გაკვეთილის გეგმები

     პრობლემაზე ორიენტირებული გაკვეთილი

Listening lesson plan
Izolda Danelia

Level	Grade level/language level:
Time	45 minutes
National standards	უცხ.ს.IV. III
Main Aims Sub Aims	By the end of the lesson, learners will be able to: listen and identify the main idea of the listening; Identify specific information and fill in the gaps; Formulate targated questions
Personal Aims: (Teaching skills I as teacher want to improve)	To reduce TTT To maximize student participation
Class profile: (short description of class, highlighting main characteristics)	Gender: male-9; female-5, th class is with different interest. Learning styles: differentiation
Assumptions: (what guesses you can make with regard to your learners prior knowledge, readiness, interests)	The can use prior knowledge in the lesson, and understand the main idea of the listening
Anticipated problems and solutions: (what kind of challenges do you ancipate and how will you solve them if they arise)	Problem: spme student may experience difficulties understen difficulties understanding the key words. Solution: provide more support of pre-listening stage, studnets write down 6 words they think they will hear in the listening
Assessment types (which assessment forms do you plan to use summative, formative, peer, self) Metods: (specify the concrete tools)	Formative assessment: giving positive feedback it may be used summative assessment T observes how students can focus on the purpose of listening and how they make notes Vocabulary prediction , gap fill vocabulary pre-teaching
Aids/Materials: (list all the resources you will need for implementing the planned lesson)	Tape-recorder, questions prompts board, markers, texbook

Teacher: izo danelia Lesson focus: listening            grade:      date: 25.XI. 17                          duration
Stage	Aim	procedure	Time and   interaction
Lead in	To set the context and generate interest	Ss walk around the class and talk to each other about profession, they change partners and share their findings.	5 min Ss-ss
Pre- teaching vocabulary	To highlight the key words to prepare Ss for the listening	Teacher teaches difficult and important vocabu;ary students are going to hear in the listening.	5 min Ss
Listening for gist	To develop listening for gist skill. Intensive listening	Ss listen and identify what the article is about . Ss read T/F statements, listen to the recording and do th activity	10 min Ss
Feedback	To check Ss undersanding and provide support	T conducts feedback to check their understanding  (T uses formative assessment)	2 min 1-Ss
Listening for details	To develope listening for details skill	Ss read the gapped text, fill in the gaps from memory, what they have heard in the listening, then listen again and check.	7 min Ss
feedback	To check Ss understanding and provide support	T conducts feedback to check their understanfing. Uses formative assessment, self assessment , summatie assessment.	2 min Ss
extension	To consolidate new words	Student writes down several words they would like to know the meaning of in pairs, they explain the words to each other or look them up in the dictionary and explain the words to the class	8 min Ss
feedback	To check how they have understood the meaning of new words	T checks understanding and gives positive feedback. Uses formative assessment, self-assessment, summative assessment	4 min T-Ss
homework	To rainforce new vocabulary	T asks students to make  a dialoge about profession and read theirsddialoges to the classmates in the next lesson	2 min T-Ss

Assessing listening level B1

B1	Writing and vocabulary	Listening	Gramar
5	Highlights the key words for the listening; Uses a range of appropiate vocabulary to fill in the gaps	Listens and identify what the article is about; Listening for gist, for main idea, intensive, non face- to face	Shows a good degree of control of simple grammatical forms
4	Performance shares features of bands 3 and 5
3	Prepares new words for listening Uses a range of appropiate vocabulary to fill in the gaps	Listens and identify what the article is about; Understands the meaning of the speakers words	Shows a good degree of simple grammatical forms
2	Performance shares features of bands 1 and 3
1	higlights the key words; uses a limited range of appropriate vocabulary to fill in the gaps	Listens and identify what the article is about; Undersantsnds the meaning of the speakers words,  plays the recording again	Shows sufficient control of grammatical forms
0

