TEACHER TEXTENGLISH

STANDARD I

GOVERNMENT OF KERALA

DEPARTMENT OF EDUCATION2014

Teacher TextEnglishStandard I

Prepared by:State Council of EducationalResearch & Training (SCERT)Poojappura,Thiruvananthapuram -12,Kerala.E-mail:scertkerala@gmail.comType setting by:SCERT Computer Lab.

Printed at:

©Government of KeralaDepartment of Education2011

Members Participated in the Workshop

MembersAnil Kumar P L, Research Officer, SCERT, Kerala

Jaya Menon, AUPS Alampallam, Kollengode, Palakkad

Jayarajan K, Perambra HSS, Perambra, Kozhikode

Manju G S, GHSS, Aruvikkara, Thiruvananthapuram

Radhakrishnan Nair C, GGHSS Nedumangad, Thiruvananthapuram

Rajan C, Lecturer, DIET, Thrissur

Reghunathan T K, GHS Vennakara, Palakkad

Sujatha P V, GHS Bengara, Manjeswar, Kasaragode

Sukhadan K N, HM, CAUPS Pariyapuram, Tanur, Malappuram

ArtistRamesan P, Drawing Teacher, Iringannoor HSS, Kozhikode

ExpertsBindu S, Sel. Grade Lecturer (Retd.), University College, Thiruvananthapuram

Dr Muraleedharan K C, Head, English, Payyannur College, Kannur

Roshan Thomas, Sel. Grade Lecturer (Retd.), All Saints College, Thiruvananthapuram

Dr Sherrif K.M, Reader, Department of English, University of Calicut

Dr Sushil Kumar, Assistant Professor, Devasom Board College, Sasthamcotta, Kollam

Academic Co-ordinatorJose D Sujeev, Research Officer (English), SCERT, Kerala

FOREWORD

Dear teachers

The curriculum revision process initiated in Kerala in 2013 is on its progress. This is theTeacher Text for teachers of English of Standard I. As teachers, our goal is to help ourlearners make the maximum possible academic gains in a positive, respectful environmentthat promotes their success and nurtures their desire to learn. One of the greatest toolsavailable to us in this pursuit is the Reader, prepared for this specific purpose. We hopethat the Reader will be highly useful for the learners and the teachers.

The goal of the Teacher Text is to empower teachers in the use of the Reader, through aneffective and efficient procedure for facilitating learning. We begin this book providingcertain elements in general viz. Approach in General, Approach to English language,Specific Aspects in the Reader, Strategies of Editing and Assessment and Skills andStrategies. Basic instructional procedures are presented and illustrated with examplesrepresenting each content area and level. Steps for processing prompted or guided activities,specimens of teacher talk etc. are provided in this text.

We hope the teachers will be much empowered during their involvement in the teaching/learning process of each content area and in developing lesson plans. We focus onestablishing an environment that supports both teachers and learners.

As the process, strategies and techniques are only suggestive no teacher is bound to followthis text as such. You are free to modify, adopt or even search for new and better strategiesthat suit your learners. Creative suggestions for improvement are always welcome.

Hope this Teacher Text will be a useful material in transacting the English Reader forStandard I.

Wish you all the best.

Prof. K A HashimDirector

SCERT, Kerala

CONTENTS

Part I 5 - 54

Highlights of the Reader and the Teacher Text

Chapter 1 Kerala School Curriculum 2013

Chapter 2 On Approach and Methodology

Chapter 3 Basic Premises on which the New Textbooks are Developed

Chapter 4 Specific Areas of Second Language Pedagogy

Chapter 5 Assessment Approach

Sample Teaching Manual

Formats

Part II 60-200

Unit 1 Two Ants

Unit 2 Me Too

Unit 3 The Fat Cat

Unit 4 Three Kittens

Unit 5 The Baby Elephant

Unit 6 My Dream Bicycle

Unit 7 Zaira's Day Out

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• The English Reader isdeveloped on the basis of theprinciples of constructivism.• Cognitive interactionistapproach is followed whichconceives language both as asocial construct and as anindividual construct.• Various skills of language areintegrated and scope forconstructing different discoursesis inbuilt in the Reader.• The Reader contains children'sliterature by renowned writersfrom across the world.• Performance based activitieslike choreography, enactment ofskit, role-play etc. can be givenfor presentation either in the classor on stage.• The transactional process ofthe learning material explores thepossibilities of ICT as a tool forlanguage learning.

Highlights of the Reader and theTeacher Text

• The Reader contains pages forassessment. 'I Can’ is for the self-assessment of the learner and‘My Learners’ is for the teachers'assessment of the learners.• A comprehensive TeacherTextbook which gives details onthe approach, methodology,techniques of transaction,planning and evaluation isdeveloped along with the Reader.• The activities suggested in theTeacher Textbook are suggestiveand not prescriptive. Teachers arefree to adopt and modify thesuggested activities to suit thelevel of the learners in theclassroom within theconstructivist paradigm.• Ample opportunities areprovided in the Reader for thelearners to analyse and practisethe elements of language.

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General Approach1.1. PrefaceKerala is a state that has become amodel for the rest of India in terms ofthe general quality of life. The spread ofgeneral education and excellence in thefield of public health are the factorsbehind this achievement .

Though children from all sections ofsociety have been brought to schools,the greatest challenge that the field ofeducation, in Kerala, faces is how toprovide quality education to all. On thebasis of the National Education Policy(1986), infrastructure development andteacher training programmes werewidely carried out. Along with this,there were attempts to make thecurriculum child-centered, activity-based and process-oriented, therebymaking it contemporary. This led to therealization that knowledge has to beconstructed in classrooms. Thus,activities have been initiated that positthe child at the centre of theeducational process.

Chapter 1

Kerala School Curriculum 2013

Changes occur every minute in all fieldsof life. The latest findings and practicalexperiences in pedagogy andeducational psychology have enabledthe development of learning materialsand the transaction of learningexperiences in a better way. These areaimed at the overall improvement oflearners.

‘It must be ensured that children whohave different socio-economic back-grounds and different physical,psychological and cognitive abilitiescan learn and achieve success at school.To overcome the limitations thatdevelop from differences in gender,caste, language and physical disabilities,policies and projects will not aloneserve; instead, there is a need to selectand design suitable teaching methodsand learning objectives right fromchildhood.’ (NCF 2005 p-27).

Thus, as pointed out by NCF, theperspective should be to adopt minuteas well as scientific strategies to

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provide the desired learning outcome tochildren from all sections of society.This can be achieved only if curriculumrevisions are carried out periodicallyand the system is always kept active.The existing curriculum is revised onthe basis of this vision by imbibing theexperiences, findings and research ofthose who constantly intervene in thefield of education. The scientificapproach of proceeding from what isgood to what is better is adopted here.

