punjabi bina matra wale shabd (level 1) · the learner use the letter cards to form these words. 4....

DreamBook 1 r[ow[yh

nZyo r:kBfpBk wksok tkb' Fpd

Leave no one behind...Globa lDREAM

www.dignityeducation.org

DIGNITY, EDUCATIONVISION INTERNATIONAL

"Sumpoorn Nai Shiksha"

www.EducationWeWant.orgA non-profit initiative of

SURVIVAL LITERACYToolkit A: Survival Literacy

This toolkit prepares a learner to:

1. Read a newspaper

2. Write name

3. Sign name

Three other toolkits take a learner to higher levels of learning. These include:

Toolkit B: Functional Literacy

Toolkit C: Survival Numeracy

Toolkit D: Functional Numeracy

By the end of the four toolkits, a learner is fully functional in the definition provided by UNESCO and the National Literacy Mission. A learner is qualified to take the Class III test at any school or through NIOS (National Institute of Open Schooling). Further toolkits include English and prepare learners to Class V level.

Global Dream is an accelerated learning program as it is built on worldwide research and evidence, such as

increasing thinking time improves outcome. Mind connections based on visualisation make learning effective. An average learner who consistently takes 15-30 minute sessions, can complete each toolkit within a month, or the first four toolkits within four months.

Learners are of all ages. The main target group is 7-70. One of the outcomes is more children into mainstream schools.

POWER of ONE SchoolsInstructors are also invited to start up their own Global Dream alternative schools called Power of One Schools. These cater to out of school children and adults who cannot for any reason attend school including survival needs, age or timings. The POOS cover a seven-point empowerment program: Functional and Financial Literacy, Self-Defense, Computer / Mobile Literacy, Skill Development, Entrepreneurship, and Leadership Training. Academically, they take learners of all ages to Class III and V levels and teach local language, English and maths.

Toolkit A: Survival Literacy

INTRODUCTION

1. The primary objective of Toolkit 1 is to prepare a learner to read a newspaper. They also learn to sign and write their name.

2. Before you start teaching, take the learner's PRE-TEST as provided. This will tell you how much a learner already knows. Please keep the PRE-TEST safely in your Dream Portfolio as you will be taking a POST-TEST on the same sheet after mastery of BOOK 1.

3. These two introductory pages may take one or two 15 minute sessions to master. A learner can now read their first 10 letters with the help of these 6 words and a sentence: AB BAS PAR GHAR TAK CHAL. Learning so quickly motivates a learner to continue learning.

4. Repeat till the learner has fully understood the process. Ensure mastery. Then repeat the process for all other lessons. Generally keep a teaching session to 15 minutes unless games are involved. This is because the curriculum is based on mind connections that continue beyond the sessions. The learner may be lent the book if s/he asks though this is not necessary.

5. With the introductory pages, the method of learning becomes clear to the learner who starts to recognize the first sound and its symbol ^ * in ^ *, which when combined with the first sound x xo

and its symbol ^ * in ^ *, forms the word, ^ *. Have the learner o oE xosay ^ * and ^ * quickly together to get ^ * as a single word and x o xonot keep saying ^ *]�^ * separately. x o

6. The first three words GHAR, VAL, CHAL take the longest to master. Next three are easier. Volunteers need to be very patient and allow the learner plenty of time before helping them. Don't be too eager to help, or allow others to jump in and help. With a bit of initiation and practice, most learners can learn faster this way than with the rote teaching of SWAR, followed by VYANJAN, then MATRAS. The VARNMALA is shown at the end of BOOK 1.

7. By the 10th session of some 15 minutes each, most learners master all of the 40 letters in use (the remaining 3 are hardly ever used).

8. There are a total of 5 Lessons that teach 4 to 10 letters each. Lessons are followed by practice sessions.

9. Along the way, show a learner how to write and sign his / her name. Let them practice writing and signing in sand or on old newspapers first.

10. When the learner can read fluently all words and sentences in the practice sessions, they are ready to take the POST-TEST and start learning from BOOK 2 MATRA WALE SHABD.

INSTRUCTOR NOTES

2

PRE-TEST TAKEN ONfnukad� eghuk� lkyDate Month Year

30

PRE-TESTMarks Obtained

tbt b

ubu b

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INTRODUCTION3

INSTRUCTOR NOTES11. Use the process that has already been suggested on the

introductory pages to present each lesson and practice session as inside.

