Educational programmes for I (first) grade in nine years elementary education

Educational programme: Macedonian language

1. Introduction:

The educational programme Macedonian language gives the basis for literacy in the native language ( for Macedonian born speakers

and for speakers of other languages as a language from the social environment). This educational subject gives the basis for

acquiring knowledge from other educational subjects, as is for familiarizing the life in general. The practice in the educational work in

this subject operates with the integrally connected to the terms such as: thinking, language, speaking, as also simultaneous and

parallel concepts that are in continuous interaction, and from here it follows that a certain quality of the thought development

represent a postulate for a certain degree of language acquisition and vice-versa because there is no clear speech without definite

thought and there is no knowledge without the language.

With this programme, the students would be introduced with the functioning system of the Macedonian standard language and would

acquire and use the standard language norm on all levels ( phonetics-phonologic, morphologic, syntax, lexical, orthography and

epic). The students would meet with the functioning styles of Macedonian standard language as well, ( scientific , literary, publicist,

administrative and colloquia language) which would become inherent in the students speaker abilities.

The Macedonian language with its unified type is not just an instrument in the educational process in this subject, nor in the other

subjects, but it represents an educational content i.e. the science of the Macedonian language is a subject of its study.

This is a characteristic of the national identity of the student and a basic instrument for verbal communication. The knowledge of the

norms of the standard language of Macedonian language would provide understanding, experiencing and interpreting of all types of

texts and contents ( from literature and media culture in general), and at the same time would encourage the students for a language

and literature composition, and also for development of the ability for studying and self-educating.

According to the educational plan for Macedonian language in the first (I) grade, 6 educational classes per week are planned, 216

educational classes per year respectively.

2. Development period goals , from I to III grade

The student should:

Develop a sense of belonging to Republic of Macedonia through learning the Macedonian literary language

Be introduced to right use of the Macedonian literary language in mutual understanding, thinking, learning and creating

Be introduced towards independent and clear/understandable reading and writing with understanding of the text one is

reading or writing

Be introduced to media culture as a basis for communication between people

Be able to have a conversation with other persons and to acknowledge the basic principles for conversation and

understanding

Develop the abilities for logical thinking through speaking and writing

Acquire and practice the basic rules for spelling

Acquire self-confidence for expression of thoughts and ones experiences

Develop interest for reading books

Be able to talk for the dialects in Macedonian language and to develop respect towards other languages

Be introduced in using of ICT in the subject function.

3. Educational goals in I grade

The student should:

Be able to use the speech in establishing new contacts and for mutual understanding

Be encouraged for active listening

Be encouraged for synchronized usage of the verbal and non-verbal expression

Be encouraged for rightful articulation of the verbal speech

Be capable for using the language in expressing emotions, experiences and thoughts

Be introduced in the world or literal and folk literature

Be encouraged in verbal creating

Be introduced to using the language and media in function of maintaining and usage of national culture and language tradition

Be encouraged to discovering the meaning of new words, as their usage

Be able to develop fantasy through speaking

Be able to acknowledge the needs and values of the written speech in function of encouraging the need for written expression

Be able to see the differences in the speech expression in other languages.

4. Concrete aims

Programme area: listening and speaking

Aims Content Notion Activities and methods

The student:

Should be encouraged towards using the speech as an instrument for new contacts and mutual understanding

The speech in mutual understanding and understanding

Introduction

Activities for mutual introduction – teachers and students present themselves , saying their name and last name, where they live and other characteristics

Conversation about the relationships of the students in the surrounding on the theme “Me and My Family”, “Me and My Friends”, “My First Day at School”

Listening specific contents for the children, family and friends

Should be encouraged towards using the speech as an instrument for expression of their thoughts, feelings and experiences

My thoughts, feelings and experiences

Self-expression activities: >> students talk about their wishes and feelings and get to know the wishes and feelings of others

Discussion on the theme: “ What Makes Me Happy”, What Makes Me Angry”, “What Makes Me Sad”.

Independent communication of a personal experience that is shared with

the experience of other in the same or similar situation, for example:” How I Celebrated My Birthday”

Discussion for a favorite character: The student communicate about their favorite character from a story, cartoon etc. and identify oneself with it.

