairly audible pronunciation, express themselves to some extent in front of a group and discuss their opinions. Listen to read and spoken language and to some extent give an account of their experience. Use digital material under guidance and give some account of its content. Apply reading methods to make it fairly agile and clear. Read simple texts and grasp their meaning and to some extent use vocabulary to understand them from context. Describe several forms of literary texts and to some extent use simple literary concepts in working with them. With support, read simple texts from previous eras and put themselves in the shoes of characters and their readers. Read poetry and work with simple basic characteristics and their content. Apply basic elements of text structure and simple spelling rules to some extent in writing. Write reasonably different text types according to the function of the text and compose texts from their own heart. Recognizes various characteristics of language, understands to some extent its creative power, and can play with it and its ambiguity. Has a reasonable understanding of the role of several word classes and the usefulness of arranging in alphabetical order.
Icelandic as a second language
Icelandic as a second language is intended for students who are acquiring a grasp of Icelandic and who do not have Icelandic as their native language. The aim of the teaching is for students to acquire and learn Icelandic so that they can engage in comprehensive studies in Icelandic schooling with their peers and take an active part in society. Students can be expected to follow the competence standards in Icelandic as a second language for two to four years. After that, they follow the National Curriculum in Icelandic according to age-related standards.
Responsibility for Icelandic learning lies with school administrators, supervising teachers, Icelandic teachers and teachers from all subject areas, who need to work together to ensure that the learning is purposeful. It is also essential that all staff involved in the students’ studies or extracurricular activities are informed about their Icelandic language skills and participate in supporting the learning. Parents are responsible for supporting their children’s Icelandic learning and for cultivating and developing their own mother tongue to promote active multilingualism.
The group of students who study in Icelandic schools and learn Icelandic as a second language is diverse. Various factors can affect the learning of Icelandic that need to be taken into account: The background of the group is diverse, the mother tongues are different and the experience of previous schooling is varied. The cultural background of the students is diverse and each individual has their own unique personality, interests, knowledge and learning ability. Other factors that can be important are emotional well-being, family support, expectations, motivation and how much effort the student puts in.
The student’s academic status shall be assessed, among other things, in his or her strongest language. The student’s educational plan shall be based on that assessment, after consultation with the parents. Students who have achieved proficiency in their mother tongue and other languages shall be encouraged and given the opportunity to connect these languages with Icelandic and build on the competences they have acquired through other languages, both skills and knowledge.
Children can learn more than one language simultaneously or one after the other, but in order to achieve proficiency in the languages, they need good support and language stimulation. They need to be given ample opportunities to develop their Icelandic skills, not only in school but also in leisure time, social activities and society in general. It is fundamental that students become active users of the Icelandic language. This means that they not only acquire skills in understanding spoken and written language, but also that they can participate in discussions related to the subject of the study and continuously develop their writing skills in a way that the study demands at each level. Teaching methods and assessment should be diverse and take into account all competence criteria in all areas of Icelandic as a second language.
It is important that parents are regularly informed about their children’s status and progress and their needs for support in their studies. This refers to both the support provided by the school and the support that parents can provide to their children in their studies and social activities. It is also important that parents are given the opportunity to inform the school about the needs, culture and status of their child.
At the end of compulsory school, students shall be given a final grade in Icelandic as a second language if they have followed the competence criteria according to the competence framework for Icelandic as a second language until the end of compulsory school. This assessment shall be the basis for further studies. However, it should be borne in mind that students need targeted teaching and support when they begin to follow age-related criteria in Icelandic.
The competence frameworks are tiered and describe the progressive competence of students in Icelandic as a second language. The frameworks are intended to describe the competence required in the use of Icelandic in all areas of language learning. The competence frameworks are not based on the age of the student but on his or her level in Icelandic. However, it can be assumed that younger students will follow the standards in Icelandic as a second language for a shorter period of time than older students.
Pre-level is for students with little or no knowledge of the Icelandic language, those who are illiterate in their native language, do not know the Latin alphabet or need special training in Icelandic phonetics and connecting them to the written symbols. The emphasis is on reading and the Icelandic phonetic system at this level. The competence descriptions that apply to pre-level are the criteria to be worked on. Upon completion of pre-level, students are expected to achieve the competence described in level 1, provided that the competence criteria for pre-level are met.
Level 1 is for students who are considered beginners in Icelandic but are well-read in their native language, know the Latin script and can easily acquire Icelandic phonemes and Icelandic writing symbols. The emphasis is on basic vocabulary, basic knowledge of Icelandic grammar, simple writing exercises, extensive reading and listening as well as targeted speech training in general, everyday speech.
Level 2. Here, students have become quite proficient in oral expression and have a fairly good command of everyday vocabulary. A great deal of vocabulary acquisition occurs at this level and grammatical use is strengthened in parallel. Requirements for written language proficiency increase and emphasis is placed on academic vocabulary wherever possible. Students follow adapted curricula in all academic subjects.
Level 3. Here, students have a good foundation in Icelandic and can focus on building vocabulary and developing their skills in academic language use on a broad basis across all subject areas. When students have achieved the competence described in level three, they should be able to follow general age-related standards and curricula in all academic subjects, but with support if needed.