                                               Grammar  Lesson  Plan

Level	Grade-6th
Time	45 minutes
National standarts	უცხ./დ VI. 6 დVI.7 დVI. 9
Lesson     Objekcives;                          Secondery  Objectives:	By the end of the lesson,learners  will be able: .to use pronouns confidently            .to describe how inventions are used in their lives.
Personal   aims:                                           [Teaching skiiis I as a teacher wont to improve)	.To reduse TTT                                     .Tu make the lesson varied and engaging.                                              .To maximize student participation .To drill thorogly
Class  Profile:                                        (short description of your class,highlighting main characteristics)	Gander:Male-4; Female-6,the class is with different interests                  Learning styles:differentiation
Assumptions:                                      (what guesses you can make with rgard to your learners prior knowledge,readiness,interests)	Students can use prior knowledge in the lesson and understand main idea. They can use types  types of  Pronauns.
Anticapated problems and Solutions:(what kind of challenges do you anticipate and how will you solve them, if they arise.	Problem: students may find it confusing to use the target structure.                                              Sollution: To use concept check questions to make the meaning clear                                                       Problem: students may experience difficulties pronounsing target structure                                               Solution: provide more drilling
Assessment types :                             (which assessment forms do you plan to use-summative,formative, peer, self)                                              Methods:                                              (specify the concrete tools)	Formative assessment:giving  positive feedback,it may used summative assessment.                     T observe how students can focuse on the purpose of listening and how they make notes.Pronouns prediction, Gap fill,grammer in conversation
Aids/ materials                                    (list of the resources you will need for implementing the planned lesson)	Flashcards of   pronouns,chart,        computer,markers,board,                 workbook,Power Point.

Teacher: Izo  Danelia     Grade-VI  Date-  20.IV.2018   Duration-45min.   
Lesson   Focus:  Grammar:   Personal    pronouns   in   the  Objective   case.

Stage	Aim	Procedure	Time and Interaction
Lead in	To set the context and generate interest	T point out the sentences and tell the students for a minute or two and match personal pronauns with appropriate possessive pronouns.Bingo game	3min T-Ss                 Ss
Presentation of target language	To recognize the target language in the context	T presents the target grammar structure giving pers onal focusing on, how they ask nicely  e.g.  Give me your ruler , Mel                                                                       Can I borrow your ruler please?                                          It”s Grandma”s birthday tomorrow. Let”s make her a cake.  John is the winner Give her the prise	4min               T-Ss
Focus on  meaning	To clarify the meaning  of the target language	Tasks Ss concept questions to ensure  that the meaning of the grammar structure is clear  and to demonstrate, that how will be changed personal pronouns in the objective case.                                           E.g.         Give this book to kate.                                                       Don’t tell  my mother and father                                           This is a present for Tom                                                      Go with my friends and I                                                       I don’t  need  these  books                                                    Listen to my sister and  me.	3min               Ss-Ss
Focus on form and pronunciation	To highlight form (positive, negative and questions)      Pronunciation and stress	T elicits new grammar structure and writes it in the board:                                                                                        T shows models the righ pronunciation  of the given structure in a connected speech.                                      T emphasizes stress intonation, drills chorally,in groups and individually.	7min.              T-Ss
Controlled practice	To reinforce the form and meaning of the target structure	T gives students gapped sentences to fill in the right form of the target language. Ss  check  in pairs . T monitors  and gives the key  and feedback.	5min              T-Ss                 Ss
Semi-free practice	To consolidate new structure to develop listening skills.	T divides Ss into  groups. Each group is given flashcard of grammar in conversation.They listen and complete the sentences. T walks araund, and help the participants with ideas.  Ss complete their lists and then present their sentences to their partner	10min.           Ss-Ss
Free practice/ extension	To practice and personalize the target language	Ss work in pairs, name all inventions and talk about their life before these inventions using the target language.	7min               Ss-Ss
Feedback	To encourage Ss and provide them with feedback	T  monitors and makes  notes of both good examples and mistakes. T boards all the noted sentences and asks Ss  to find and correct mistakes in pairs. T checks with a whole class.	6min               T-Ss

             Assessing  grammar   Performance-Level  დVI

დ-VI	Grammar and Vocabulary	Discourse Management	Pronunciation	Interactive Communication
5	.shows a good degree of control of simple grammatical forms	.Produces extended stretches of language despite some hesitation. .uses a range of conesive devices	.intonation is generally appropriate. Sentences and word stress is generally occuratelly placed.	.Imitates and responds appropriately.             .developes the interaction and negotiates.
4	Perfomance  shares  features  of  Bands 3
3	.uses a range of appropriate vocabulary when taking about familiar topics	.Produces responces which are extended short phrases.                    .Contributions are mostly relevant, but there may be some repetion	.is mostly intelligible, and has some control of phonological features at bothunterance and word levels.	.imitates and responds appropriately.             .keeps the interaction going with very little prompiting and support.
2	Perfomance shares features  of Bands 1 and 3
1	.shows sufficient control of simple grammatical forms.      .uses a limited range of appropriate vocabulary to talk about familiar topics.	.Produces responces which are characterized by short phrases               .Repeats information or digresses from the topic.	.is mostly  intelligible, despite limited control of phonological features.	.maintains simple exchanges despite some difficulty.           .Requires  prompting and support.
0	Performance   below Band 1

