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By the end of Year 2, students interact with the teacher and peers to share information about themselves and to exchange greetings, for example, Merhaba! Günaydın! Tünaydın! İyi günler! İyi akşamlar! İyi geceler! Hoşça kal! Güle güle! Hoş geldiniz! Hoş bulduk! They describe familiar objects and experiences that are important to them, for example, Benim bir köpeğim var. Onun adı Minnoş. Benim en sevdiğim oyuncak, Bugün benim doğum günüm, and compare likes and dislikes, for example, Ben çileği çok severim, Ben elmayı hiç sevmem. They use repetitive language when participating in guided activities and use movement, gestures, pictures and objects to support meaning-making, for example, by singing and performing actions to songs such as Mini mini bir kuş donmuştu. They respond to familiar classroom routines, such as the opening and closing of lessons, and transition activities. They interact in classroom routines, by following instructions, for example, Ayağa kalkın! Oturun! Konuşmak için elinizi kaldırın! Sıraya girin! Defterlerinizi açın,Tabletlerinizin ekranını açın, and taking turns. When interacting, they reproduce the sounds of Turkish and use intonation to distinguish between questions, statements and exclamations, for example, Geliyor musun? / Geliyorsun / Gelsene! They locate key words and information in simple spoken and written texts, such as names of people, places, or categories of objects, for example, meyveler, sebzeler, evcil hayvanlar, çiftlik hayvanları, vahşi hayvanlar, and convey factual information about themselves, their family, friends and experiences, using gestures, support materials and simple statements such as Bugün ben en sevdiğim oyuncağı tanıtacağım. They respond to imaginative experiences through singing, drawing, movement and action, and create and perform simple imaginative texts, such as adaptations to Turkish songs, puppet performances and texts such as Keloğlan stories, using familiar language and non-verbal forms of expression. Students use vocabulary related to familiar contexts, for example, anne, kitap, kedi, and cognates, such as ev, okul, aile, hayvanlar. They use simple sentences with appropriate word order to communicate information about themselves. Students translate the meaning of Turkish words, phrases and gestures used in everyday contexts and situations, and create simple print or digital texts that use both Turkish and English. They identify differences in the ways they communicate and behave in Turkish- and English-speaking contexts, and identify themselves as members of different groups, including the Turkish class and their family and community.
Students identify the sounds of the Turkish language and Turkish spellings of specific phonemes, for example, /ı/, /ö/, /ü/, /ç/, /ğ/, /ş/. They identify parts of speech and basic rules of word order in simple sentences. They identify similarities and differences in features and structures of different types of familiar texts. They provide examples of different words, expressions and gestures that are used by speakers of Turkish to address and greet people in different contexts and situations. They identify words and expressions that different languages, including Turkish, have borrowed from each other. They identify how ways in which people use language reflect where and how they live and what is important to them.
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http://rdf.australiancurriculum.edu.au/elements/2018/05/0bd4daec-76a4-4d73-a516-a58822e7c90d.rdf