12. Consolidate each lesson by using the suggested activities or come up with some of your own activities.

13. Do not be tempted to teach writing (except the learner's name) till the learner has mastered both BOOK 1 and 2. Writing slows down learning to read, the primary objective of TOOLKIT 1. The learner may be taught to write after reading is perfected.

14. After the learner has finished mastering each lesson in this book, congratulate him or her for their success so far. Share the information given under 'CONGRATULATIONS!'.

15. Share how many sessions and the time it has taken for the learner to

master the lesson just taught and for all the sessions and time spent thus far. Also, turn the pages of the entire BOOK and go over what the learner will be doing in the learning process. Share if they come regularly, they can learn to read a newspaper in a month or at most two. This will encourage the learner.

16. Think of other ways to motivate and keep a learner engaged and interested till s/he is capable of reading a newspaper, and can sign and write their name.

17. Share how the learner can learn further reading, writing and numeracy using each new toolkit and can take the National Institute of Open Schooling (NIOS) Open Basic Schooling Test for Class III in less than six months of regular 20-30 minute sessions.

MEMORY GAMEn Play a memory game. Take out the first ten letter and ten picture cards (total 20 cards on the introductory pages) and keep them upside down in

jumbled order. Pick out two cards at random. Turn them around to see if they match (like and ). If they don't match, put them back upside down. If they match, set them aside next to you. Take turns to pick out the two cards. The person who collects the most pairs, wins!

n Repeat the same activity by adding cards from each new lesson. In the end, you will have the opportunity to play with all the 80 cards (40 letter cards and 40 picture cards).

Let the learner arrange the letter cards in a row and keep the picture cards in a pile. Let the learner match them one by one. Repeat the activity with the picture cards arranged in a row and letter cards in a pile.

Keep the letter cards on a tray and place the tray some distance away. Arrange the picture cards near you in a row. Point to any picture card and ask the learner to go and get the corresponding letter card from the tray. You may also say aloud a sound and ask the learner to bring the relating picture from the tray kept away.

MATCHING GAME RECOGNITION GAME

x

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xox o t b u b

ubtb

LESSON 14

xo tb ub jm wZs eo.xo ub. jm wZs eo.wZs eo. xo ub.

THIS LESSON

n 10 letters n 6 + 28 = 34 words n 5 sentences

TOTAL SO FARHow many sessions and how much time has it taken so far (including introductory pages)?

Minutes Totalsessionsso far

Total minutes so far

CONGRATULATIONS!

jmj m s e o

eowZs

SUGGESTED ACTIVITIES 1. Match Get the 10 letter and 10 picture cards used in this lesson.

Let the learner match each letter and picture card.2. Play Recognition Game Use the process to help learner

recognize each letter as described on the Introductory Pages.3. Make Words Dictate words from the sentence ] and let tb ub

the learner use the letter cards to form these words.

4. Make New Words Dictate new words given at the bottom of the lesson and let the learner show them with the letter cards like ib ri ;p] ] (any 10).

5. Play Memory Game Use the 10 letter cards and the 10 picture cards to play the memory game as described on the Introductory Pages.

In this Lesson 1, the learner masters the following 10 letters:

wZ

ib ri ;p oE Bo jb Go tb jo gb to ;o d; pB

Go wo iB pu eu uo XB Nb eD tD cb jZE nZy wB

soki{

s rÙkk

x ?k??kk

xo

o jkjk

oE

t okok

tb

b yYyk

b'wVh u{jk

u pPpk

j gkgk

jkEh

m BB~Bk

mfmnkj

w eEek

wSbh

e dDdk

eko

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LESSON 25

uwB xo ub ;Ve pdb wZs. Grs ebw geV. uwB xo ub. Grs xo ub. uwB xo wZs ub. uwB ebw wZs geV. uwB ;Ve wZs pdb .Grs, uwB xo ub. uwB ;Ve pdb .

1. Matching Activity Let the learner match the 6 new letters with the corresponding 6 picture cards. Then have the learner match all the letters learned thus far from this and the previous lesson (10+6=16 letter cards and 16 picture cards).

2. Memory Game Using all 16 letters learned and their respective picture cards, play the memory game (as described in Lesson 1).