გაკვეთილის გეგმა 

მასწავლებელი: იზო დანელია    კლასი VI .   20.IV.2018 

                                                                        დრო-45წთ

   საგანი-ინგლისური 

სწავლების საფეხური დაწყებითი 

მოსწავლის რაოდენობა-10

სსსმ-1                

გაკვეთილის თემა	ნაცვალსახელი:პირის ნაცვალსახელი ობიექტურ ბრუნვაში
ეროვნული სტანდარტი	უცხ.დVI.6  უცხ.დVI.7
გაკვეთილის მიზნები და შედეები	მოსწავლემ უნდა შესძლოს ერთნანეთისაგან განასხვავოს პირის, ჩვენებითი ნაცვალსახელები.შესძლოს პირის ნაცვალსახელების ობიექტურ ბრუნვაშისწორად გამოყენება, მოსმენის საფუძველზეც (Grammar in conversation) სსსმ მოსწავლე შეძლებს წინადადებაში ამოიცნოს პირის ნაცვალსახელი შესატყვის ობიექტურ ბრუნვაში
წინარე ცოდნა	მოსწავლე ფლობს ნაცვალსახელს და მის სახეებს,შეუძლია დაასახელოს პირის ნაცვალსახელის შესატყვისი კუთვნილებითი ნაცვალსახელი
შეფასება/თვითშეფასება	განმავითარებელი შეფასების პროცესში(შეფასებითი კომენტარი) განმსაზღვრელი-გაკვეთილის ბოლოს (წინასწარ შემუშავებული-მოსწავლეებისათვის უკვე ნაცნობი შეფასების რუბრიკით)
სასწავლო მასალა:რესურსები	CDplayer, DVD-ROM, ლეპტოპი, დაფა მარკერი, პროექტორი სამუსაო წიგნი ცარცი
გაკვეთილის მსვლელობა საკლასო მენეჯმენტი	მისალმება გაცნობა-თემის, მიზნის და შეფასების კრიტერიუმების.	2წთ
წინარე ცოდნის გააქტიურება         Bingo-game(თამაში)	მოტივაციის აღძვრა, თემაში შეყვანა   მოსწავლეებს ურიგდებათ ბარათები, სადაც ჩამოწერენ პირის ნაცვალსახელებს და შესატყვის კუთვნილებით ნაცვალსახელებს, მასწავლებელი ასახელებს ამ ნაცვალსახელებს,მოსწავლეები ყოველ ჯერზე გადახაზავენ,ვინც პირველი დაამთავრებს იქნება გამარჯვებული  (Bingo-Winner)	7წთ

აქტივობაII-Power Point  პრეზენტაცია	მოსწავლეები ეკრანზე განიხილავენ წინადადებებს,ობიექტურ ბრუნვაში,ინდუქციის მეთოდით შემდეგ პრეზენტაცია რესურსზე	9წთ
აქტივობა III        წყვილებში მუშაობა სტრატეგია: დაფიქრდი, დაწერე გააზიარე	აქტივობის მიზანია,წინადადებებში პირის ნაცვალსახელების გამოყენება, ობიექტურ ბრუნვაში	6წთ
აქტივობა-მოსმენა            Grammar in conversation გრამატიკა საუბარში     აქტივობა -ვიდეო            სიმღერა	მოსწავლეები მუშაობენ ჯგუფებში,ისმენენ დიალოგს და წერტილების მაგივრად სვამენ იმ ნაცვალსახელებს, რომლებიც მოისმინეს დიალოგში                                             მოსწავლეები უყურებენ ვიდეოს,სადაც  გამოყენებულიაზრდილობიანი  შეკითხვის ფორმები                                                                                        სიმღერა ზრდილობიანი შეკითხვის ფორმებზე	10წთ 7 წთ
დავალების მიცემა	წინადადებების შედგენა მოცემულ ზრდილობიანი  შეკითხვის ფორმებზე	2წთ
თვითშეფასების ცხრილის შევსება	მოსწავლეები ავსებენ თვითშეფასების ცხრილს პასუხებით  დიახ  ან  ,,არა“	2წთ