Proficiency criteria for Icelandic as a second language
Understanding: Listening
| Pre-level, student: | Level 1, student: | Level 2, student: | Level 3, student: |
|---|---|---|---|
| Understands simple everyday language that concerns him/herself if spoken slowly and clearly, such as simple questions and answers. | Understands simple everyday language that concerns himself, school, family and hobbies if spoken slowly and clearly. | Understands everyday conversations and discussions related to familiar situations, especially if spoken clearly. | Understands fairly easily everyday conversations related to areas of interest and other matters in familiar surroundings. |
| Understands very simple instructions with the support of pictures, gestures, etc. | Understands instructions and the language used in the classroom to some extent if spoken slowly. | Understands detailed instructions and instructions related to subjects. | Understands the main content of discussions and instruction on topics in various subjects. |
| Recognizes individual words and numbers that have been taught in simple audio and visual material. | Follows the main idea and analyzes information in simple, familiar narratives using visual support and vocabulary that has been taught. | Understands the main points in presentations, education, and explanations with visual aids and clear examples. | Understands the main content of presentations and education in various subjects and media content that appeals to him/her and is in clear language. |
| Understands basic vocabulary, words at level 1: words for objects, people and animals, numbers and daily activities in the immediate environment, at school, during leisure time and at home. | Understands basic vocabulary, words at level 1: words for objects, people and animals, numbers and daily activities in the immediate environment, at school, during leisure time and at home. | Has acquired a basic understanding of important subject vocabulary, i.e. vocabulary at levels 2 and 3 (e.g. in science and social studies). | Has acquired a fairly good knowledge of academic vocabulary at levels 2 and 3, to an understanding that corresponds to the child's age and what peers can be expected to have knowledge of. |
Comprehension: Reading
| Pre-level, student: | Level 1, student: | Level 2, student: | Level 3, student: |
|---|---|---|---|
| Connects Icelandic sounds to their written symbols. Begins to train in transcription and achieves beginning skills in reading. | Knows the Icelandic alphabet and the Icelandic phonemes. | Can read and understand texts of a general nature using vocabulary that is frequently encountered in school. | Can follow the main idea and arguments in a general text and infer the meaning of words from the context of the text. |
| Can read and understand simple words and simple key phrases that have been taught to him and are common or are supported by visual material. | Can read and understand simple words and sentences that have been taught. | Can read and understand texts from learning materials with the support of key concepts, glossaries, pictures and other aids. | Can read textbook text with appropriate support (glossary, dictionaries, and pictures). |
| Uses pictures and symbols to understand and clarify the meaning of words. | Uses pictures and symbols to understand and clarify the meaning of words. | Can infer the meaning of individual words from context and estimate the meaning of a sentence, if he is familiar with the topic in question. | Can find key information in a text and gather information from various text parts to solve problems. |
| Can read very simple text with the support of, for example, pictures. | Can read and understand simple texts with some fluency. | Can follow the plot of short stories and narratives in simple language. | Can read simple full-length novels. |
Expression: Spoken language, communication, and storytelling
| Pre-level, student: | Level 1, student: | Level 2, student: | Level 3, student: |
|---|---|---|---|
| Can, with support, participate in simple conversations concerning himself, if spoken slowly and clearly, repeating and paraphrasing as necessary. | Can, with support, participate in simple conversations concerning himself, if spoken slowly and clearly, repeating and paraphrasing as necessary. | Can participate in most everyday conversations without much support. | Can participate in relatively long conversations on the topic under discussion if the interlocutor makes an effort to show understanding and accommodate the student. |
| Can ask for help in a simple way and ask simple questions. | Can ask for help in a simple way and ask simple questions. | Can ask simple questions using words and sentences from the subject matter and communicate with fellow students about the subject matter. | Can participate in discussions on topics in various subjects. |
| Can introduce themselves, greet, say goodbye and thank them. | Can introduce themselves, greet, say goodbye and thank them. | Can talk about plans, routines, daily activities, past events and personal experiences. | Can participate in conversations about hobbies and leisure activities in the real and online worlds, express opinions and justify them. |
| Knows basic vocabulary, words at level 1: can name words for objects, colors, people, days, numbers and animals and simple sentences about daily activities in the immediate environment, at school, during leisure time and at home. | Knows basic vocabulary, words at level 1: can name words for objects, colors, people, days, numbers and animals and simple sentences about daily activities in the immediate environment, at school, during leisure time and at home. | Can deliver a prepared presentation on a topic he knows well and answer questions from the audience, but may need to ask for repetition. | Can prepare and deliver a presentation on a topic he is familiar with and answer questions if they are clearly worded. |
| Can simply express what he likes/dislikes and describe how he is feeling. | Can simply express what he likes/dislikes and describe how he is feeling. | Can easily express his/her likes/dislikes. | Can mostly express their opinions clearly. |
| Can spell their name and give a phone number. | Can describe an object or image with limited vocabulary by having prepared in advance. | Can describe people, places and things in a simple way. | Can give detailed accounts of events, reactions to them and describe experiences. |
Expression: Writing
| Pre-level, student: | Level 1, student: | Level 2, student: | Level 3, student: |
|---|---|---|---|