3. Form Words Dictate words like ] ] ] ] ] yb i; izr iZi iZN (any 5).

4. Form New Words Dictate new words like ] ] ] ]dw db XB BZe BN with the letters and let the learner read the words.

THIS LESSON


TOTAL SO FAR

n 10 + 8 = 18 letters n 34 + 36= 70 words n 5 + 6 = 11 sentences


Total hours & minutes so far

SUGGESTED ACTIVITIES

CONGRATULATIONS! G HkHHkk

G/v

r xXxk

rkio

g iIik

gs`r

fBzp{

B uUuk ; lLlk

;/E

V M+kM+k

xVk

uwB xo ubu w B x o u b

;Ve wZs; V e wZ s

Grs ebw geV G r s e b w g e V

yb i; izr iZi iZN izM id Nzr NZp NB NZb mZr vo Se

szr sZs sd szd so yb d; p; o; dw db XB BZe BNDre

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pdbp d b

d nn~nk

dtks

p CkCck

ps`y

1. Matching Activity Let the learner match the 8 new letters learned with the 8 corresponding picture cards. Include the other letters learned thus far (16+8=24) and carry out the matching activities.

2. Recognition Game Place the 8 new letters learned on a tray and keep them away from the learner. Arrange the picture cards in a row. Pointing to a picture card ask the learner to give the sound and bring the letter from the tray. Include the other letters learned and carry out the activity.

3. Making Words Dictate words like ] (any 5) and let the learner form words with the letters.vo wWs

4. Form New Words Dictate new words like ] ] (any 10).jo ed eb

5. Play Memory Game Use the 24 letter cards and the 24 picture cards to play the memory game.


SZs go uV. jWE oWy. iWr cV. XB eY. vo wWs. pW; cV. ig sg eo.jWE cV. jWE eo. pW; go uV.

vo wWs jWE oWy. XB eY vo wWs.

LESSON 36

SZs go uV jWE s g o u V jW E SZ

THIS LESSON


TOTAL SO FAR

n 18 + 8 = 26 letters n 70 + 44 = 117 words n 11 + 12 = 23 sentences



CONGRATULATIONS!

oWy iWr cV XB oW y iW r c V X B

eY vo wWs pW; Y v o wW s pW ; eZ

cV ig sg eoV i g s g e ocZ

;Zu ;ZN ;Zm ;zs ;zd ;zB ;Zg ;G ;o jz; jZe jZv jZE jZd jo jZb Ezw eZy eZS ezm ed ezX ezB eqw ni eb ;Zu jB

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S NN~Nk

Ssoh

y [k[[kk

yhok

i TkTTkk

ijki

c Q¶Qk

cb

Y <<~<k

Ygbh v`v{

v MM~Mk

soki{

s rÙkkE FkFFkk

Eow';

LESSON 47

T[sw gqÅB T[so d;. Nzªe go uV. iB rZD wD gV. :Wr eo. T[sw Nªze go uV. T[sw gqÅB gV.

T[sw iB rZD wD gV. T[sw :Wr eo jm ws eo.

1. Matching Activity Match all the 5 new letters learned with the corresponding 5 picture cards. Use all the previous and new picture and letter cards (24+5= 29) to do the matching activity.

2. Memory Game Play the memory game with all the 29 letter and 29 picture cards.

3. Make New Words Dictate new words given at the bottom of the lesson and let the learner show them with the letter cards like ub ib Sb wb gb] ]� ] ] (any 10).


THIS LESSON


TOTAL SO FAR

n 26 + 5 = 31 LETTERS n 117 + 41 = 158 WORDS n 23 + 8 = 31 SENTENCES



CONGRATULATIONS!

NªAe go uV iB NªA e g o u V i B

rZD wD gV :Wr eo

rZ D w D g V :W r e o

T[sw gqÅB T[so d;

T[ s w gq Å B T[ s o d ;

ub ib Sb wb gb cb ;V xV cV nZe nze nZy nZr nZp Nzr nZi nZm nZv nzs nZX nzB nzp fJzu fJzi fJj fJZb ;aZe ;zr

T mM+k

T{m ;a/o

F “k+ N VSadk

NwkNo

D .kk.kk

fbyDk

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1. Matching Activity Match the 4 new letters learned with the corresponding 4 picture cards. Include all the (29+4= 33) letters learned and match the letter cards to the picture cards.

2. Recognition Game Place all the new letters on a tray and place it away from the learner. Point to any picture and let the learner say the sound and bring the letter from the tray. Carry on the activity with all the letters learned.3. Forming Words Dictate any 10 new words and let the learner form the words with letters, for example, ] ] ] etc.ezw yZu yzv


LESSON 58

THIS LESSON


TOTAL SO FAR

n 31 + 4 = 35 LETTERS n 158 + 43 = 201 WORDS n 31 + 12 = 43 SENTENCES



wdB e;os eo. MNgN ub. gBxN go ub. ndoe orV.YWeD cV. nWy ws wb. wdB nWy ws wb. ndoe orV eo

YWeD cV. MNgN gBxN go ub. e;os MNgN eo. e;os eo nWy ws wb.