1.2 The significance ofcurriculum revisionSeveral innovative ideas werepresented in the field of educationduring the last five years. With theimplementation of the Right toEducation Act in the year 2009, qualityeducation has eventually become theright of the child. The curriculum forschools has to be raised to aninternational educational standard toimplement such a right-basedcomprehensive school developmentvision. International standard does notrefer to the standard set by anyparticular country. It is the sum-total ofthe knowledge and experiences thathave to be gathered by a child in anypart of the world, after a particular stageof education. This shows that there isthe need to provide internationallyaccepted teaching-learning models tothe children in Kerala.

During curriculum revision, it isessential to consider the rulesconcerning curriculum and assessmentin the Right to Education Act.

Right to Education Act – 2009Section – 29 (Chapter 5)The Curriculum and theAssessment Process1) The curriculum and the assessmentprocess for primary education have tobe stated through an academicauthority authorized by the respectivegovernment through a notice.

2) The following have to be taken intoconsideration while stating thecurriculum and assessment processaccording to Sub section (1) of theacademic authority.

(a) Suitability to the stated values of theConstitution.

(b) The overall development of thechild.

(c) The gradual upgradation of theknowledge, ability and expertise of thechild.

(d) The complete development ofphysical and mental abilities.

(e) Learning in a method that is child-friendly and child-centered throughactivities, findings and exploration.

(f) The medium of instruction has to bethe mother tongue of the learner, to theextent of practicality.

(g) To free the child from fear, mentalstress and anxiety and to help the childto express his/her ideas freely.

(h) Continuous and comprehensiveassessment of the knowledge acquiredby the child and how he/she applies it.

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CHILDREN'S RIGHT TO FREE AND

COMPULSORY EDUCATION - KERALA

RULES AND PROVISIONS 2011

Academic Authority1. The SCERT will be the authoritywith respect to Provision 29.

2. When the academic authoritynotified in Sub-Rule 1 prepares thecurriculum and the evaluationprocedure it should not affect thespecifications from (a) to (f) of Sub-section-2 of Provision 29 of this Act.

(a) Designing syllabus, textbooks andlearning materials that are relevantand suitable to the age to developbasic life skills.

(b) Fix the minimum learningobjective for each subject from ClassI to VIII and develop the indicators ofexcellence for the learners, along withforming the norms of responsibilitiesfor teachers.

(c) Developing in-service teachertraining materials as part of teaching-learning objectives.

(d) Designing pre-service and in-service training for teachers toprovide education to children withdisabilities, as per the specifications inthe People with Disabilities Act(1995) equal opportunities,protection of rights and totalparticipation.

(e) Preparing guidelines to carry outcontinuous and comprehensiveevaluation.

(f) Taking up researches and studieson the policies, programmes,curriculum and the teachingobjectives and commissioning it.

In the light of the Right to Educationcontinuous and comprehensiveevaluation has become a constitutionalresponsibility. The curriculum has to berevised to ensure this. Curriculumrevision must be viewed from thisperspective.

Let us examine the characteristics of theKerala School Curriculum (2013).

1. Curriculum that is child-centered,process-related, activity oriented andvalue based.

2. Lays stress on the learning outcomesat the cognitive, process, attitudinaland value domains.

3. Curriculum that is based on thephilosophical foundation ofconstructivism.

4. Gives teachers the freedom toemploy logical and variegated learningstrategies during the transactionprocess.

5. The flexibility to carry out variousteaching/learning strategies realizingthe learning outcomes, nature ofcontent and the different levels of thelearners. It considers discoverylearning, concept attainment method,deductive thinking, meta-thinking, co-operative thinking, collaborativethinking, developing reflective thinkingand giving individual and groupopportunities.

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6. It gives importance to ensuring thelearning achievements of the learners,along with free and universal education.

7. A curriculum that considers educationcomprehensively from the pre-primarylevel to the higher secondary level.

8. Prepares textbooks for each classaccording to the Kerala State syllabusand curriculum and integrating thesubject content at the national level.

9. For the first and second classes,three textbooks, for the mother tongue(integrating environmental studies),Mathematics and English - areprepared, similar to the nationalcurriculum.

10. English medium textbooks areprepared from class I to IV.

11. Gives importance to Malayalamwhich is a classical language and themother tongue of the people of Kerala.

12. It suggests that a unified curriculumshould be designed for pre-primaryeducation and be made a part of formaleducation.

13. Instead of treating Information andCommunication Technology (ICT) as aseparate subject, it should be used as aneffective medium for transactingvarious subjects.

14. Along with designing variousinnovative learning strategies forchildren with special educational needs,different evaluation activities aredesigned and employed.

15. Continuous and ComprehensiveEvaluation (CCE), that is based onlearning outcomes, is ensured.

16. Health and Physical Education, ArtEducation and Work Education areconsidered as compulsory subjects.

17. At the higher secondary level,textbooks that are contemporary areprepared.

18. In the light of the Right toEducation Act (RTE), right-basededucation is stressed upon.

19. Opportunities are made available toeach teacher to rise to the level of amentor providing care and securityinside the school campus and theclassroom.

20. Lays stress on the Code ofProfessional Ethics for SchoolTeachers.

21. Contemporary, as it is designed tomake the learners achieve the latestlearning skills.

22. Suitable to mould a generation thatinternalises human values.

23. Suitable to an education thatprovides equity and equality.

We envision a Curriculum that aims atthe harmony of the head, heart and handto make learning natural, with stress onthe comprehensive, cognitive, mentaland action-oriented development.

Therefore, the curriculum approach andits theoretical and practical foundationare envisioned as follows:

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1.3 Curriculum ApproachA child is born with natural abilities tolearn from its surroundings. The formaleducation that the child gets fromschool should open up possibilities tolook at the world from a newperspective, to understand, interactand evaluate it.

Learning takes place by confrontingproblematic situations and throughproblem-solving. What should be theapproach to curriculum transaction?

• Activity-based

• Process-related

• Ensuring learning

• Suitable to achieve learning objectives

• Environment-based

• Considering areas of development

• Suitable to the nature of the learner

• Integrating learning and evaluation

Learning that is based onconstructivism forms the foundation ofthe curriculum. The peculiarity of thisperspective is that it constructsknowledge in a natural manner bycreating learning activities, consideringthe acquired knowledge andconceptual background of the learner.

Learning experiencesIt is understood that the acquiredknowledge, abilities and inclinations oflearners from various backgrounds aredifferent. It is important to accept thisvariety and create learning experiences,considering individual differences andmultiple intelligence.

Learning atmosphereThe classroom must be organized insuch a way as to make the learnersparticipate in the learning activities.This must be done by taking theinterest and development of thelearners into consideration.