| Can write the Icelandic alphabet following a model. | Can write single words and simple sentences about themselves. | Can write simple texts related to daily activities, personal circumstances, feelings, interests and attitudes with the support of supporting materials. | Can write coherent text on a variety of topics, linking paragraphs into a linear, logical whole using appropriate linking words (even if the text is not grammatically correct). |
| Knows Icelandic writing style. | Can write their name, address and school name. | Can write short descriptions of events, past topics and experiences. | Can write informal and formal texts, e.g. on social media. Can use words with the reader in mind and in accordance with content and purpose. |
| Can copy words and sentences. | Can write words and phrases to describe everyday objects (e.g. color or size). | Can answer questions related to the study in writing with appropriate support from a glossary and key words. | Can express their written opinion on academic material, films, books or television programmes using appropriate vocabulary. |
| Can write simple words and simple sentences that he has learned. | Can write simple sentences to describe events in a comic strip. | Can create a short presentation in a report or on a poster about a topic related to the study using pictures and short texts. | Can write academic essays and use academic vocabulary with appropriate support from glossaries and dictionaries. |
| Can write his/her name. | Can keep a diary that describes daily activities, people and places in short sentences. | Can write short, simple narratives, e.g. an introduction to a story or a continuation of a story with the support of supporting material. | Can describe experiences, feelings and reactions in a coherent text. Can write a coherent story, with a beginning, a sequence of events and an ending. |
| Can draw a series of pictures and, with assistance, write single words or sentences to describe what is happening in the pictures (e.g. a simple diary). | Has basic knowledge of Icelandic grammar and applies it in writing. | Has basic knowledge of Icelandic grammar and applies it in writing. | Has acquired a broad foundation in Icelandic grammar and applies it in writing. |
Assessment criteria for Icelandic as a second language
Since students of Icelandic as a second language are of various ages when they begin their schooling in Iceland and thus their studies of Icelandic as a second language, age-related assessment criteria in Icelandic as a second language at the end of compulsory school are not established. Instead, the student’s proficiency level at the end of compulsory school should be determined and their position assessed according to assessment criteria that are relevant to the relevant proficiency level. An appropriate framework should be used and the student should be given a grade for performance at the proficiency level at which they have been placed, with the following grading scale in mind:
A: The student demonstrates outstanding ability and performance.
B: The student demonstrates good competence and performance.
C: The student demonstrates reasonable competence and performance.
D: Competence and performance are lacking.
Advance stage. The student can understand simple everyday language that concerns him/herself if spoken slowly and clearly. Easily identify individual sounds, words and numbers that have been taught in simple audio and visual material.
Level 1. The student can understand very well simple everyday language that concerns him/herself if spoken slowly and clearly. Easily follows the main idea of simple, familiar stories supported by visual evidence.
Level 2. The student can easily understand everyday conversations and discussions related to familiar situations, especially if the speech is clear. Understand academic topics, with support.
Level 3. The student can easily understand everyday conversations, discussions and instruction on general topics in a familiar environment. Easily understand the main points of discussions and instruction on topics in various subjects.
Advance stage. The student can understand most of the simple everyday language that concerns him/herself if spoken slowly and clearly. Identify individual sounds, words and numbers that have been taught in simple audio and visual material.
Level 1. The student can understand fairly well simple everyday language that concerns him/herself if spoken slowly and clearly. Follow the main idea in simple, narratives on familiar topics supported by visual evidence.
Level 2. The student can understand well everyday conversations and discussions related to familiar situations, especially if the speech is clear. Understand academic topics, with support.
Level 3. The student can understand with relative ease everyday conversations, discussions and instruction on general topics in a familiar environment. Understand with relative ease the main content of discussions and instruction on topics in various subjects.
Advance stage. The student can understand to some extent simple everyday language that concerns him/herself if spoken very slowly and clearly. To some extent, he/she can identify individual sounds, words and numbers that have been taught in simple audio and visual material.
Level 1. The student can understand most of the simple everyday language that concerns him/herself if spoken slowly and clearly. Follow the main idea of simple, familiar stories supported by visual evidence.
Level 2. The student can understand fairly well everyday conversations and discussions related to familiar situations, especially if the speech is very clear. Understand academic topics, with a lot of support.
Level 3. The student can understand most everyday conversations, discussions and instruction on general topics in a familiar environment. Understand most of the main points in discussions and instruction on topics in various subjects.
Advance stage. The student can demonstrate mastery of the relationship between letters and sounds and the reading direction, and has acquired decoding skills. Read and understand simple words and simple key phrases that have been taught to him and are common or are supported by visual material. Read words that he has not learned before. Guess the meaning of a word from a picture or symbol.
Level 1. The student can read/handle the Icelandic alphabet and Icelandic phonemes with great fluency. Read and understand simple words and sentences that have been taught. Read and understand simple texts with great fluency. Easily infer the meaning of a word from a picture or symbol.