Should be able to establish an appropriate relationship with the surrounding regarding: Personal

addressing towards other people

Adjusting of speech in given situation

Behaving and manners with other people

1. Approaches for personal addressing towards people in various situations: in the store, it the elevator, in the bus, in the library

2. Adjustment ( loud and quiet) of speech

3. Behaving and manners with other people: - Known - Unknown

1. Personal addressing

-sir/madam -please; - here you are/thank you 2. Loud speaking, whispering, speaking 3. Expressions for: -greeting -asking politely -approval -thanking -apologizing

Visit of various institutions and places ( the library, store, bus station, gallery, post office) where the student finds himself in communication situations- discussions about the visit

Organizing or simulating situations where the student uses manners and politeness ( games: “visiting guests”, “in the shop”, “At the cinema”, “Birthday party”).

Discussion about actions in a given situation on the theme: “ What would I say if I am angry/sad etc.)

Activities where polite address and moderate speaking, non aggressive expression of anger is practiced

To enable the student for right and understandable speaking, with moderate tempo and tone of the voice

Ways of speaking

Fast-slow

Loud-quiet

Shouting

whispering

tongue twisters

fast numbers

listening recorded loud and quiet speech wit comments for the differences on its intensity

listening slow and fast speech with comments for the differences in their tempo

listening artistic reading, read by the teacher

listening artistic speech ( read by a public speaker)

introduction of manners and rationality in using the telephone

telephone conversation

telephone

telephone conversation

describing personal experiences connected to telephone conversations

game “Telephone” ( greeting, introducing and short telephone conversations)

introducing listening and understanding of others speech

listening with understanding

collocutor active listening of a whole text, and part of text

recognizing familiar stories according applications or parts of stories

“broken phone” – game

Listening and analyzing a story ( a whole story, most memorable part. Description of character, description of situation etc.)

Recognizing a story by listening its parts

Recognizing applications from familiar text and verbal interpretation of recognized elements

Should be introduced to non-verbal manners of expression (gesticulation, mimics, movement)

Should be encouraged towards connecting of non-verbal with verbal expression

Discussion without talking ( non-verbal conversation)

Discussion without talking

Game “ Recognize the Character” – expressing emotions with help of gestures, facial expressions, eyes, body posture, and recognizing emotions of other children according their non-verbal expressions

Seeing pictures that show some activity that students interpret and verbally describe

Discussion about gestures and mimics that represent some emotional state ( anger, sadness, happiness, nervousness, impatience etc.)

Game “Pantomime” ( guessing and object)

Game “Pantomime” ( guessing of a message played by the person acting the

pantomime.

Should be motivated to ask questions connected to a given theme, story, picture etc.

Should be encouraged to give appropriate answer to a question

Questions and answers

Questions

answers

practices for asking questions and giving answers with fully composed sentences, the questions should come from the nature of the conversation and the research activity, connected to the story, song, activity etc.

discussion about a story, fairytale , short story, with help for the questions and answers – the teacher asks a student and student answers, student asks- teacher answers

re-telling about an event in remembrance with the help of questions and answers

should be encouraged towards making a difference and using various types of sentences

sentences for writing

sentences for re-telling

sentences for denying

sentences for confirmation

(notice: on this age the accent is given to the practical usage of the mentioned sentences and their naming and definition is not insisted upon.

Practice for usage of sentences for re-telling, asking, denying and confirming

Composing sentences with given words

Composing sentences with adding words ( the given word is used for the students to form a sentence by giving new words that are added to the previous words)

Independent re-telling

Listening to various speaking situations and interpreting the essence of the speech according to the type of the sentences used by the speaker ( is he asking, announcing or denying something).

Enriching the vocabulary with words that represent names of subjects, occurrences, actions, conditions, persons

Generally used names of: objects, occurrences, conditions, actions, holidays, persons

(Notice: the types of words are not learned by their meaning, but instead, the sense

Interpretation of unknown words from text that is learned or words that students find interesting

Cutting pictures of object and verbal interpretation of its characteristics

Elaborating of stories, dramatizations, fairytales, fables, short stories etc

Game “Lottary” – pulling out a picture of

Encouraging towards understanding and usage of new words

Personal names

for their usage in different situations is being developed)

an object and saying the name of the object

Discussion on the theme: “My Name” ( research of the etymology of personal names)