Learning process• Learners relate their previousknowledge to the knowledge that theyconstruct.

• Knowledge construction has to beinternalized at the individual andcommunity levels.

• The differential needs of the learnerscan be met by flexibly selecting andadapting learning activities.

• Learning outcome is ensured whenproper learning experience is provided.

• Learning and evaluation should gohand in hand.

• Learning outcome can be achievedonly if the needs of the learners,appropriate content and teachingmethods are meticulously applied.

• Learning process should aim at the all-round development of the learner.

1.4 Learning OutcomesKnowledge, abilities, attitudes andvalues are formed in a child through thelearning activities related to differentsubjects. Some of these are achieved ina short period while others are not. Thechanges that are effected in a child canbe fixed early. While designing the

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curriculum, the focus should be on thelearning outcomes which are thevarious objectives that are expected tobe transacted by the learner at differentstages of school education. Through aseries of learning activities in each unit,the learning outcomes evolve andbecome the learning outcomes of aparticular class towards the end of theacademic year. These become thespecific outcomes of the educationperiod. The speciality of learningoutcomes is that they are observableand measurable. The knowledge, skills,values and attitudes can be assessedthrough the analysis of each unit, classand stage. The learning outcome of alllearners should be ensured through theeffective transaction of the curriculum.

The characteristics of learningoutcomes can be consolidated asfollows:

• Learning outcomes are theknowledge, skills, attitudes and valuesthat are acquired through subject-related learning.

• Learning outcomes are observableand measurable.

• Learning outcomes can be achieved ina short term as well as in a long term.

1.5 Learning ResourcesLearning resources are essential for theeffective transaction of the curriculum.For the successful completion of thelearning activities, the followinglearning resources should be properlyutilised.

• Library

• Lab (Maths, Sciences)

• Learning Aids

• Display Board

• Computer Lab

• Multimedia Devices

Besides, there are several platforms inschools where the hidden talents of thelearners can be showcased. Some aregiven below.

• Assembly

• Bala sabha

• Clubs

• Group discussion

• Seminar/Symposium

• Study tour

• Voluntary organisations like: SPC,NSS, NCC, Scouts and Guides, etc.

1.6 Inclusive EducationIn the classroom, an atmosphere that iscongenial to all learners must becreated. There are two categories oflearners who require more help andconsideration. This ensures EquitableQuality Education.

Who are those in need of specialattention, learning assistance andprotection?(a) Children of those who are sociallyand economically marginalizedThose who face extreme poverty, tribalpeople, girl children, those belonging to

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the scheduled caste and scheduledtribes, immigrants, those who do nothave a permanent settlement and thosewho undergo discrimination of variouskinds.

The limitations and differences of theselearners should be identified, acceptedand respected. Through the combinedeffort of all teachers, the problemsfaced by these learners can be solved.

(b) Children who face physical andmental challengesChildren who face physical and mentalchallenges and those who experiencelearning difficulties have SpecialEducational Needs. The issues includehearing impairment, eye-sightdisorders, limitations of cognition,loco-motor disabilities, learningdisability, autism, cerebral palsy,multiple disabilities, lack of emotionalequilibrium and attention disorders.

The following have to be consideredduring curriculum transaction tofacilitate the learning of these children.

• The planning of learning activitiesconsidering their learning needs andaptitudes.

• Adaptation in lesson plan to facilitateparticipation in learning activities.

• Implementation of a multisensoryapproach considering the difference inlearning pace and learning style.

• Planning and implementation ofremedial practices and enrichmentpractices that are need-based, for eachlearner.

• Execution of different flexibleassessment strategies.

• Ensuring the assistance of resourceteachers and other experts.

• Ensuring the support of parents withregard to the child’s learning andprotection.

Along with these, Gifted Children whoneed special consideration are also tobe taken care of. Thus the schoolactivities and infrastructure have to bescientifically organized to facilitateinclusive education.

1.7 Scope of Information andCommunication TechnologyThese are many methods forinformation transfer. Among these, ICTis the most useful medium. Children areaware of the technicalities of ICT. Thisknowledge can be utilized for classroomactivities which helps in makinglearning effortless and enjoyable.

Need

Suitable ICT materials related tocurriculum transaction have to beincluded. The possibilities of ICT canbe used to overcome the limitations ofthe textbook. Teachers have to equipthemselves to choose the areas whereICT can be used to provide an effectivelearning experience.

Suitability

ICT possibilities that kindle variouslevels of creativity and intelligence of

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the child have to be considered. Withthe help of ICT, the curiosity of thelearner should be ignited. Children whohave disabilities of the sensory organswill find it more useful. This is alsohelpful in providing learningexperiences according to differentlearning styles.

AuthenticityThe authenticity of learning materialshas to be ensured. Information gatheredfrom the websites of variousdepartments, educational websites,portals, blogs and social network can beused after verifying their authenticity.The practicability of ICT materials usedin classrooms also has to be ensured.

These materials and the software thatare used for their presentation have tobe made easily available. ICTpossibilities should suit the age andmental state of the child.

1.8 Areas to develop values,attitudes and commitmentsAreas such as awareness ofhumanitarian values and constitutionalvalues, attitude that strengthen sociallife and growing social commitment arethe prime concerns of the curriculum.Details of the conceptual areas aregiven below.

Democratic Sense

While choosing the content for differentsubjects, the perspectives ondemocracy have to be considered. In

the planning and transaction of learningactivities, there should be a democraticapproach. The aim of the curriculum isto form a democratic approach througha democratic class and otherdemocratic platforms.

Constitutional Values

The values and objectives that areupheld by our constitution have to bereflected in the curriculum. Thecontent and the transaction processshould be selected to enable learnersacquire constitutional values.

Secular Attitude

Subject areas that help in developing asecular attitude have to be included.

Tolerance

The curriculum should aim at includingeven those who tend to have asecessionist attitude.

Creative Thinking

There is a need to develop creativethinking and the urge for discoveryamong the learners. There should bepossibilities for creative enquiries in thecontent areas and learning strategies ofthe curriculum. Multiple intelligenceshould also be considered.

Respect for one’s cultural heritage

One of the aims that the curriculumenvisions is to create a respectfulattitude for one’s cultural heritage andhistory.

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EqualityIt is essential to ensure equality in thelearning activities.Leadership QualityThere is a need to design learningstrategies that would help in mouldingleaders who can face the challenges ofthis millennium. In the classroom,opportunities must be created todevelop leadership skills amongchildren.