Level 2. The student can read and understand easy-to-read texts of a general nature with ease. Read and understand texts from the curriculum with the support of key concepts, glossaries and other aids. Follow the plot of stories in simple language without much support.
Level 3. The student can easily follow the main idea and arguments in a general text and infer the meaning of words from the context of the text. Read textbook texts with appropriate support (glossary, dictionaries and pictures). Read and understand (simple) full-length novels.
Advance stage. The student can understand the relationship between letters and sounds and the direction of reading, has begun to decode. Read and understand simple words and simple key phrases that have been taught to him and are common or are supported by visual material. Guess the meaning of a word from a picture or symbol.
Level 1. The student can read/use the Icelandic alphabet and the Icelandic phonemes. Read and understand simple words and sentences that have been taught. Read and understand simple texts with some fluency. Infer the meaning of a word from a picture or symbol.
Level 2. The student can read and understand easy-to-read texts of a general nature. Read and understand texts from the curriculum with the support of key concepts, glossaries and other aids. Follow the plot of stories in simple language with support.
Level 3. The student can follow the main idea and arguments in a general text and infer the meaning of words from the context of the text. Read textbook texts with appropriate support (glossary, dictionaries and pictures). Read and understand full-length (simple) novels with the support of supporting materials.
Advance stage. The student can mostly understand the relationship between letters and sounds and the direction of reading, the first level of decoding. Read and understand simple words and simple key phrases that have been taught to him and are common or are supported by visual material. Make some inferences about the meaning of words from a picture or symbol.
Level 1. The student can read/use most of the Icelandic alphabet and understand Icelandic phonemes. Read and understand simple words and sentences that have been taught. Read and understand simple texts slowly and with support. Infer, to some extent, the meaning of a word from a picture or symbol.
Level 2. The student can read and understand mostly easy-to-read texts of a general nature. Read and understand texts from the curriculum with the support of key concepts, glossaries and other aids. Follow mostly simple plots in stories in simple language, with a lot of support.
Level 3. The student can follow the main idea and reasoning of a general text and infer the meaning of words from the context of the text. Read textbook texts with extensive support (glossary, dictionaries and pictures). Read and understand full-length (simple) novels with extensive support from supporting materials.
Advance stage. The student can participate fairly easily in simple conversations concerning himself, if spoken slowly and clearly, repeating and paraphrasing as necessary. Answers simple questions fairly fluently. Asks for help in a simple way and asks simple questions. Can have simple conversations with teachers and children.
Level 1. The student can participate in simple conversations concerning himself with some fluency, if he speaks slowly and clearly, asks for help and asks simple questions. Expresses his likes/dislikes and describes his feelings in a simple way.
Level 2. The student can participate in most everyday conversations without support. Asks simple questions and uses words and sentences from the subject matter fluently. Talks about plans, habits, daily activities, past events and personal experiences without support. Expresses likes/dislikes fluently.
Level 3. The student can Participate in relatively long conversations on various topics if the interviewer makes an effort to accommodate the student. Easily follows conversations and expresses his/her opinions and understanding of the subject matter in all subjects. Deliver a prepared presentation on a topic that he/she knows well.
Advance stage. The student can participate in simple conversations concerning themselves, if spoken slowly and clearly, repeating and paraphrasing as necessary. Answer simple questions. Ask for help in a simple way and ask simple questions.
Level 1. The student can easily participate in simple conversations concerning himself, if he speaks slowly and clearly, asks for help in a simple way and asks simple questions. Expresses what he likes/dislikes and describes his/her feelings in a fairly simple way.
Level 2. The student can participate in most everyday conversations without much support. Asks simple questions and uses words and phrases from the subject without much support. Talks about plans, routines, daily activities, past events and personal experiences without much support. Expresses likes/dislikes easily.
Level 3. The student can participate in relatively long conversations on a variety of topics if the person speaking makes an effort to accommodate the student. Follows most of the conversations and expresses his/her opinions and understanding of the subject matter in all subjects. Delivers a simple prepared presentation on a topic that he/she knows well.
Advance stage. The student can participate to some extent in simple conversations concerning himself, if spoken slowly and clearly, repeating and paraphrasing as necessary. Answer very simple questions. Ask for help in a simple way and ask very simple questions.
Level 1. The student can participate quite easily in simple conversations concerning himself, if he speaks very slowly and clearly, asks for help in a simple way and asks very simple questions. Expresses his likes/dislikes and describes his feelings in a very simple way.
Level 2. The student can participate in most everyday conversations with some support. Asks simple questions using words and phrases from the subject matter, with support. Talks about plans, routines, daily activities, past events and personal experiences, with support.
Level 3. The student can participate in relatively long conversations on a variety of topics if the person speaking makes an effort to show understanding and accommodate the student. Mostly follows conversations and expresses his/her opinions and understanding of the subject matter in all subjects but may need support and repetition. Delivers, with support, a simple, prepared presentation on a topic that he/she knows well.
Advance stage. The student can copy letters, words and sentences from a model in a fairly agile manner. Write simple words and simple sentences that he has learned.
