Germany

Language/Reading Curriculum in the Fourth Grade

Reading Policy

The Standing Conference of the Ministers of Education and Cultural Affairs agreed on national educational standards (Bildungsstandards) beginning with primary school. All 16 states committed to implementing these standards by establishing core curricula.

Introduction to reading starts at age 6 with compulsory schooling. Reading instruction usually is divided into two stages. During the first stage, children learn the alphabetic principle (i.e., that words are composed of letters that correspond to sounds); after Grade 2 (at the end of the school entry phase), children should be able to read short, unfamiliar texts fluently and draw information from and rephrase texts. Furthermore, all states emphasize the development of interest and motivation in reading as an objective for the first phase. The most frequent recommendation for motivating children is to choose a wide variety of texts that are adapted to children’s interests and individual development.

At the end of the second stage (i.e., end of Grade 4), students should be able to read age-appropriate texts (narrations, poetry and plays, nonfiction books, children’s magazines, and easy discontinuous texts) fluently. Students are expected to be able to research on their own in dictionaries, specialized books, and online search engines for children.

Mixed analytical-synthetic methods are compulsory. With these methods, children first become acquainted with simple, regular words that are analyzed into elements of letters, syllables, and sounds; they differentiate between letters visually and between syllables and sounds by hearing and speaking, and copying and writing letters and words. In all states, the goal is to achieve a balanced approach to learning reading and writing.

In most curricula, there is a special section on differentiated teaching that takes into account individual differences among children caused by a variety of factors (e.g., initial range in abilities before entering compulsory schooling, linguistic ability, motivation, interest in learning, and learning ability). Some curricula include special consideration of children whose first language is not German. See below for specifics on accommodation policies for children with special education needs.

Summary of National Curriculum

The curricula in each state are published as regulations by the respective Ministries of Education and Cultural Affairs. The curricula are formulated in a general way, allowing teachers considerable freedom with regard to content and teaching methods. To reach a degree of consensus on methods and assessment criteria at schools, teachers of a particular subject are encouraged to reach agreement on subject-specific or generalized school curricula.

Exhibit 1 gives an overview of the content of the curriculum taught at the primary school level in North Rhine-Westphalia, which is fairly representative of the curricula of the 16 states.

Exhibit 1: Example of German Language Curriculum Guidelines for the Primary School Level (Expected Competencies at the End of the School Entry Phase and at the End of Grade 4) in North Rhine-Westphalia. Reading—Management of Texts and Media

By the End of Grade 2	By the End of Grade 4
Reading Proficiency—Students…
Understand short written instructions (e.g., arts and crafts instructions, recipes) and act accordingly	Understand and act independently according to written instructions
Read and answer questions about short texts suitable for their age group	Find specific information in texts and summarize the texts
Choose texts for independent reading from classroom or school libraries	Choose texts for independent reading according to their interests and give reasons for their selections
Reading Experience—Students…
Choose books and other text-based media from classroom, school, and public libraries according to their interests
Read various texts (e.g., poems, stories, nonfiction)	Differentiate stories from poems and plays Understand nonfiction and informative texts (e.g., encyclopedias) and informational visuals (e.g., tables and diagrams)
Read children’s books suitable for their age group and talk about their impressions	Name works of writing, authors, characters, and plots from children’s literature Describe personal reading experiences (e.g., by introducing a children’s book or keeping a reading diary)
Exploit Texts/Make Use of Reading Strategies—Students…
Formulate reading expectations (e.g., by using illustrations, signal words, and headings)	Use strategies for orientation within texts (e.g., by using detailed, selective, and scanning techniques) Comprehend the central message of texts and summarize the texts (e.g., by using keyword cards, sketches, or diagrams) Use passages within texts to verify statements Solve comprehension problems  (e.g., by asking questions, looking up words, or splitting texts) Formulate personal thoughts on, perceptions of, or inferences from texts and discuss findings with other students
Express thoughts and feelings about texts	State personal positions on arguments, plots, and characters in texts Find differences and similarities among texts
Rearrange simple texts (e.g., by changing the end of a story)	Process texts (e.g., by creating a collage or illustration)
Presenting Texts—Students…
Memorize and orally present short texts (e.g., poems)	Memorize and orally present texts (e.g., stories, dialogues, poems, plays)
Read short, familiar texts aloud	Choose and introduce children’s books and give reasons for their selections
Contribute to performances (e.g., by participating in puppet theaters)	Contribute to readings and performances
Media Competence—Students…
Search under instruction for information within print and/or electronic media	Conduct research in print and electronic media (e.g., children’s encyclopedias, books, search engines for children)
Use print and/or electronic media as an incentive to talk, write, and read	Select offerings in newspapers, magazines, on the radio, on television, on sound and picture carriers, as well as on the Internet and give reasons for their choice Use print and electronic media to create media reports
Discuss reading motives, choices, and experiences	Compare text, film, and/or audio versions of the same work Assess media reports critically (e.g., by differentiating between informative and advertising contributions)