Independent re-telling with usage of learned words

Speaking game for discovering missed words in sentences

Should be introduced towards word grouping according concrete feature

Words that represent more general notions ( animals, fruits, vegetables, traffic, family, school stationary

Words from a given area

Speaking game where the students group words by a mutual feature or purpose etc. ( a plane, a limousine, a bus= traffic means, a dog, a cat, a cow= domestic animals; mother, father, brother=family etc. ( In correlation with the subject Social studies )

Speaking games : Where do you live ( the bear-cave,

the bird-nest, the man-house = living areas) , “The Shop”

Should be encouraged towards recognizing and imitating of voices and sounds according to different characteristics ( sleepy, slow, angry voice; mans, children and female voice, sounds coming from the nature etc.)

Making a difference between voices and sounds according given characteristics

Voice

Sound

Speech

Listening and recognizing recorded sounds from nature – onomatopoeia

Listening and recognizing speech from different language and describing characteristics used to make the distinction

Listening speech from another language and recognizing the emotional state of the speaker according to the characteristics of his speech ( sleepy, slow, angry, lazy…)

Listening speech from another language with different voice tone, strength and color, intonation, child voice, men’s, woman’s voices; announcement speech, speech with humoristic tone etc. (

television or radio shows, theatre shows etc.)

Should be encouraged towards making a difference and correct pronunciation in a different word position: beginning, middle and end of a word

Making difference and correct articulation of voices

р, с, з, ц, ш, ч, м, н ,њ, г, к, ѓ, ќ, л, љ, х, џ

Activities for practicing ( making difference and articulation) of voices in all three positions in a word: initial, middle and end of a word Speaking game: “Lottary” (

pronouncing words in which the given voice is in all three positions).

Speaking game: “Broken phone” ( listening, recognizing and making distinction of voices in words).

Speaking game: “ I spy with my little eye”

Elaborating of text or story that contains words with appropriate voice

Games for imitating voices ( buzzing, crushing paper, imitating voices from animals and birds).

Speaking game for discovering the missed voices in all three positions in a word (initial, middle and end).

Should be able to continuously develop the speech apparatus in function of right distinction and articulation of speech

The development of the speech apparatus is being realized continuously, on all classes for distinction and articulation of voices, where the mentioned activities are being used

Practices for appropriate breathing wile speaking: blowing in paper ribbons, blowing balloons, water straws, game methods etc.

Practices for appropriate body posture while speaking ( in correlation with the Physical Activities)

Tongue twisters

Fast numbers

Programme area: literature

Aims Content Notions Activities and methods

The student:

Should be introduced with children’s literature

>Story >Fable >Fairytale >Poem >Dramatic text

>Story >Fable >Fairytale >Poem >Dramatic text

Elaborating: >Story >Fable >Fairytale >Poem >Dramatic text. >Independent re-telling of texts from children’s literature >Independent dramatization of a text ( Notice: During the school year several stories, fables and dramatic texts would be elaborated)

Should be introduced with literature pieces from Macedonian folk tradition, and folk tradition from other cultures ( especially from those in near surrounding)

>Macedonian folk stories >Folk stories from other cultures

>Folk story >Listening and discussion about the Macedonian folk stories and folk stories from other cultures >Noticing unknown words for the students ( archaisms, dialects, words from other languages) and their explanation by the teacher

Should be able to listen, understand and experience the content and the messages from the literature pieces

Should be able to discover and experience the elements from the literature pieces (space, time, events and characters)

Content of a literary piece: >place of events >timing of events >chronological flow of events >characters

Content, Place of events Timing of events Chronological order of events Character

>The teacher reads a text or tells a story and leads discussions for the content, where and when something happened, who are the main characters >Leads a discussion what the children liked in a story and what they did not and why >The students independently tell a stories that have heard from the adults >The students re-tell a theater play, talk about the main characters in a play and explain the chronological flow of events

Should be introduced >Poem >Poem >Learning and interpreting of:

with poetry for children and to be encouraged to experience it

Should be encouraged to practice memorizing through interpreting a poem or a riddle

>Riddle >Tongue twister

>Riddle >Tongue twister

>> Poem >>Riddle >>Tongue twister Notice: During the school year the student should not learn more than 6 poems and 6 tongue twisters