                                       Reading   Lesson    Plan 

Level :Grade VI	Low     intermediate
Time:	45 minutes
National standart:	უ.1დVI    მ.  1,2,3,4,5          უ.1დVI  კ  1,2,3,4,5,6,7,8           უ. 1 VI       წ 1,2,3,4,           უ. 1 VI       ლ 1,2,3,4,5,           უ. 1VI        სს1,2,3,4,5,6,7           უ.1VI        კდ1,2,3,4.
Main Aims Sub Aims	By the end of the lesson, learners will be able to ·         Read and identify the main idea of the text ·         Identify specific information and fill in the gaps ·         Formulate targeted questions
Personal Aims: (Teaching skills I as a teacher want to improve)	·         To reduce  TTT ·         To make the lesson  varied  and  engaging ·         To maximize student  partiisipation
Class  Profile: (short description of your class; highlighting main characteristics)	The class is monolingual  of the students, with different interests and language background Gander: Male-4;  Famale-3;
ASSUMPTIONS: (what guesses you can make with regard to yours learners prior knowledge, readiness, interests)	Students are good at understanding the main idea of the reading. They will find  the topic of the lesson interesting
Antisipated  problems and sollutions: (Based on the assumptions, what kind  of challenges do you anticipate and how will you solve them. If they arise)	PROBLEM:Students  may find it difficult to formulate questions. SOLLUTION:To use prompts to help them PROBLEM:Sudents may experience difficulties understanding the key words. SOLLUTION:  Provide more suppot at pre-reading stage. Set one more reading task
Assessment Types (which assessment forms do you plan to use-summative,formative, peer, self) METHODS: (specify the concrete tools)	Formative assessment: Observation and giving positive feedback
AID/MATERIALS: (list all the resources you will need for implementing the planned lesson)	Tape-recorder; computer;question prompts; board, markers, map, poster

Teacher-Izo danelia             GRADE-VI             Date-                Doration-45

Lesson focus:Reading:     Valentine’s day

Stage	Aim	Procedure	Time and  Interaction
Lead in	To set the context and generate interest	T shows video about Valentine’s day, how people celebrate this day in the world, then T asks questions to the students and the students share their  findings	5min. Ss. Ss
Pre-teaching vocabulary	To highlight the key words to prepare Ss for the reading	Ss writes lovely Valentine card	5min Ss
Reading for gist	To develop reading for gist skill	Ss read  and identify, what the article is about. Ss read T/F statement, read to the article and do the activity	7 min Ss
Feedback	To check Ss  understanding and provide support	T conducts feedback to check their understanding	2 min T. Ss
Reading for details	To develop reading for details skill	Ss read in group. They read the Text and decide on a possible title	10 min. Ss
Feedback	To check Ss understanding and provide support	T conducts feedback to check their understanding	2 min. Ss
Extencion	To concolidate new words. To write/ask questions	Ss listen a song for kids and valentine’s day and  they sing together	8 min. Ss
Feedback	To check the understanding	T checks understanding and provides positive feedback	4 min T. Ss
Homework	To consolidate new vocabulary	T asks to make a poster and lovely  cards about Valentine’s day and show their work to the clasmates in the next lesson.	2 min Ss

                                             განაცხადი

          კითხვის უნარის  შეფასების   სქემა                                            

მოსწავლე სხვადასხვა ტექნიკის გამოყენებით კითხულობს და აგებს ტექსტს, კარგად ახდენს ტექსტში ორიენტირებას, სწრაფად ამოიცნობს საჭირო ინფორმაციას, არ უშვებს ან უშვებს ცოტა შეცდომას, აქტიურად არის ჩართული.	9-10
მოსწავლე კითხულობს ტექსტს და ნაწილობრივ იგებს მას, საშუალოდ ახდენს ტექსტში ორიენტირებას, სჭირდება დრო ინფორმაციის ამოსაცნობად, ნაწილობრივ ჩართულია საგაკვეთილო პროცესში, უშვებს  რამდენიმე შეცდომას	7-8
მოსწავლე კითხულობს ტექსტს, უჭირს მისი გაგება, ვერ ახდენს ტექსტში ორიენტირებას, ნაკლებად ჩართულია საგაკვეთილო პროცესში, უშვებს შეცდომებს	5-6