CONGRATULATIONS!

wdB e;os eo MNgNw d B e M N g N ; o s e o

tV

t V

go

g o

ub

u b g B x N

gBxN

cV

c V

orV

o r V

ndoe

n d o e

YWeD

YW e D

nWy ws wb

nW y w s w b

ezw yZu yzv yzG rzv rzY rzd rzqE rZb xZN xD uZe uZi oi

uzB uzw SZe SZs SzB SZb vzB vzr Yzr Ezw dzG dzd dzG XVM >Ttk

Mzvk

n ,M+k

nBko

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PRACTICE 19

3-4 Letter Words

PRACTICE 2 Passages

1. When a learner can read the passages given in Practice 3 easily, s/he has truly mastered the reading of fcuk�ek=k�okys words.

2. Revise any words still not mastered. The learner is now ready to take a POST-TEST for Book 1.

3. Monitor POST-TEST for Dream Book 1.

4. Monitor the PRE-TEST for Dream Book 2 on reading words with matras.

INSTRUCTOR NOTESTHIS LESSON

n # short stories n # words n # sentences

GRAND TOTAL

n # LETTERS n # + # = # WORDS n # + # = # SENTENCES



1. Forming Words Dictate 3 letter words and let the learner form these words with the letter cards.

2. Reading Words Make 4 letter words with the letter cards and let the learner read them.


CONGRATULATIONS!

n;o neV nwB nip yop eow Xow owB uoB iBe tuB tsB roe GtB GiB Beb uow uoB woB row poB toi gtB wNo neb Gow pdb tos ;so ;cb ;po ;wM ;ob

wbwb ;oe; MNgN ;abrw jbub gBxN ndoe joes

soe;a gsMV eosp poes ;aops uwuw gowb posB

eotN wywb XBgs ;apBw jodw Bjiw pVpV rVpV

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nzrd jb oZy. gsZo cV. foFG vNeo jo nZyo gV. GiB eo. uoD gV. bV MrV ws. Sb ws eo. i: irs eo.Bro tb ub.me-me ws eo. oZp oZp eo. ig sg eo. tZy ws eo. jo dw ig. ÀG wB Xo. gb gb eo. BNyN ws pD. GiB eo. ÀG i; eo.

owB cZb Se. e;os eo. ib row eo. oZE go uV. yNgN ws eo. d; tuB gV. iBw ;cb eo. nZeb eo, nZeV wZs. isB eo. Fow eo. Beb ws eo. jb gZeV. nro-wro ws eo. Fos oZy. Gow SZv. ;ys ws pD. uwuw uZy. gowb cZV. uzub ws pD. jbub ws wo, joes eo. soeF cZV. nueB oZy.

PRACTICE 310

Short Stories

1. Even with words without matra, a lot of sensible sentences can be made.

2. Have the learner read these above in short story form and make up their own story as they can.

3. You can even write up their story and give it to them as a storybook. Include a copy or write it up again as a part of your Dream Portfolio.

Motivate them to read these stories at home as well. You may also create new worksheets or write down on a plain sheet of paper and give them new sentences and stories they can further read for practice at home.

INSTRUCTOR NOTESTHIS LESSON

n # short stories n # words n # sentences

TOTAL SO FAR

n # LETTERS n # + # = # WORDS n # + # = # SENTENCES



CONGRATULATIONS!

bt xo ub. SZs go uV. bV wZs rb eo.vo wZs XB eY. cb uZy. ib Go. ebw cV. XB ]ou eo..

uwB xo ub.;Ve tb ub.ib row eo.Bow cb uy.ig sg GiB eo.row wNo uy.so Se.;G xo jB.jbub eo.d; ]s cV.

wdB e;os eo. MNgN ub. gBxN go ub.ndoe orV. eosp eo.Åops uy. posB cV.rbrb uy.

nwB neb eo.Bro tb edw-edw ub.d; pNB cV.wdB :sB eo.Bwe yob eo.GiB eo.iBw ;cb eo.Grs n;b osB jB.

nepo Bow Bow ;ajd uy.eDe bd.jo edw op ig.jodw yNgN ws eo.rVpV ws eo.;aow Xow eo.

bSwD, e;os eo.;a;so cV.n\;o pD.d;]s eo.n;b wsbp ;wM.gops tb ub. me me eo.b;D yob eo.