Should be introduced with the process of creating a literature piece

>Creating a literature piece

>Writer >Printer’s shop >Book shop

>Research activity that grasps: discussions with writers and other persons included in the process of making a literary piece, visit to a printer’s shop, visit to a book shop >The students make “a Book” with illustrations to their own text (and the teacher writes down the text), the book is connected according to the wishes of the students

Should be able to discover the meaning of the children’s story books, books, encyclopedias as learning sources,

Should develop interest for books as a source for learning

>Children’s story book >Book >Encyclopedia

>Children’s story book >Book

> Reading texts from encyclopedia by the teacher >Discussion for the meaning of the book as a person’s accompany and friend >Independent discovering of books and children’s story books >Independent discovering of encyclopedia for children >Visit to the Book Fair >Reading children’s story book >Taking care for the literary corner

Programme area: expressing and creating

Aims Content Notions Activities and methods

The student: >Should be able to describe, re-tell and elaborate

>Elaborate >Re-tell >Describe

Activities where the students: >describe objects, occurrences from their near by environment, and describe: their friend, their teacher, members of family etc. >re-tell experiences, events, jokes >elaborate stories, drama shows, fables, and add their own words >complete texts and change parts from the story using their imagination >Elaborate events from their every day life

>Should be able to re-tell events from memory

>Re-telling from memory

Activities: re-telling from memory: visit, celebration, birthday etc.

>Should be introduced with traditional speaking games

>Traditional speaking games

>Fast numbers >Riddles >Words game play

>Activities where the students give answers to riddles, telling a riddle, fast numbers song etc. >Speaking game: I spy with my little eye >Didactic game: “Lotto” >Speaking game: “ Broken telephone” >Speaking game: “ Adding words”

>Should be encouraged to create original pieces ( their own riddles, jokes, unusual expression, short poem)

>Children’s creations

>Creating >Creating a story book with pictures or a book ( composing text on a given topic, illustrating the text and compiling the illustrations in a book or a story book with pictures, exhibiting the creations) >The students invent jokes, unusual names of objects according its characteristics, as: A Late Clock, Fast person: Flash…

>Should develop fantasy through creating new ideas and new solutions

>Students invent their own stories on the topic: “When I visited Mars…” , they invent their own story after listening music… >Invent their own end to a story

Programme area: Media culture

Aims Content Notions Activities and methods

The student: >Should be introduced to various types of TV and radio shows

>TV Show >Radio show

>TV show for children >TV animated film >TV News >TV commercials >Radio news >Radio show for children >Music programme

>Activities where the students are making a distinction between radio shows ( only sound) and TV shows ( picture and sound) – discuss about the impressions they had on them.

>Should be introduced with types of animated film ( cartoon and stop-motion)

>Animated film ( cartoon and stop-motion)

>Animated film ( cartoon and stop-motion)

>Students watch animated films ( cartoons and stop-motion) such as: Mis Uszatek (Teddy Floppy-ear), Noddy, Popay etc..

>Should be introduced for movies for children and series for children

>Film for children >Series for children

>Film for children >Series for children

>Watching movie for children and series for children and discussing about them (“Our neighborhood” etc).

>Should acquire basic knowledge for theater and dramatic art

>Dramatic show with dolls >Drama show

>Dramatic show with dolls >Drama show

>Students watch dramatic show with dolls and other drama chows and discuss about them >Students make their own dramatic show with dolls and play parts >Visit to a theatre and discussion about its meaning >Independent and creative animation of stage dolls >Playing parts using masks and details

>Should be introduced to the role of library and to develop interest for its utilization

>Library >Library Visiting the school or the nearest library and introducing the students in the process of renting a book >Discussion after the visit of the library and description of the manner of its utilization >Maintaining and enriching the class room library

>Should be introduced with children’s magazines

>Magazine for children

>Magazine for children

Independent activities: creating – discovering, cutting, plastering and glue (In correlation with the subject Arts)

>Working with illustrated magazines for children and discussion for their content >Working on a text (short story, story, song) from a magazine for children >Independent seeing and discussion about the illustrated magazines for children

Programme area: Preparation for primary reading and writing

Aims Content Notions Activities and methods

The student: >Should be introduced in the differences between illustrations and text

>Illustration and text

>Picture and text

>Activities where the students: >>glance and “read” children’s story books with pictures >>make differences between pictures and text from story book with pictures >>discuss about what they have understood from the story book with pictures >>re-tell according to the pictures in front of the other students >>observe titles, labels, greeting cards and are trying to read the message >>observe and “read” symbols, traffic lights, WC, traffic sign… >Game “Letter” ( The teacher reads a letter that needs to be answered, afterwards, the students discuss about the meaning of corresponding with people.) A letter is composed that is written by the teacher, and the students illustrate its content.