Level 1. The student can write single words and simple sentences about themselves and everyday objects and events, in a fluent and independent manner. Uses simple rules of Icelandic grammar and applies them in writing with some fluency.
Level 2. The student can write simple texts related to daily activities, interests, personal circumstances, feelings and attitudes with the support of supporting materials. Write short, simple essays on topics covered in subjects without much support. Use simple rules of Icelandic grammar and apply them in writing.
Level 3. The student can write coherent text on a variety of topics and connect paragraphs into a linear, logical whole. Write academic essays and use important academic vocabulary with the support of glossaries and dictionaries. Use rules of Icelandic grammar and spelling and apply them in writing. Demonstrate high proficiency in the use of the language in written language.
Advance stage. The student can copy letters, words and sentences from a model. Write simple words and simple sentences that he has learned.
Level 1. The student can write single words and simple sentences about themselves and everyday objects and events. Uses simple rules of Icelandic grammar and applies them in writing with aids.
Level 2. The student can write simple texts related to daily activities, interests, personal circumstances, feelings and attitudes with the support of supporting materials. Write short, simple essays on topics covered in subjects with appropriate support. Use simple rules of Icelandic grammar and apply them in writing, without much support.
Level 3. The student can write coherent text on a variety of topics and connect paragraphs into a linear, logical whole without much support. Write academic essays and use important academic vocabulary with the support of glossaries and dictionaries. Use rules of Icelandic grammar and spelling and apply them in writing.
Advance stage. The student can copy letters, words and sentences to some extent from a model. Write simple words and simple sentences that he has learned.
Level 1. The student can write single words and simple sentences about themselves and everyday objects and events with support. To some extent, uses simple rules of Icelandic grammar and applies them in writing, but needs a lot of support and aids.
Level 2. The student can write single words and simple sentences about themselves and everyday objects and events with support. To some extent, uses simple rules of Icelandic grammar and applies them in writing, but needs a lot of support and aids.
Level 3. The student can write coherent text on a variety of topics and connect paragraphs into a linear, logical whole, with the support of supporting materials. Write academic essays and use important academic vocabulary with the support of glossaries and dictionaries. Use rules of Icelandic grammar and spelling and apply them in writing, with the support of supporting materials.
Icelandic Sign Language and Icelandic
A solid command of Icelandic Sign Language and Icelandic is one of the main foundations of a sound education for the deaf and hard of hearing. The subject of bilingualism in Icelandic Sign Language and Icelandic is organized as a comprehensive subject in the same way as Icelandic as a mother tongue. In addition, training in sign language, written Icelandic and even spoken Icelandic, when the children use it for communication, is incorporated into all subjects in compulsory school. This chapter presents competence standards for spoken sign language and expression with and without a sign language interpreter, Icelandic Sign Language and Icelandic, reading and literature, recording sign language texts and writing, and finally grammar. No specific competence standards are presented here for sign language in other subjects or areas of study, but the special needs of sign language students must be kept in mind when they study other subjects, not least in foreign language studies. Sign language students should be given the opportunity to use Icelandic Sign Language in all subjects, as far as possible, and receive appropriate sign language interpretation.
Icelandic Sign Language is considered to be the language of everyday communication and instruction, but also Icelandic or at least Icelandic written language. Emphasis should be placed on strong collaboration with homes on training in Icelandic Sign Language and Icelandic at all levels of primary school. This is an important collaborative project between homes and schools, and the family plays an important role in creating respect for both languages, strengthening them, and cultivating and maintaining students’ interest, not least in terms of training in reading visual material in sign language, reading Icelandic and expressing and general language development.
Spoken sign language and expression with and without a sign language interpreter
In a democratic society, it is as important for bilingual students of Icelandic and Icelandic as for other students to be able to take an active part in discussions of various kinds. It is necessary for them to be able to express their opinions clearly in sign language in their studies, work, social life and private life and to be able to use the services of a sign language interpreter in all these situations. It is important that students are trained to speak in an orderly manner and to explain their skills and opinions with and without a sign language interpreter. From the beginning of their schooling, emphasis must be placed on providing students with guidance on clear pronunciation and articulation in sign language.
An important aspect of general education is the ability to listen and watch attentively and critically. It is necessary to be able to understand, with or without sign language interpretation, the information that is conveyed and to interpret and evaluate it critically. It is important that students who are bilingual in sign language and Icelandic learn to listen to others and take their opinions into account in discussions and debates. To do this, the student needs to learn to use a sign language interpreter during conversations and interactions in the classroom and when using various communication media, such as online media where spoken language is used.
A good command of Icelandic Sign Language is the foundation of Icelandic and other language learning and is useful in all other subjects. In the beginning, it is desirable to emphasize training in simple narration and retelling, participation in general conversations with sign language interpretation and role-playing. Later, teaching about the characteristics of the languages, translations between them and further training in theatrical expression and debates is added. The use of interpreting services in school work must be a natural part and with increasing frequency.
Reading and literature
Literacy education for children who are bilingual in sign language and Icelandic is, beyond what is generally accepted, intended to promote a stronger sense of identity in students through reading sign language literature that reflects the reality and history of sign language speakers. A solid knowledge of deaf culture is necessary for self-understanding and to gain respect for Icelandic sign language.