Life Skill EducationLife skills such as self awareness,empathy, communication skill,interpersonal relationship, creativethinking, critical thinking, decisionmaking, problem-solving, emotionalequilibrium and managing stress haveto be developed in learners. These lifeskills help the learner to face life withself-confidence.Civic SenseJust as the state is expected to fulfilcertain duties to the citizens, thecitizens are also expected to performcertain duties towards their fellow men.The aim of education is to create acommunity with civic sense and a senseof responsibility and discipline.Human RightsHuman rights have to be givenimportance in the curriculum. Theyrefer to the right of individuals to livewith dignity.Child RightsIt is our duty to protect all the rights ofchildren.

Protection of Nature and NaturalResources and EnvironmentalHygieneChildren should be made aware of thebasic concepts on nature and itsconservation from primary classesonwards. It is necessary to make themaware of the fact that cleanliness ofone's surroundings is as important aspersonal hygiene. Environmentconservation is equally important, sinceany change in the equilibrium of natureand natural resources may have far-reaching effects.

Peace EducationThe basis of peace education is todevelop values and attitudes to interactwith others and the surroundings in apeaceful and friendly manner. It isessential to include content areas thatreflect values such as peace andharmony.

Legal LiteracyCitizens of a democratic country mustpossess awareness of law. It is the needof the hour to include content areasthat ensure legal literacy. Variousprogrammes involving Law Clubs, LawClinics, etc. can be organized to createawareness of Law.

Awareness of CybercrimesThe misuse of ICT and related criminalactivities are on the rise. Awarenessshould be created among children tomake them stay away from suchactivities. A clear idea should be given

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to them on the proper use of internet, e-mail and social networking.

Media LiteracyMedia has great importance in oursociety. The visual media hastremendous influence on children. Sothe curriculum should include areaswhich give importance to medialiteracy.

Perspective on ConsistentDevelopmentThe curriculum must reflect ideas onhow environment and development cango hand in hand. It should also presentperspectives on consistent developmentand create a comprehensive awarenesson environment.

Adolescent EducationThe possibility of including contentareas on adolescent education shouldbe explored with the help of childpsychologists, health workers, doctorsand teachers.

Consumer Culture-Negative EffectsFacts concerning the negative aspectsof consumer culture have to beincluded in the curriculum. Our rightsas consumers and consumer lawsshould be included in the curriculum.

A negative attitude towards drugsand intoxicantsChildren should be made to realise thatalcohol, intoxicants and tobacco areinjurious to health. Pictures, pamphletsand visuals on the physical and mental

effects of drug abuse, for example, canbe included in the content areas.

Gender JusticeThe curriculum should ensure genderjustice and gender equality.Discrimination on the basis of gendershould not be reflected in the contentareas. It is the responsibility of teachersto ensure gender justice while carryingout learning activities.

FrugalityFrom the primary classes itself, childrenshould learn the basics of frugality.Activities that help in making thispractical can also be organized.

Road SafetyTraffic rules and practical suggestionsto avoid road accidents are part of roadsafety. Children should develop anawareness that the road is a public placeand that everybody has the right to use it.

In the natural transaction of thecurriculum, learning experiences inthese areas should be included.Activities of various clubs, SPC, NCC,Scouts & Guides, JRC, Vidyarangam,Kalasahithyavedi, Gandhidarsan etc.can be platforms to develop values,attitudes and commitment.

1.9 Right Based EducationThe UNESCO has taken an initiative todecide the rights of children andimplement them globally. As a result ofthis, legislation has been made toprotect the rights of children in manycountries. In India, RTE, an epoch-

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making legislation was implemented in2009. The three facets of Right-basedEducation are Participation, Provisionand Protection.

What does the child think about his/her rights?

Participation

• My opinion is sought for whendecision concerning me/children aretaken.

• My interests are given importancewhile taking decisions.

• I get opportunities to participate inlearning activities, realizing my abilitiesand shortcomings.

• I can go through a learning processthat helps me to nurture my abilitiesand overcome my shortcomings.

• My opinions are valued.

• Along with my friends, I get ampleopportunity to participate in classroomactivities.

• I get opportunities to showcase mytalents.

Provision

• I get the service of teachers who havethe required educational qualification.They also update their knowledgeregularly.

• I get learning experiences in theprescribed time.

• I get a classroom atmosphere that

helps to nurture my physical and mentaldevelopment.

• My teachers are able to preparelearning aids that are helpful in learningactivities.

• I get devices and opportunities for artand physical education.

Protection

• I do not experience any kind ofdiscrimination at school.

• I am not ignored in any way.

• I am not tortured either physically ormentally.

• I can interact with my teachersfearlessly.

• Though a child, everyone approves ofmy privacy.

• I am sure that I will be secure both athome and school.

1.10 MentoringRTE considers the ‘teacher’ as a‘mentor’. At the outset of thecomprehensive school developmentproject, mentoring has much relevanceand importance. Certain guidelines areessential for the achievement of thelearning outcomes. There have beenconsiderable changes in the teacher -learner relationship which is the primefactor in the educational scenario. Theteacher is not considered as the sole‘supplier’ of knowledge but as thefacilitator who unifies variedenvironments for the learner to acquire

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knowledge. In fact, school becomes‘second home’ for the child. Love,consideration, security, appreciationand recognition are expected bylearners. A teacher can know moreabout his/her learner's individual traitsthrough the following activities.

• Home visits

• Communication with parents

• Continuous observation of thelearner

Thus, teachers play the role of co-guardian. Learners get proper guidance,advice, scaffolding and chances forimprovement through mentoring.

Through mentoring:

• the teacher and the student enjoysproper learning experiences.

• the knowledge area of the teacherand student widen.

• the bond between the student andthe school is strengthened.

• personality development andlearning developments are ensured.

• the relationship between parentsand school is strengthened and anoverall view of the learner'slearning process is created.

• the participation of learner in arts,sports and health awarenessstudies can be evaluated.

• Mentoring has to be manifested as aprocess which caters to personalitydevelopment and interest in learning.

It should also help in continuousevaluation. The class may be dividedinto small groups and the classteacher can be given theresponsibility of evaluating theprogress of each group.

Teaching Manual• Every teacher should be able to

plan creative methods with a viewto achieving learning outcomes.Teacher must be able to customizethe activities given in the textbookto the level of the learners in theclass. He/she has to includesufficient number of activities inthe plan so that target learningoutcomes are achieved. Theprocess column of the teachingmanual should contain strategiesthat incorporate learning activitiesand evaluation. The assessmentcolumn should contain the recordof information obtained throughcontinuous evaluation.

• It would be better to present theteaching manual which contains theplanning of a week in the SchoolResource Group (SRG) or in theconcerned Subject Council.Teachers are expected to prepare areflection note based on theassessment column and the same canbe subjected for detailed discussionin the Subject Council or SRG. Thefuture planning of the teacher shouldbe based on this record. The formatof teaching manual is given below.