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PRACTICE 411

Short Stories

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nzrd nzrd jb oZyT[go ws uVQ.owB gsZo gVQQ.owB vZN eo jo nZyo gVQ.

GiB wB ÀG GiB eo.wB uoD FoB gV.wB bV MrV ws.wB jZd ws eo.wB Sb egN ws eo.wB ÀG i; eo.

ewb ewb i: irs eo. ewb me me ws eo.ewb ÀG wB Xo.ewb i; gb gb eo.ewb BNyN ws pD.

nwo nwo d; se gVQ. bZrGr Bzpo rbs jB.wdB bZe pD eo ezw eo.Gos GZi BZm eo.

nwB nwB pbd bZd, GtB se ub.owD g;zd dZ;.Bzd B}o Bro tb eo.d;oE Br ty oy.

Xow Xow so; oy.wzdo se ub.Xow doFB eo.bzro SZe, cb SZe.\oe ws eo.d; tuB gVQ.

Gos Gos szr ws eo.Gos szd eY.Gos Yzr oy. Gos vzro pD.Gos vo ws.sgF mzv Gow jB.

nepo nepo mZr ws pD. ;u Gzr ws eo.nepo \o} eo.NZeo ws eo.nepo bZs oy. nepo Np Go.

PRACTICE 512

Short Stories

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ojws ojws NB NB ws eo. MNgN Bro tb ub.ojws MgN ws.ojws ibzXo ub.ojws iVQ gN.

iZN iZN isB eo.izso wzso ws gV.owB }op eo.owB ib Go.owB }yw Go.

izrb izrb tb ub. izr ws eo. iZi tb ub.uzub ws pD. uZi oy.uwe Xwe ws oy.

FpBw FpBw jb eY.\oe ws eo.wB À;zB oy.xo tb ub.

c}b c}b |op ws eo. wB XB nogD eo.nwB tos oy.Fos ws oy.iBw ;cb eo.

jbub jbub ws eo.rZb ws eo.Fe ws eo.yVe ws eo.Btzpo d;zpo se cb ws Se, tos oy.

owB owB e;os eo.MNgN xo ub.Ss go Njb.gops go uVQ.owB jZE cV. owB ;co eo.oZE go uV.

gtB gtB MNgN ezw eo.gops go uV.eotN ws pdb.d; se gVQ.Beb ws eo.

PRACTICE 613

Short Stories

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fpBk wksok tkb' Fpd

bt bt ;zs tb ub.owB uoD cZV.wB sB nogD eo.bt ;o Ye.

uwB uwB nro wro ws eo.Gow ws oZy.Fpd gVQ.ugo ugo ws eo.uwB Grs pD.

nwB nwB cZb ws eZN.nwB neV ws.ewb gsZo ws gVQ.opV cV.;ys pD.

nwo nwo ;Zg ws cV.nwo so; eo.nwo wywb cV.ndoe ws eZN.cb eZN. b;D yob eo.

Fpd Fpd XB XB eo.op op eo.Fpd vo ws. wzdo ub.T[sw puB gVQ. jtB eo.

pZdb pZdb ws po;.p;zs crD se.bt pus eo.wod ws pD.nDy ws eo.

;co;co ws eo.ig sg GiB eo.;G ezw eo.uwB BNyN ws pD.owB jZ; ws.rZb eo, ezw d;.

eow eow ib Go.uoB jZd ws eo. wB Fe ws oy. eow jZd oy.

PRACTICE 714

Short Stories

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wB wB FoB jodw gVQ.uoB jodw ig.wB coe ws oy.wB gq;zB oy. rqzE gVQ.

ewb ewb eFN ws eo.nwo ezB ws Go.nwo ezB cV. nwo eFN ws eo.

gtB gtB ewb ws cV.nwo ib ysw ws eo.nwo rZb ysw eo.nwo ezB orV ws.

wdB wdB you ws eo.BwB rqzE rbs ws gVQ.wdB uso ws pD.BwB NZeo ws eo.

FoB FoB uso ws pD.izrb tb ws ub.FoB izr ws eo.FoB bV ws.uZi oy.

nwB nwB iZi pD.FoB iZN pD.NZeo ws eo.nwB NZg Go.rb ws eo.