სამოდელო გაკვეთილი 60 min.
National standart:	უ.1.დIII. მ.1.2.3.4.5 ;     უ.1დIII. კ. 1.2.3.4.5.6.7.8;     უ.1.დIII  წ.  1.2.3.4        უ.1.დIII. ლ.1.2.3.4.5
Main Alms: Sub Aims	By the end of the lesson, learners will be able to: ·         Read and identify the main idea of the text ·         Identify specific information and fill in the gaps ·         Formulate targeted questions
Personal Alms (Teaching skills I as a teacher want to improve)	·         To reduce TTT ·         To make the lesson varied and engaging ·         To maximize student participation
Class profile; (short description of your class,highlighting main characteristics)	The class is monolingual class of teenagers, with different interests and language background
Assumptions (what guesses you can make with regard to your learners prior knowledge,readiness,interests)	Students are good at understanding the main idea of the reading They will find the topic of the lesson interesting
Anticipated problems and solutions: (Based of the assumptions,what kind of challenges do you anticipate and hou you will you solve them if they arise)	PROBLEM: Students may find it difficult to formulate questions. SOLUTION: To use prompts to help them PROBLEM: Students may experience difficulties understanding the key words SOLUTION: Provide more support at pre-reading stage. Set one more reading task.
Assessments types (which assessment forms do you plan to use-summative,formative, peer,self) Methods (specify the concrete tools)	Formative assessment: Observation and giving positive feedback
Aids/Materials: (list all the resources you will need for implementing the resources you will need fo	Tape-recorder,question prompts,posters, pictures,computer,board, cards,animation films.

სამოდელო გაკვეთილი  V-კლასი

                სემიოტიკური კომპეტენციის განვითარება

Teacher:Izo Danelia        Grade:V                  Date:25.12                    Duration: 60min.

Lesson focus:Reading:Cinderella

Stage	Aim	Procedure	Time  and interaction
Lead in	To set the context and generate interest	The class watch film about  the Georgian Siderella, the teacher asks questions about fairy tale, the students answer	8 min T-Ss
Pre-teaching vocabulary	To highlighight the keywords to prepare Ss for the reading	Ss do synonyms and antonyms mach activity: Match synonym small-little              Antonyms tall-short	8 min Ss
Reading for gist	To develop reading for gist skill	Ss listen, read and identify what the article is about. Ss work in pairs: read and write  the new words on the spadel and drive in the apple(learning with doing) Ss read T/F statement, read to the article and do the activity	10 min Ss
Feedback	To check Ss understanding and provide support	T conducts feedback to check their undestanding	2-min T-Ss
Reading for details	To develop reading for details skill	Group work, the reading technic of jigsow. Ss read in group, each group has to read two parts of the text,first they read individual, than analyse each other and one presents the whole text	12-min Ss
Feedback	To check Ss understandanding and provide support	T conducts feedback to check their understandanging.	2-min T-Ss
Extension	To consolidate new words Roll-Play/to sing a song	Ss do Roll-Play of Cinderella, Characters:Cinderella, Fsther-Basil; stepmother-Lady Sybil;stepsisters-pat and Liz. II.Ss sing about Cinderella	13-min Ss
Feedback	To check the understanding	T checks understanding and provides positive feedback	2-min
Homework	To consolidate new vocabulary	T asks to find synonyms and antonyms in text and pair them.	3-min

Assessing reading performance- Level-A3

A 3	Grammar and Vocabulary	Discourse Management	Pronunciation	Interactive Communication
5	* Shows a good degree of control of simple grammatical forms * Uses a range of appropriate vocabulary to give and exchange *.views on famillar topics.	* Produces extended stretches of language despite some hesitation..Contributions are relevant despite some repetition. * Uses a range of cohesive devises	* is intelligible. * intonation is generally appropriate. * Sentence and word stress is generally accurately placed. * Inividual sounds are generally articulated clearly.	* Initiates andresponds appropriately * Maintains and develops the interaction and negotiates towards an outcome with very little support.
4	Performance shares features of  bands  3 and 5
3	* Shows a good degree of control of simple grammatical forms.  *Uses arrange of * a range of appropriate vocabulary, when talking about famillar topic	* Produces responses which are extended beyond short phrases. * Contributions are mostly relevant,but there  may be some repetition. * Uses basic cohesive devices	* is mostly inteligeble, and has some control of phonological features at both utterance and word levels.	* initiates and responds appropriately. * Keeps the interaction going with very little prompting and support.
2	Performance share feature of Bands 1 and 3
1	*Shows sufficient control of simple grammatical forms. * Uses a limited range of appropriate vocabulary to talk about familiar topics.	* Produces responces which are characterized by short phrases and frequent hesitation. * Repeats  information or digresses from the topic.	* is mostly inteligible, despite limited control of phonological features.	* Mantains simple exchanges. Despite some difficulty. * Requires prompting and support.
0	Performance below band 1