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Teaching ManualName of the lesson:

Date:

Expected time:

Theme:

Learning Outcomes:

Ideas:

Skills:

Language Elements:

Discourses:

Values, Attitudes:

Learning Aids:

Expected Product:

Activity Page Assessment

Signature of the HM Signature of the teacher

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Reflection Notes

My Findings/Realisations

(Based on the evaluation of the learning activities)

Follow-up activities and remedial measures:

•

•

•

•

Why reflection notes?The reflection note is to be prepared only after the completion of all the learningactivities which are done for the specific learning outcomes. These reflection notesshall be presented in the weekly assembling of the SRG. They are aimed at givingdirections for future plans. They are helpful for the consolidation of the CE.

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Chapter 2

On Approach And Methodology

The global spread of English over thelast fifty years is remarkable andunprecedented in several ways--by theincreasing number of users of thelanguage, by its depth of penetrationinto societies and by its range offunctions. In India, English is not ourlanguage of being or identity. It hascome to be the language of doing, thelanguage of academics and the languageof recognition. In the current Indiancontext, on the one hand there is anincreasing demand for English which isassociated with progress anddevelopment, while on the other, thelanguage is also perceived as a destroyerof native or indigenous languages. Thiswarrants a politically correct approachin the teaching and learning of English.

The demand for English emerges frommany factors, as recognised in theposition paper on the Teaching ofEnglish produced by the NationalCouncil of Educational Research andTraining (NCERT) in connection withthe National Curriculum Framework2005: 'English in India today, is a

symbol of people's aspirations forquality in education and fullerparticipation in national andinternational life. English is thelanguage that empowers our people inthe present context'. The language hasso strong a data base on the internetthat it is widely used in social media toconnect people of differentnationalities. As the language of tradeand commerce, higher education andscience, English enjoys a status whichno other language has.

Perspective on Language andLanguage TeachingLanguage is a means of communication.It is a system with its own rules andconventions. It enables us to makesense of our identity and the largerworld around us. Language learninginvolves cognitive and affectiveengagement. Language use is guided byour awareness of the purpose, audience,context and culture in which it is used.The traditional view of the mothertongue causing a negative impact onsecond language acquisition is totally

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abandoned by linguists and pedagoguesacross the globe. Bilingual or evenmultilingual learners are seen as richresources for learning a secondlanguage. Constructivism and learnercentred approach are the basic premiseson which a language curriculum isdesigned. In the initial stages oflanguage learning, the focus has to be onliteracy skills. Literacy is the ability toread and use written and visualinformation and to communicateappropriately in a variety of social andacademic contexts. It involves theintegration of speaking, listening,viewing, creating, reading, writing andcritical thinking in the use andproduction of both texts and newcommunication technologies. Literacyincludes the cultural knowledge whichenables a speaker, reader, writer orviewer to recognise and use languageappropriate to different socialsituations. Print awareness is to beacquired at this level.

The thrust on literacy at the primarylevel is gradually replaced with writingand with any other required literacyskills at the secondary and highersecondary level. By the end ofsecondary and higher secondaryeducation, learners will be able tolisten, read, understand, appreciate andview critically and accurately a widerange of literary and informational/functional texts from print and non-print sources. They should also be able

to speak, write and present English thatis grammatical, fluent, mutuallyintelligible and appropriate for differentpurposes, audiences, contexts andcultures.

To achieve the aim of effectivelanguage use, teachers may be guided bythe following principles:

ContextualisationThe learning materials and activitiesgiven to students should be ofauthentic and meaningful contexts. Forexample, lessons will be plannedaround a theme, or a type of text to helpstudents use suitable language skills,grammatical items/ structures andvocabulary appropriately in spoken andwritten language to suit the purpose,audience, context and culture.

Learner-CenterednessLearners are at the centre of theteaching-learning process. A teacher isexpected to act as a critical friend whoprovides necessary scaffolding at crucialstages of the learning process.

Learning-focused InteractionThe focus of classroom interaction is tohelp the learners attain knowledge,skills and values and the achievementof expected learning outcomes. Theteacher has to actively engage thestudents by encouraging participation inlearning, motivating them by boostingtheir confidence in the use of language,and by promoting collaboration amonglearners from different socio-culturalbackgrounds.

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IntegrationThe areas of language learning such asreceptive skills, the productive skills,language elements and vocabulary areintroduced in an integrated waytogether with the use of relevant printand non-print resources, so as toprovide multiple perspectives andmeaningful connections.Process OrientationThe development of language skills andknowledge about the language can beattained by directing the learnersthrough carefully planned processes ofknowledge construction. The teacherwill model and scaffold such processesfor learners, while guiding them to puttogether their final spoken, written and/or multimodal products.Spiral ProgressionSkills, language elements, structures,vocabulary and various types of textswill be introduced, revised andrevisited at increasing levels ofdifficulty and sophistication. This willallow learners to progress from thebasic level to higher levels of languageuse.Facilitating Assessment forLearningAssessment for learning is the approachto ensure learning at every stage of thelearning process. Identifying learners’needs, abilities and interests, observinglearning gaps, monitoring learning andproviding timely and useful feedback,for improving learning and self-assessment will result in facilitatingassessment for learning.

The Kerala ContextThe people of Kerala are keen to learnthe language and hence English has itsstrong grip in the entire social fabric ofKerala. The language has its legacy inall walks of social and cultural life. Itsinfluence is evident in education,politics, religion, trade and commerce,literacy, health and so on. The influenceof missionaries and their contributionsin the realms of literacy education, artand science have left a lasting impact inthe social life of Keralites. For them,English is not just an elitist language, itis the language of employment andopportunities as well. The demand ofthe public for English compelled theauthorities to introduce English fromClass 1 onwards in the schools ofKerala. The mushrooming of privateEnglish medium schools in every nookand corner of Kerala is a clear indicationof the aspiration of the people of thestate to make their children learn thelanguage. The ubiquitous institutionsoffering crash courses for developingspoken English is another phenomenonseen in Kerala. In spite of all these,English remains to be somethingintractable for most of the Keralites.

Overview of the Current StatusThere have been positive changes inthe profile of English classrooms inKerala since the introduction of therevised curriculum and textbooks in2007, based on the Kerala CurriculumFramework. The confidence level oflearners in using English has gone up

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considerably. The children across theState have started producing their ownwriting in English in the form of stories,poems and other language discourses.By and large the general proficiency ofteachers has also improved (ImpactStudy, RIESI, Bangalore, 2011).However, a large number of learners arefound struggling to use English for reallife purposes, even after a fairly longperiod of language learning. Thecontinuous study of English for yearshasn’t enabled the learners to use thelanguage in their speech and writingeffectively. A satisfactory proficiencyin English is still a distant dream tomost learners.