>Should acknowledge and recognize the basic elements of language: sentence, word and voice

>Sentence >Word >Voice

>Sentence >Word >Voice (Notice: On this age the students should not acquire definitions for sentence, word and voice and should be able to recognize them, name them and practice them.)

>Students recognize short and long words >Students make difference of a voice at the beginning of a word >Recognize how many voices there are in a short word, for example, they would clap their hands as many times as there are voices in a short word ( Salt, ball etc.) >Draw objects that begin in a certain voice (letter). >Compose words from given voices (letters) ( for example with M or A – compose a word) > Add words and compose a sentence >Add voice (letter) that is lacking from a said word

>Should be introduced to the standards of Macedonian written language through noticing its characteristics

>Characteristics in writing

>Writing from left to right and from up to down >Capital and small letters >Noticing there are two separate wholes in a text

>Practices for noticing specifics of writing through independent and directed seeing story books with pictures and other literature, followed by discussion for the rules of writing >Comparing the differences in the written language through game >Reading story book with pictures (or text) from the teacher, while the teacher is pointing at the text he/she is reading, and the students are listening and watching the direction of the teacher’s pointer

>Should be encouraged towards coordination of necessary movements that are used in writing ( maintaining direction while writing, agree upon the written elements according to size, pencil pressure on the paper etc.) >Should be encouraged towards establishing coordination eye-hand

>Coordination of movement while writing >Coordination eye-hand

>Drawing elements from various objects (house, fence etc.) where students practice hand coordination ( in correlation with the subject: Art) >Game with drawing objects that begin in a given voice (letter). >Drawing lines, straight, dashed-as part from a street, house, sun etc. >Writing elements from letters in fixated space and in necessary directions (up-down, left-right).

>Should be enabled for visual recognition i.e. “reading” of entire words that the students sees most often

>Recognition of entire words

>Recognize the written name on his/hers bag >Recognize written names of other students >”Reads” commercial labels , their name and words that are most often met in everyday life ( mama, dad, cartoon, product labels etc).

>Should be enabled for visual recognition of capital letters from Macedonian Cyrillic alphabet

>Recognition of capital letters

>Students explore: 1. Which objects and elements from the nature associate them with letters ( waning crescent Moon – to the letter C (S), football goal –to the letter П (P), house roof to the letter Л (L)) or examples from the show “Bushava Azbuka” (“Naughty Alphabet”) 2. Which objects in the class room or which parts from the toys the students associate with letters >Activities where the students recognize and show the symbol from appropriate voice (letter) in the names of objects that are written under the appropriate picture.

>Games with Lego bricks with letters glued on them >Activities where the students cut letters from magazines and according to given pictures recognize the first and the last letter

>should be introduced to different materials and means for writing ( paper, pencil etc.)

Materials and means for writing (Notice: The materials and means for writing are recommended to be worked upon in integration with the corresponding content from the subject :Introducing with Society)

>Paper >Board >Pencil >Color pencil >Pen >Chalk

Research: Looking for objects that could be used for writing (Chalk, brick, coal…) Research: Looking for basis that can be used for writing (board, rock, paper, concrete…) Discussion about the means and basis for writing for different purpose nowadays ( in the class room: board, chalk, letter-paper-pen…)

5. DIDACTIC RECOMMENDATIONS

Directions for inter-subjects connection

During the realization of the study subject Macedonian Language, there should be correlation and integration with all study

subjects in first grade of the nine year elementary education, with accent on the subjects Introducing of Environment and Art

Education.

The connection with the subject Introducing of Environment is achieved with enriching the vocabulary with new words, with

discovering new notions and knowledge, with realization of the research activities, as also with the aims and activities that

apply to the programme area for “Listening and Speaking”. The connection with this subject is especially accented in the part

for self-expression in the above mentioned educational area.