Icelandic Sign Language and Icelandic have different roles in the children’s lives. Icelandic Sign Language is primarily for communication related to place and time, but since Icelandic Sign Language does not have a written language, Icelandic serves as a written language. Sign language literacy for deaf children involves both being able to use sign language texts and written texts in Icelandic.
The process begins by strengthening the student’s foundation and vocabulary in sign language, while teaching vocabulary and developing understanding in Icelandic. It is important that the student gains independence and confidence in reading. This way, he can gradually begin to choose sign language and reading material in Icelandic and become aware of its quality and its connection to learning, needs and interests.
Good reading skills are the foundation of lifelong learning and the ability to acquire information that enables the student to actively participate in both cultures.
Sign language text registration and writing
In addition to what is said about writing Icelandic, it should be emphasized that students master the art of presenting their own material clearly and systematically in sign language, both in relation to place and time, in digital form and in various ways for different readers. Students should be able to communicate a variety of material to others by recording it in a graphic form in sign language and in written Icelandic in their studies, social life and private life. Students need to learn to criticize and revise their own texts, both in sign language and Icelandic, and also to accept constructive and professional criticism from others and use it to improve their work.
Grammar
The goals of grammar teaching for students with sign language and Icelandic are, in addition to the goals set out in the chapter on Icelandic, to spark their interest in Icelandic sign language and Icelandic. Icelandic sign language and Icelandic are discussed in parallel and with constant comparison and translation between the languages. It is also natural to discuss Nordic sign language and allow students to try their hand at understanding the sign languages of other Nordic nations.
Grammatical concepts are essential when discussing languages, and knowledge of the grammar of Icelandic Sign Language is essential for understanding and being able to learn Icelandic and other languages. Children of deaf parents and hearing-impaired students who use Icelandic for daily communication and have the opportunity to learn the grammar of Icelandic Sign Language alongside the grammar of Icelandic can build on the grammar of the language they understand better when learning other languages. The children do not choose between the languages, but can use both languages to increase their understanding of their structure.
It is important that the discussion of grammar is based on the students’ language skills and aims to strengthen their self-confidence and awareness of their own skills. In the beginning, all kinds of games are used with the basic variables of sign language, such as hand shape games and symmetry games that utilize the creative power of the language. Later, the basic variables are given names and then it is possible to examine and play with comparable grammatical elements in Icelandic. By the end, students should have mastered the concepts of grammar and the ability to speak about both languages with understanding.
Proficiency criteria for Icelandic Sign Language and Icelandic
The proficiency standards in Icelandic Sign Language are presented in four different categories in a similar way to those in Icelandic, namely spoken sign language and expression with and without a sign language interpreter, reading and literature, recording sign language texts and writing, and grammar. Overall, the table shows the competencies that each individual should possess by the end of the 4th, 7th, and 10th grades.
Spoken sign language and expression with and without a sign language interpreter
| By the end of 4th grade, a student can: | By the end of 7th grade, a student can: | By the end of the 10th grade, a student can: |
|---|---|---|
| speaks sign language clearly, has a well-structured pronunciation and can use guidance and assistance to improve pronunciation and enunciation, | express themselves clearly and distinctly with and without a sign language interpreter and realize the value of good presentation, | has communicated clearly and distinctly with and without a sign language interpreter and has adopted an appropriate speaking speed and rhythm, |
| express themselves with the help of theatrical expression in front of a group and interpret in sign language or act out texts of various types, | stand up for oneself, express one's own opinions and feelings and keep the audience's attention, including with the help of theatrical expression, | have realized the nature of good delivery and pronunciation and have used guidelines for delivery, such as emphasis, gestures, rhythm and pitch, and have adapted it to the recipient and communication medium in a variety of ways, including through theatrical expression, |
| recount a memorable event and describe a specific phenomenon and retell material that has been listened to, watched or read, | present their speech in an orderly manner with appropriate emphasis and interpretation and participate in conversations and debates according to rules, with and without a sign language interpreter, | use methods he has learned to actively participate in collaboration, dialogue and debate, express his opinions in various ways, justify them and choose the appropriate medium, |
| listen and watch with attention and understanding a reading in sign language, interpret dramatized material, poems and songs and report on their experiences, | listen attentively and apply their knowledge and experience to understand what is expressed in different ways and be able to respond appropriately, | listen, notice and use information that is interpreted from spoken language for information and entertainment, also enjoy visual material, interpreted readings, dramatised material and music and express their opinion on the relevant topic, |
| utilize and retell material in electronic form, | make critical use of visual and electronic materials, | make use of media, such as television, films and electronic content, and take a position on what is published there, |
| Communicate well, listen and be polite. | communicate well, listen, show appropriate courtesy and be mindful of your words. | Have good communication skills that include attention to detail, listening, consideration, respect, and politeness, and be aware of what is appropriate in different situations. |
Reading and literature
| By the end of 4th grade, a student can: | By the end of 7th grade, a student can: | By the end of the 10th grade, a student can: |
|---|---|---|