Learners are able to read andcomprehend English and constructdifferent types of discourses targeted inthe curriculum to a certain extent. Butmost of them lack the competency toproduce oral and written texts that arecoherent and grammatically acceptable.It has been noticed that the linguisticand conceptual growth which thelearners should attain in constructinglanguage discourses across differentstages is not discernible, as envisioned.The gap between the required and theexisting levels of language proficiencyof the learners needs to be bridged.English requires intensive anddistinctive focus in the process of itsteaching and learning. Learners shouldget optimum meaningful exposure toEnglish.

The existing approach treats languageat the discourse level, which means that

language is not viewed as a set ofdisconnected sentences but as a set oflinguistic discourses such as stories,songs, conversations, diary entries,descriptions, narratives, slogans, etc.But most of the teachers, especially atthe primary level, find it difficult toevaluate the quality of languageproduced by their learners. The editingprocess by which the learners need tobe scaffolded to refine their language isproved to be another challenge for mostof the teachers. This results in learnersnot getting the expected quality oflanguage and learning outcomes.

The textbooks also present languagediscourses as inputs and the learners areexpected to produce different languagediscourses in meaningful contexts. Thereading and writing tasks are not purelyindividual. Learners have to work incollaboration in small peer groups andpresent whatever they have understoodafter reading a text, and they are alsoexpected to present the writtenproducts they develop. There is also aslot for self-assessment by the learnerwhich is done with the help of a set ofself-assessment questions based on themost important features of the task athand. The mechanical repetition ofconstructing language discourseswithout taking care of the quality oflanguages, which should be reflected inthem, has adversely affected theorganic and vibrant nature of languagelearning experience.

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It is an undisputed fact that languageshould be treated as a meaningfulwhole. A learner who undergoes aparticular curriculum process or tasks intextbooks needs also to be aware of theconventions of speaking and writing alanguage. He/She has to be exposed tolistening and reading of different texts.Knowledge about language elementswill work as a conscious monitor oncethe acquisition stage is completed. Ateach level teachers have to ensure thatlearners acquire the concepts, skills andattitudes envisioned for a particularlevel. The academic standards/learningoutcomes may be stated clearly andcare should be taken to ensure thatlearners achieve those outcomes beforethey proceed to the next level.

Dealing with differently-abledchildrenDifferently abled children are part ofthe general classroom and are not to betreated like other children. The primarything that can be done is ‘knowing thelearner’ with the help of the resourceteacher available in the school. Ateacher must know the type ofchallenge the learner has. The help ofthe resource teachers can be sought forthe designing of new language activitiesor adapting the existing languageactivities in the textbooks. It has to beensured that the classroomenvironment is safe, and the differently-abled children are not discriminatedagainst by classmates or teachers.

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Chapter 3

Basic Premises on Which the NewTextbooks Are Developed

Whenever a language textbook isrevised, there is the need to take certainfundamental positions on language andlanguage pedagogy. Preparing textbooksis not a process like compiling ananthology of the best poems or prosetexts. It is totally different in design,structure and intention. If so, what arethe basic premises on which the newtextbooks are developed?

a. Texts as Children's LiteratureThe new textbooks give greatimportance to children's literature.Authentic pieces of children'sliterature, adapted versions of well-known stories and stories developed bytextbook writers are included. Thesestories and songs/poems that can besung in chorus are the main texts.Based on their reading, learners areasked to engage in certain languageactivities so as to apply their knowledgeof English. The meaning-makingprocess of the texts given has to bedone in such a way that every learnergets a chance to listen, speak, read andwrite in the target language.

b. Pictures as TextsThe illustrations used in the textbooksare treated as texts. Hence they alsoneed to be processed in the class. Themulti-coloured pictures will generateinterest in the students and will also helpthem form mental pictures of thecharacters described in the stories andpoems. Teachers are expected to usethese pictures for meaningfulinteraction with the learners. Readingcomprehension can also be tested usingthese pictures.

c. Interaction QuestionsAlmost on every page of the textbook,questions for interaction with learnersare given. These questions mainly servefive purposes.

• To read the pictures

• To elicit the text

• To connect the texts with the learners’own experiences

• To predict what is going to happennext

• To prompt critical thinking in learners

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Teachers are expected to ask moreinteraction questions for meaningfulcommunication with the learners.These questions can also help theteacher assess his/her learnercontinuously.

d. Theatre GamesTheatre games are an effective methodfor language acquisition. They help totrigger the imagination of the learnersand make learning a pleasurableexperience. The new textbooks provideample scope for teachers to use theatregames in the English classroom. Forexample, in Class 1, teachers can askthe learners to stand in two lines andproduce the sound of birds/animals,following the instruction of the teacher.If a different sound is produced fromthe groups standing in a line or if theyfail to produce the correct sound, theyare not given points and the groupwhich scores 5 points first becomes thewinner.

e. Language ActivitiesThe new textbooks provide enoughspace for language activities and games.There are many slots in the textbooksfor the learners to analyse the languageused in them and to apply theknowledge of the language in a newcontext.

Teachers may first assign the languageactivities as individual tasks and giveclear instructions to carry them out.Then the activities can be assigned in

pairs or groups. Working and playing insmall groups promote interaction,togetherness and team spirit amonglearners.

f. Grammar in ContextThe knowledge of grammar is essentialfor the learners when they write inEnglish. The existing textbooks solelyrelied on the editing of discourses forgiving grammar inputs to the learners.But many teachers find it difficult totheorise on the errors made by theirlearners and to address these errors inthe course of their classroomtransactions. So the new textbooksaddress grammar in a way in which theteachers and the learners canunderstand the usage of languageelements in meaningful contexts.Grammar, here, is analysed in a givencontext through which learnersgeneralise certain features of thetargeted language element. Then theyapply their knowledge of grammar innewer contexts. The explicit teaching ofrules of grammar has been totally doneaway with.

g. Need Based Vocabulary

DevelopmentThe new textbooks provideopportunities for learners to developtheir vocabulary in a need basedmanner. Developing concept maps andword webs of related words have beenincluded in the textbooks. Instead ofteaching vocabulary items directly,

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activities for finding out related wordsare given in a learner centred fashion.Moreover a page towards the end of theReader titled ‘My Word List’ will helpthe learners to write down new wordsand get familiarised with them.

h. Simple Language ProjectsSimple language projects that can beundertaken by young learners are givenin the textbooks. It is hoped thatundertaking such projects with theguidance of teachers will boost learners'confidence in using language. Learnersare expected to classify and analyse thedata they have collected and write briefreports on them.

i. ICT IntegrationIt is always a challenging task for theteacher to capture the attention ofyoung learners and to initiate them intoa second language. They are exposed tothe world of high quality digital audio-visual materials and teaching themusing only the ‘chalk and talk’ methodmay not be fruitful. So every teachermust think about using effective audio-visual texts in their classrooms. Internethas a rich repertoire of such goodmaterials. The new textbooks providescope for integrating InformationCommunication Technology inteaching of English.