FpBw FpBw e;os eo.gszr ws cV.ibzXo tb ub.eb eb ws eo.

;zwB;zwB wziB eo.XB you ws eo.rqzE wBB eo.wZyD ws uZy.gops tb ub.

nzrd nzrd pNB pzd eo.psZy ws cV.Fos ws oy.nzrd ;po oy.

nwB nwB pzvb ws cV.owB Fbrw eZN.nZr tb ws ub.gzg tb ub.

11r[ow[yh nZyo

So far the learners have learned the letters without keeping in mind any sequence of the letters in the Hindi Varnmala as above.1. Introduce the concept of the Hindi Varnmala and the sequence in which the letters appear in it. 2. The sequence is important for reading words in a dictionary.

There are a total of 40 letters in the Hindi alphabet (10 swar and 30 vyanjan). Some letters are hardly ever used in the present form of Hindi: ^M+*]�^´* and�^v%*. When we leave these out, there are 40 letters left, all of which have been covered in the first level of the Global Dream Curriculum.

REVIEW

INSTRUCTOR NOTES

C

T mM+k

T{m

e dDdk

eko

u pPpk

u{jk

N VSadk

NwkNo

s rÙkk

soki{

g iIik

gs`r

: ;bZ;k

:Zek

F “k+

;a/o

n ,M+k

nBko

y [k[[kk

yhok

S NN~Nk

Ssoh

m BB~Bk

mfmnkj

E FkFFkk

Eow';

c Q¶Qk

cb

o jkjk

oE

] [k+

]or'Å

J bM+h

fJb

r xXxk

rkio

i TkTTkk

ijki

v MM~Mk

v`v{

d nn~nk

dtks

p CkCck

ps`y

b yYyk

b'wVh

| x+

|[pkok

; lLlk

;/E

x ?k??kk

xo

M >Ttk

Mzvk

Y <<~<k

Ygbh

X /k//kk

XBZ[—

G HkHHkk

G/v

t okok

tB

} t+

}pok

j gkgk

jkEh

C M-M+M-k

C

R ¥bZ;ka

fRziB

D .kk.kk

fby k D

B uUuk

fBzp{

w eEek

wSbh

V M+kM+k

xVk

\ Q+

\o'w

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"Literacy is a bridge from misery to hope." — Kofi Annan


[email protected]

TotalSessionsTaken

Total HoursSpent

30

POST-TESTMarks Obtained

Date of POST-TEST Book 1fnukad� eghuk� lkyDate Month Year

Date of PRE-TEST Book 1fnukad� eghuk� lkyDate Month Year

30

PRE-TESTMarks Obtained

Name of Volunteer ____________________________________ Sex___________ Age_____

Name of Learner _____________________________________ Sex___________ Age_____

© Dr SUNITA GANDHIPhD, Cambridge University, UKLead Facilitator-Worker, Global Dream Campaign

Literacy, defined as the ability to read and write, is the first step in education. Most individuals already know how to speak. They do not sometimes know how to read or write. Yet, so many individuals remain disadvantaged their entire lifetime by their inability to read.

Global Dream makes it possible for a volunteer to teach anyone, at anytime and at any place convenient to both the learner and the volunteer. A volunteer can be a child or an adult who can read. The target learner is an illiterate person of between 6 to 60 years of age who is not in school and who cannot read.

Most learners can learn to read in less then 30 sessions of 15 minutes per day over a month, or with some 10 hours of

time investment. These 10 hours of a volunteer's time can take a learner from being completely illiterate to being able to read a newspaper, sign and write his / her name.

By using Global Dream's unique curriculum, learners can start to read two-letter words from the first day itself. This motivates a learner to continue learning.

There are a total of 6 toolkits, two for mother tongue, two for numeracy and two for English. After completing both literacy and numeracy toolkits, a learner can take Open Basic Education A Level Examination for Class III as conducted by the National Institute of Open Schooling (NIOS). Global Dream program is also being made for Class V and VIII OBE Levels B and C).

Along with a purpose-driven team

Is a non-profit initiative of DEVI Sansthan: Dignity, Education, Vision International10 G Station Road, Lucknow, UP 226001www.DignityEducation.org

9235 6200 13 / 14 / 15sms EDUCATION to 58888

In collaboration with Global Classroom Pvt. Ltd.www.GlobalClassroom.in


punjabi bina matra wale shabd (level 1) · the learner use the letter cards to form these words. 4....

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