The connection with the subject Art Education is achieved with the realization of the aims that are asking the students for

illustration of content and experiences, and that in most part belong to the area of Literature. The connection with this subject

are found in the aims that apply to coordination of movement of hand, body, as also coordination of movement of hand and

eye, where the programme predicts drawing of elements on objects from the nature.

Regarding the coordination of movement, the connection is met in the subject for Physical and Health Education.

The connection with the subject of Mathematics is necessary, mostly, when working on content regarding grouping of words

according to appropriate group.

The connection with the subject Music Education can be applied when connecting the parts from the speech creation,

especially for experiencing the music which is represented verbally, as also with the needs for creating a text, inspired from

music effects and from listening music.

It is recommended and Integrative Planning to be achieved, where the goals, content and activities from all subjects would

be realized.

Recommendation for usage of annual classes fund:

For each of the areas the following appropriate annual classes fund is recommended:

>>Listening and speaking – 80 classes

>>Literature - 60 classes

>>Expression and creating -26 classes

>>Media culture -20

>> Preparation for primary reading and writing -30 classes

Derogation from the recommended usage of annual classes fund are allowed in accordance to the specifics of the

environment where the school is located. Also, within the framework of the total annual classes fund in the programme areas,

derogations are also predicted depending of the frequency of the concrete aims. Namely, the number of classes should be

adjusted to the needs in a given school ( living environment-where the children are coming from, the social, culture and

education status, previous preparation of students, previous visit to a pre-school institution). In this context some of the

content would be repeated several times in account of others who would be working with fewer number of classes.

Methods, forms and means in the educational work

For all programme areas predicted for the subject Macedonian language, it is recommended usage and combination of all

interactive, modern and contemporary methods, forms and means for educational work, with accent on: game method,

problem-solve method, exploring (research) method, as are most appropriate to the specifications for studying of students

on the given age.

Individual approach in educational work

In accordance to the scientific apprehension for the differences in the development of children, it is necessary adjustment of

the educational work towards the development and individual needs and achievements of students. Namely, using of

techniques and strategies that prefer the individual approach are needed in the realization of the educational work with

students.

Inclusion of parents in the educational work

The family is the first school of children and the most important factor in children’s development. In this context, the realization

of goals, content and activities of the educational subject Macedonian Language, there should be cooperation and

communication with the parents and their inclusion in the school work, as in function: development and support in the

relation parent/student; education and development of the speaking culture in the family; realizing some aims and content

from the programme and from the literature events within the framework of the schools events; informing of parents;

exchange of experiences regarding the specifics of student and the ways to treat him; etc.

Educational means

For realization of the educational work for the subject Macedonian Language for first grade, the usage of the abc book

(primer book) is not recommended, but it is recommended usage of a manual book for elementary (initial) reading and

writing, approved by the Minister of Education, method manuals for realization of educational process in the subject

Macedonian Language, as also manuals and books with didactic and speech games

Sources for studying in the environment: commercial labels, resources from the surrounding that would be seen,

described and supported, facilities with cultural, educational, public and personal service type ( shops, cinema,

theatre, library, bus station etc.) communicational and relational situations between people in schools, family and

surrounding.

Encyclopedias for children from popular and verified publishing houses

Computer educational software for enriching the speech and language culture ToolKid- programme and other verified

multi-media CDs with appropriate educational games approved by the Ministry of Education and Science

Approved and verified magazines for children , age appropriate

Literature for children from well known Macedonian and foreign writers for children (which corresponds with the

children’s age in content, aesthetic, and values.)

Audio-visual, audio, visual means and means with kinetic features: TV-programmes, shows for children, animated and

motion pictures for children, video tapes, DVDs and CDs with animated and motion pictures for children as also texts

with folk and literature with recorded performances, birthdays, theater and doll shows; audio tapes with recorded

sounds, various voices, recorded news, artistic texts, applications, pictures, models, scenes from dramas, motion

objects with sound effects and other objects depending on the needs for the subject.