| enjoy watching stories and readings in sign language and assimilate their content, | assimilate material from books and educational materials presented in sign language, evaluate it and interpret it, | understand different ways of conveying messages in sign language texts, |
| use a good vocabulary when understanding sign language texts, | use knowledge and experience along with a rich repertoire of symbols, including Deaf symbols, to understand sign language texts, | understand the importance of developing one's own understanding of different dialects and representations of sign language among people of different ages, social status, education and cultural backgrounds, |
| apply methods for decoding words into symbols and connect their knowledge and experience with reading material in order to understand its meaning and context in simple texts in Icelandic, | analyze and discuss the main points and main topics in a text and use topics when retelling in sign language, | read with a critical mindset and distinguish main points from secondary points, draw conclusions from the content of sign language texts, sign language news and written texts, |
| choose books in Icelandic intended for children and read them for pleasure, | read for pleasure and information and explain the content of texts to others, | has enjoyed literature, has explained the feelings and effects it evokes and has been exposed to a variety of literature, |
| new Icelandic vocabulary when understanding texts from subject matter that the student is familiar with, | use knowledge and experience, along with Icelandic vocabulary, when reading and understanding appropriate texts, | understand the importance of being able to read and enhance one's own literacy by reading different texts, such as literary texts, educational materials and learning materials, |
| have some understanding of the nature and composition of sign language poetry, are familiar with printed poetry and have an understanding of rhyme and symmetry, | used several concepts to discuss the form and content of poetry in both languages, | discussed written and unwritten language, sign language poetry and sign language narrative, read and interpreted poetry of various kinds and understood figurative language in written and unwritten language, |
| know and apply the concepts of plot, ending, characters and message, | use literary theory concepts to explain the influence that a particular literary work or symbolic narrative has on him, | use key concepts in literary theory in discussions about literature, |
| participated in the translation of literary texts in sign language, | translate simple Icelandic text into sign language, | translate appropriate Icelandic literary texts and educational materials into sign language, |
| reading from symbols and graphic material, such as simple diagrams, maps and graphs, | read and interpret simple numerical and graphical information, | process numerical and graphical information, interpret it, connect material presented in different ways and make use of it, |
| Obtain visual information from various available data sources, such as books and in electronic form. | Collect information from books or in electronic form and process it. | obtained sources from various data sources such as books, magazines and materials in electronic format. |
Sign language text registration and writing
| By the end of 4th grade, a student can: | By the end of 7th grade, a student can: | By the end of the 10th grade, a student can: |
|---|---|---|
| recorded their own sign language text in graphic form, | express themselves clearly and confidently and use graphic techniques when recording sign language texts, | apply visual technology and multimedia to the publication of material in sign language and Icelandic, |
| drawn correctly and written in Icelandic clearly and legibly, | written legibly and confidently in a personal handwriting, using common word processing functions, | write clearly and legibly and acquire a personal handwriting, use word processing confidently, finalize texts and use dictionaries and other available aids, |
| use, in the creation and writing of sign language texts, knowledge of basic elements in the structure of texts, such as the beginning, body and conclusion, | choose a text type, organize and word a text in both Icelandic Sign Language and Icelandic, such as stories, narratives, descriptions and instructions, in a way that is appropriate for the occasion, | apply systematic methods when recording sign language texts and in writing, organize topics into a logical context and formulate paragraphs and sub-paragraphs, |
| compose a sign language text from your own heart, such as a story, narrative, poem or message, | write a text that uses your own creativity, enjoy expressing your ideas and experiences and share with others by presenting the material or allowing others to watch or read, | express their ideas and opinions and provide arguments for them in sign language texts or written language, |
| use models in creating sign language texts and writing, such as by looking at published sign language materials, reading books, newspapers or electronic materials, | read a text and examine it with the intention of examining how the author writes and using it in your own writing, | select and write different text types that are suitable for the work in question and use different symbols and diverse imagery in sign language and translate into Icelandic using different vocabulary and appropriate grammar, |
| use facial expressions and other variations in punctuation in sign language, apply simple spelling rules and use available aids as appropriate, | apply the main points of spelling and punctuation, | apply the rules of spelling and have achieved a good command of spelling and realize that good spelling is a respect for language, text and reader, |
| build an organized narrative and write notes in Icelandic for a narrative delivered in sign language, | prepare texts and use dictionaries, correction programs and other writing aids, | maintain a systematic approach to writing, |
| write text on a computer and use the simplest functions in word processing. | write text on a computer and use a variety of word processing functions. | select appropriate sources, refer to them and include them in a bibliography, as required by regulations. |
Grammar
| By the end of 4th grade, a student can: | By the end of 7th grade, a student can: | By the end of the 10th grade, a student can: |
|---|---|---|
| understand the importance of role reversal and eye contact in narratives, understand the use of space and use proforma verbs and gestures in sign language, | use role changes, space and gestures creatively, | apply the concepts of pro forma verb, role reversal, space and gesture in discussions about the issue, |