Videos and audios of the texts given inthe textbooks are freely available on theinternet. Links to certain websites aregiven along with the units in this book.Teachers can make use of the sites forgetting more information and collectingaudio-visual materials to make theclassroom transaction more interesting.Moreover they are expected to find outmore useful spaces in the internet toenrich the classroom experience.

j. AssessmentLearner assessment is a continuousprocess and an integral part of learning.Teachers must assess the learners ateach stage of the learning process.Informal interactions, interactionquestions, reading of the text,associating pictures with the text,language activities and theatre gamesgive teachers ample opportunity forassessing the learners. Apart from these,the textbooks contain two separatepages titled 'I Can' and 'My Learners' forassessment purpose alone. The first oneis for the self-assessment of the learner,wherein the learner makes his ownassessment on what he imbibed fromthe classroom activities. The second isfor the teachers’ assessment of thelearners wherein the teachers can assessthemselves and also the learners.

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Chapter 4

Specific Areas of Second LanguagePedagogy

Code SwitchingAt the time, when the child is exposedto a new language, use of mothertongue will help to make the entrysmooth.

Most often we may use mother tongueto translate. But will translation helplanguage acquisition? In translation, nochance is given to activate the learner’sinnate language system, which isessential to switch over to the structureessential of any foreign language.Translation will not help acquiring thestructure peculiar to a particularlanguage.

Replacing some words of a sentence orpassage in mother tongue with Englishwords also will not help to imbibe thestructure of the target language -English-as the expression usuallyfollows the structure of mother tongue.

So we have to use mother tongue andshould be done judiciously in order tofacilitate language acquisition. Insteadof mixing words, sentences or group ofsentences in mother tongue are used insuch a way that a thought is generated

in the minds of the children. In otherwords, children can predict the nextpossible sentence or expression. Thatsentence or expression is given inEnglish.

Here, the sentences of both languagesare specific to them. They do not mixwords or sentences, yet they make asense when put together technically wecan call this strategy as code switching.

Code switching is quite natural whentwo persons who know only theirmother tongue, which are different,meet for a purpose.

ChoreographyWhat is choreography?Choreography means the design andarrangement of a ballet or other stageddance, or the sequence of steps andmovements in dance. Obviously, this isa performing art. Sometimes there willbe a single performer. Thechoreography that is presented incontemporary cinema and theatreinvolves a team of artists.

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Choreography as a discourseA natural question arises: What haschoreography to do with language? Ifthere is a song, the choreographer cancompose movements and perform thedance. Language comes in when thechoreographer wants someone else toperform the choreography that he orshe has composed.

How will the choreographers get theirideas across to others? They can giveoral instructions to the performers. Inaddition to this, they can demonstrateeach movement. How do they do this?They identify the theme of the song andset movements in order to bring outthese. In this sense a good choreographcommunicates to its viewers. In orderto give precise directions to the artiststhe choreographers will have to makeuse of communication skills.

If a script for the choreography isdeveloped very good written discoursecan be produced.

Teacher TalkLanguage is primarily speech. Thisimplies that if the learners have toacquire English they should get inputin the form of language that is spoken.This listening input cannot besubstituted by the input learners getfrom reading. So what is meant by‘teacher talk?’ All teachers talk tolearners. We are all aware of this. In factsometimes teachers even talk too much.Language pedagogues say that theteacher’s over-talk is characteristic ofany teacher-centered classroom.

Therefore, teacher talk does not meanthis.At several stages of the classroomprocess, the teacher has to interact withthe learners.Let’s have a glance at these:• Initial interaction• Interaction based on the entry

activity• Interaction leading to individual

reading of the texts• Interaction at various stages of

collaborative reading• Interaction related to asking

analytical questions• Interaction related to the processing

of a poem• Interaction leading to individual

writing of the discourse• Interaction related to the individual

presentation of the discourse• Interaction while the discourses are

being refined in groups• Interaction related to presentation of

the group product• Interaction prior to the presentation

of the teacher’s version• Interaction related to editing• Interaction related to the language

activities• Incidental interaction that might

take place at any timeEach instance of interaction serves aspecific objective. At the same time allinstances of interaction serve somecommon objectives too. The teacher

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should know why they have to interactwith the learners at a certain point andhow it is to be done. All these instancesof interaction can be put under theumbrella term ‘teacher talk’.

What are the features of teachertalk?Teacher talk includes the questionsthat the teacher poses in the classroom,the discussions that are initiated onspecific themes and also theinstructions they give to the learners atvarious points. The teachers shouldclearly know the objectives of eachinstance of interaction. They shouldalso take care of the level of thelearners while interacting with them.For instance, in Class 1, they may haveto use the mother tongue also in acode-switching mode. In higher classesthey may use slightly complexstructures too. The general features ofteacher talk are:

• error free language withgrammatically correct sentences

• comprehensible to all learners

• audible to the whole class

• dynamic, positive, pleasant andlearner friendly

• free from expressions which findfault with the learners

• optimal speed of articulation

• articulatory features (such as pause,stress, tone, and tempo) to bemaintained

• not a one-sided talk from the part of

the teacher but a dialogue betweenthe teacher and the learners

• contains various discourse markers(such as well, precisely, as a matterof fact, etc.) wherever theseelements are contextually apt

• contains linguistic elements such astags, short responses, etc.

• addresses higher order thinking skills

How to make ‘teacher talk’ a richlistening input for the learner?The interaction of the teacher with thelearners at various stages of theclassroom transaction is a rich inputsource for the learners. A few questionsin this context are:

1. What are the common objectivesof interaction at these stages?

2. Are there any specific objectivesfor each instance of interaction? Ifso, what are they?

3. How can the quality ofinteraction be improved?

Obviously, the teacher cannot use thesame kind of questions for eachinteraction. They depend cruciallyupon the purpose for which theinteraction is carried out. It is fairly easyto see that each of these instances ofinteraction has some specific objective.At the same time, all of them havesome common objectives.