The following television educative programme (shows and series)is suggested:

- Fifi – cartoon series

- Noddy- cartoon series

- Maya the Bee- animated series

- Baltazar – short animated film

- Finding Nemo – animated film

- The Lion King – animated film

- Winnie the Pooh – animated film

- Snow White and the Seven Dwarfs – animated film

- Cinderella – animated film

- Mis Uszatek – Teddy Floppy-ear – stop-motion animated short film

From the Macedonian production, the following shows are suggested:

- Playing numbers (Разиграни бројки) –animated series

- Traveling with Rabrobil (Патување со Рабробил)- educative series

- Nutty Alphabet (Бушава Азбука) – series

- Boenka (Боенка) –animated series

- Bidi and Badi (Биди и Бади)- series

- In the World of Fairy Tales (Во Светот на Бајките) – series

- Zoki Poki (Зоки Поки) – series

- Sharam Baram (Шарам Барам) – series

- Macedonian Folk Tales (Mакедонски Народни Приказни)

- Nashe Maalo (Наше Маало) (Our Neighborhood) – series

6. GRADING STUDENT’S ACHIEVEMNTS

DIAGNOSTIC CHECKING AND EXAMINATION

At the beginning of the schools year the teachers performs diagnostic checking and grading, aiming at acknowledging the

condition as it is, in function of quality planning and realizing of future activities. The checking is performed to acknowledge

the basic knowledge of students in general, and social aspects of development, emotional and physical development of

students.

FORMATIVE GRADING

During the educational process in the subject Macedonian Language in first grade, a formative following of students is

recommended that includes creating and maintaining portfolio for students that includes:

Acquiring indicators ( children’s creations, sayings etc.) for each student

On-going (formative), previously prepared, evaluation sheets for each student, which are filled after each concrete activity,

which is specific (positive or negative) or studies in case the teacher notices the real condition

Instruments regarding each programme area. The teacher enters data for the student’s accomplishments regarding all

development aspects which are encouraged with the programme from the subject Macedonian Language ( cognitive,

intellectual, socio-emotional and motor skills –aspects). The evaluation lists regard the aims that are accomplished on the

level of the first grader.

MICRO-SUMMATIVE GRADING

At the end of the second trimester, on the basis from the acknowledgements from the formative grading, the micro-summative

grading is being realized.

SUMMATIVE GRADING

On the basis of the data acquired from the following and the formative grading, the teacher forms (describes) the development

condition of each student within the framework of each programme area

AVAILABLITY AND VERIFICATION OF THE PORTFOLIO

The portfolio should be available to parents during the school year so they would be able to contribute in quality

realization of educational process of the subject Macedonian Language

The final analytic –descriptive grade is delivered, also to the parents and becomes a part of the student’s portfolio

The student’s portfolio with clear and selected data continues to be used in the next (higher) grade.

MANNERS OF CHECKING AND GRADING

In accordance to the programme for the subject Macedonian Language for first grade, where the students do not learn how to

write/read, the checking and the descriptive grading should be realized orally and practically through presentation of the

achievements with speaking exercises or illustrative/writing exercises with underlying or circling etc.

7. FACILITY CONDITIONS FOR REALIZATION OF THE EDUCATIONAL PROGRAMME

Regarding the facility conditions for realization of educational process, the programme is based on the Normative for Space

for I II and III grade and to the educational means for I grade, brought by the Minister for Education and Science with the

Resolution No. 07-4061/1 from 31.05.2007 .

8. NORMATIVE FOR EDUCATIONAL STAFF

The educational work in first grade can be performed by a person who graduated:

Faculty of Pedagogy – Professor for pre-elementary education

Faculty of Pedagogy – Professor for class-room education

Faculty of Philosophy – Institute for Pedagogy, graduated pedagogue

9. COMMISION FOR PREPARATION OF THE EDUCATIONAL PROGRAMME Dr. Tatjana Koteva-Mojsovska , Faculty of Pedagogy “Saint Clement”, Skopje

Dr. Blagica Petkovska , Faculty of Pedagogy “Saint Clement” Skopje

Nikolche Ilijevski, Counselor from BDE, Programme coordinator

Nada Nikolovska, Counselor from BDE

Tanja Andonova-Mitrevska, Counselor from BDE

Ljubica Kratovalieva, educator , Children’s Kindergarten “25th May”, Skopje

Gorica Velovska, professor for class-room education from Elementary School “ Saint Cyril and Methodius”

10. RESOLUTION AND DATE FOR VERIFICATION OF THE EDUCATIONAL PROGRAMME

The educational programme for the subject Macedonian Language for first grade in nine years elementary education is verified:

Minister Sulejman Rushiti , on 21.06.2007 ( Resolution No. 10-1009)