Reading   Lesson    Plan 

Level :Grade VI	Low     intermediate
Time:	45 minutes
National standart:	უ.1დVI    მ.  1,2,3,4,5          უ.1დVI  კ  1,2,3,4,5,6,7,8           უ. 1 VI       წ 1,2,3,4,           უ. 1 VI       ლ 1,2,3,4,5,           უ. 1VI        სს1,2,3,4,5,6,7           უ.1VI        კდ1,2,3,4.
Main Aims Sub Aims	By the end of the lesson, learners will be able to ·         Read and identify the main idea of the text ·         Identify specific information and fill in the gaps ·         Formulate targeted questions
Personal Aims: (Teaching skills I as a teacher want to improve)	·         To reduce  TTT ·         To make the lesson  varied  and  engaging ·         To maximize student  partiisipation
Class  Profile: (short description of your class; highlighting main characteristics)	The class is monolingual  of the students, with different interests and language background Gander: Male-4;  Famale-3;
ASSUMPTIONS: (what guesses you can make with regard to yours learners prior knowledge, readiness, interests)	Students are good at understanding the main idea of the reading. They will find  the topic of the lesson interesting
Antisipated  problems and sollutions: (Based on the assumptions, what kind  of challenges do you anticipate and how will you solve them. If they arise)	PROBLEM:Students  may find it difficult to formulate questions. SOLLUTION:To use prompts to help them PROBLEM:Sudents may experience difficulties understanding the key words. SOLLUTION:  Provide more suppot at pre-reading stage. Set one more reading task
Assessment Types (which assessment forms do you plan to use-summative,formative, peer, self) METHODS: (specify the concrete tools)	Formative assessment: Observation and giving positive feedback
AID/MATERIALS: (list all the resources you will need for implementing the planned lesson)	Tape-recorder; computer;question prompts; board, markers, map, poster

Teacher-Izo danelia             GRADE-VI             Date-                Doration-45

Lesson focus:Reading:     Valentine’s day

Stage	Aim	Procedure	Time and  Interaction
Lead in	To set the context and generate interest	T shows video about Valentine’s day, how people celebrate this day in the world, then T asks questions to the students and the students share their  findings	5min. Ss. Ss
Pre-teaching vocabulary	To highlight the key words to prepare Ss for the reading	Ss writes lovely Valentine card	5min Ss
Reading for gist	To develop reading for gist skill	Ss read  and identify, what the article is about. Ss read T/F statement, read to the article and do the activity	7 min Ss
Feedback	To check Ss  understanding and provide support	T conducts feedback to check their understanding	2 min T. Ss
Reading for details	To develop reading for details skill	Ss read in group. They read the Text and decide on a possible title	10 min. Ss
Feedback	To check Ss understanding and provide support	T conducts feedback to check their understanding	2 min. Ss
Extencion	To concolidate new words. To write/ask questions	Ss listen a song for kids and valentine’s day and  they sing together	8 min. Ss
Feedback	To check the understanding	T checks understanding and provides positive feedback	4 min T. Ss
Homework	To consolidate new vocabulary	T asks to make a poster and lovely  cards about Valentine’s day and show their work to the clasmates in the next lesson.	2 min Ss

                                             განაცხადი

          კითხვის უნარის  შეფასების   სქემა                                            

მოსწავლე სხვადასხვა ტექნიკის გამოყენებით კითხულობს და აგებს ტექსტს, კარგად ახდენს ტექსტში ორიენტირებას, სწრაფად ამოიცნობს საჭირო ინფორმაციას, არ უშვებს ან უშვებს ცოტა შეცდომას, აქტიურად არის ჩართული.	9-10
მოსწავლე კითხულობს ტექსტს და ნაწილობრივ იგებს მას, საშუალოდ ახდენს ტექსტში ორიენტირებას, სჭირდება დრო ინფორმაციის ამოსაცნობად, ნაწილობრივ ჩართულია საგაკვეთილო პროცესში, უშვებს  რამდენიმე შეცდომას	7-8
მოსწავლე კითხულობს ტექსტს, უჭირს მისი გაგება, ვერ ახდენს ტექსტში ორიენტირებას, ნაკლებად ჩართულია საგაკვეთილო პროცესში, უშვებს შეცდომებს	5-6