| distinguish between verbs, nouns/symbols and adjectives/symbols and understand their different roles in both languages, | find proform verbs/verbs, nouns, adjectives and gestures in sign language texts and find number and declension in sign language and gender, number and case in Icelandic, | utilize basic knowledge of the grammatical forms of sign language and word classes of Icelandic in discussions of sign language, spoken language and written language, |
| speaks sign language confidently and has a vocabulary and understanding appropriate to his/her development. Knows and can use sign language, | has used and acquired a good vocabulary in Icelandic and Icelandic Sign Language, | have understood the importance of vocabulary and symbols, have explained the structure of the vocabulary/symbols of Icelandic and Icelandic Sign Language, and have become aware of the different origins of words and symbols and their different uses depending on the situation, |
| uses fingerspelling skillfully, arranges in alphabetical order and recognizes the difference between vowels and consonants, | look up words arranged in alphabetical order, | look up manuals, dictionaries and electronic word banks and use their knowledge of grammar to improve language use, spelling and language learning, |
| understand the structural components of symbols and know the concepts of fingerspelling, symbol, compound symbol, letter, word, compound word and paragraph, | use the concepts of letter, basic variable, sound, vowel, consonant, syllable, word, symbol and paragraph in a discussion about languages, | apply the concepts of basic variables, hand shape, place of formation, movement and position in discussions about Icelandic sign language, |
| explain the main rules for forming name symbols, understand the difference between common names and proper names and can use that knowledge when spelling, | utilize knowledge of parts of speech and word composition in spelling and discussion of written text and of basic variables and the composition of symbols in sign language texts, | use their knowledge of grammar to improve language use, spelling and language learning and realize the importance of practicing language, both sign language and Icelandic, and the need to gain confidence in their own language skills, |
| find synonyms and antonyms in both languages, | graded with variations in sign language, knows the corresponding grade in Icelandic, and can identify timelines in sign language and find the present, past and nominative tenses of verbs in Icelandic, | explain how languages use different ways to express tense and inflection, |
| have realized the different structure of Icelandic Sign Language and Icelandic. | have realized the usefulness of the grammar of Icelandic Sign Language in the study of Icelandic and foreign languages. | use their knowledge of grammar when studying Icelandic and foreign languages. |
Assessment criteria for Icelandic Sign Language and Icelandic
The same methods and principles apply to assessment in Icelandic and Icelandic Sign Language, but with the addition of an assessment of students’ ability to use Icelandic Sign Language in expression and the student’s understanding and knowledge of it. The assessment can be carried out through various tasks that require expression in sign language or Icelandic, with and without a sign language interpreter.
The student can present his/her speech very clearly and audibly with nuances and emphasis appropriate to the topic and occasion and has confidently adopted an appropriate speaking speed. Confidently listens, notices and uses information in spoken sign language for information, entertainment and as sources in work, and uses visual material, dramatised material, music and presents an independent , reasoned assessment of the relevant material.
Read general texts in sign language confidently , with a very good understanding and interpretation of their content, discuss Icelandic and foreign literature critically , and have a very good understanding of the value of literature in the culture of the nation.
Applied systematic methods when drafting sign language texts, arranged topics in a logical context and structured paragraphs and sub-paragraphs confidently and clearly, used spelling and punctuation very well and followed standards for text structure.
Apply grammatical concepts confidently in discussions about the use of sign language and written language and its development.
Have applied their knowledge very well on the inflectional and semantic characteristics of the forms of sign language and word classes of Icelandic and have gained a good understanding of their role.
The student can present his/her speech clearly and audibly with nuances and emphasis appropriate to the topic and occasion and has acquired an appropriate speaking speed. Listen, notice and use information in spoken sign language for information and entertainment, also with the help of a sign language interpreter, use spoken language, visual material, readings, dramatised material and music and explain his/her opinion on the relevant topic and present a reasoned assessment of the relevant topic.
Read a general text, and demonstrate good understanding and interpretation of its content, discuss Icelandic and foreign literature, and gain a good understanding of the value of literature in the nation’s culture.
Apply systematic methods when composing sign language texts and writing, arrange topics in a logical context and form paragraphs and sub-paragraphs, use spelling and punctuation with some confidence and usually follow standards for text structure.
Apply grammatical concepts with some confidence in discussions about the use of sign language and written language and its development.
Apply their knowledge of the inflectional and semantic characteristics of word classes and gain a fairly good understanding of their role.
The student can present his/her speech reasonably clearly but lacks a normal speaking speed and emphasis.
Listen, notice and to some extent use spoken sign language for information and entertainment with the assistance of a sign language interpreter and also enjoy visual material, readings, dramatised material and music and present an evaluation of the relevant material.
Read general texts with reasonable understanding and interpretation of their content, to some extent , discuss Icelandic and foreign literature, and have some understanding of the value of literature in the nation’s culture.
Applied fairly systematic methods when composing sign language texts and writing, arranged topics in context to a certain extent and structured paragraphs and sub-paragraphs, used spelling and punctuation fairly well and followed text structure guidelines to some extent .
Applying key grammatical concepts in discussions about the use of language and written language and its development
Have applied their knowledge to some extent of the inflectional and semantic characteristics of word classes and have gained a fair understanding of their role.