Common Objectives of Interaction• Sharing of ideas

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• Giving rich, authentic listening input• Embedding functional aspects oflanguage in authentic contexts

• Maintaining rapport with the learners

• For engaging in a dialogue with thelearners

Specific ObjectivesInteractions related to trigger• Eliciting the learners’ assumptions onthe theme at hand

• Eliciting learners’ perceptions on whathas been observed

• Leading the learners to the theme /issue

Interactions at narrative gaps• Triggering divergent thinking

• Eliciting learners perceptions on thetheme

• Making predictions on what mightfollow

• Eliciting learners’ reflections on whathe/she has listened to

• Checking whether the characters havebeen emotionally registered

• Analyzing the situation criticallyInteractions leading to individualreading

• Instilling in learners an urge to read• Helping learners predict what they aregoing to read

Interaction during collaborativereading

• Ensuring that ideas are shared as perthe instructions given to the learners• Assessing the progress of group work• Extending optimal support to thosewho need it

• Ensuring cooperation in team work• Addressing learning issues of childrenprogressing at a slower pace

Interactions related to scaffoldedreading (posing analyticalquestions)

• Registering multiple perspectives onthe theme

• Identifying a point of view of thewriter as well as the learners

• Instilling value systems

• Building up tolerance

Interaction related to editing• Sensitizing the learners on variouskinds of errors

• Checking the learners’ intuitions ongrammaticality

• Building up confidence in usinglanguage

Interaction related to compiling bigbooks• Addressing the heterogeneity of theclass

• Providing slots for the creativity oflearners

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• Checking the learners’ affinity to thetarget language

What the teacher has to do to build upa dialogue with the learners. This can bedone with the help of the followingstrategies:

• Using tags (positive, negative)• Reporting

• Using discourse markers (expressingattitude, politeness etc.)

• Agreeing or disagreeing

• Seeking agreement or disagreement• Stating one’s own opinion

• Using short responses

• Building up on a certain response

Most importantly, the classroomlanguage the teacher uses forinteracting with the learners will haveto suit the level of the learners.

What are the various levels ofteacher talk?Each instance of teacher talk serves aspecific purpose. For example, one ofthe specific objectives of the teachertalk, related to the trigger, is to elicit thelearners’ perception of what they haveseen. This holds good for all levels oflearners.

The following strategies can be utilised:

1. What do you think the picture/clipping/photograph is about?

2. What ideas do you get from watchingthis picture/clipping/photograph?

3. You have watched the clipping. Youmust have formed some ideas about it.Why don’t you share them with yourfriends?

4. What does the picture tell you?

5. The picture tells us something,doesn’t it? What is that?

6. I was wondering whether someonecould tell the whole class what thepicture is about.

All the strategies given above aresuitable for interacting with the learnersbased on the trigger. But all these arenot at the same linguistic level.

Of course these questions cannot beasked in Classes 1 and 2. At the sametime learners in these classes will havetheir own perceptions about the pictureand these must be known.

One way to tide over the problem is toestablish the details of the picture byeliciting them one after the other usingvery simple expressions. This can befollowed by a question that elicits whatthe learners think about the picture.Another way is to ask questions usingthe code-switching strategy.Alternatively, the whole question canbe formulated in the mother tongue.

What really matters is whether theperception of the individual learners areaddressed by evoking higher-orderthinking skills.

How can teacher talk be madecomprehensible?What the teacher says must be

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comprehensible to the learners. Thereis no point in repeating something withthe pretension that repetition willenhance comprehension. How cancomprehension be ensured? Thefollowing strategies may be useful:

1. Break longer expressions intosmaller ones

Consider the following story:

A dog, crossing a bridge over a streamwith a bone in his mouth, saw his ownreflection in the water and thoughtthat there was another dog, with abone, double his own in size. Heimmediately let go of his own, andfiercely attacked the other dog to getthe bigger bone from him. He thus lostboth the bones which he grabbed at inthe water, because it was a reflection;and his own, because the streamswept it away.

There are several sentences in the storywhich contain more than one idea. Thefirst sentence, for example, containsideas such as the following:

• There is a dog.

• He holds a bone in his mouth.

• There is a bridge.

• There is a stream flowing under thebridge.

• The dog is crossing the bridge.

• He sees his own reflection in thewater.

• The dog thinks that there is anotherdog with a bone double the size

It will be better to split long sentencesinto shorter sentences.

2. Include images in the story

It is not enough that the long sentencesare split into small ones. Ensure thatimages are instilled in the mind of thelearner.

3. Use familiar words whereverpossible

There are several English words (theso-called ‘loan words’) in the learners’repertoire of words. They may use thesewords in their day to daycommunication without realizing thatthey are English words.

In lower classes, the teacher can workout a concept mapping activity to get anidea about the words that learnersknow. How can this be done? Thefollowing process may be taken as amodel.

• List down as many themes such asschool, class, kitchen, road, vehicles,etc. while negotiating in the class.

• Ask learners to write in their mothertongue as many words they knowrelated to each of these so that they geta word web or spider graph of eachtheme.

• The teacher can contribute to theword webs by writing each word inEnglish.

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• Each of these word webs can beconsolidated and displayed before thewhole class.

• If the learners cannot writethemselves, they can say the ideas andthe teacher can develop the word webfor the whole class.

• Activate these words by using themboth as nouns (naming words) andverbs (action words).

4. Use proper voice modulationArticulatory features such as pause,stress, pitch and tone contribute toeffective oral communication. Spokenlanguage will be comprehended in abetter way if appropriate articulatoryfeatures are used.

5. Use optimum gesturesThis is also an important componentthat contributes to bettercomprehension. While presenting thenarratives, teacher have to useappropriate gestures. At the same time,they should take care that they are notover-acting. Gestures are to beoptimized in terms of eye-handcoordination, postures and facialexpressions.

Teaching VocabularyNew vocabulary is needed for theenrichment of thought or language. Theproblem to be addressed is how andhow much vocabulary should beintroduced in each class. Practicingteachers know that the vocabulary usedin the textbooks are selected and

graded. Is it good to impose vocabularyon the learners ignoring theirpsychological or emotional needs? Whatstrategies can be used to expandvocabulary among the learners, basedon their needs? It is high time certainnew strategies were devised forenriching vocabulary among thelearners with an element of emotionalempathy.

How to enrich Vocabulary1. Activate the English words that thelearners already have in their repertoireof vocabulary though they may not beaware that these are English words.These items are conventionally labelledas ‘loan words’. Such words can be usedwhile interacting with the learners.

2. Need for the expansion ofvocabulary in a systematic way throughconcept mapping.

Activating stock wordsEnglish has contributed a number ofwords to most Indian languages. Today,most people in India use a number ofEnglish words in their day-to-day lifeeven without knowing that they areEnglish words (e.g. book, bag, bat, ball,school, class, teacher etc.). In order toactivate these words, they must beidentified and a strategy found foractivating them.

Concept mappingConcept mapping is an activity that willhelp to have an idea of the stock wordsof the learner, which can be fruitfully

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made use of in classroom interaction.Learners are asked to make exhaustivelists of words related to themes such asbus, cricket, school, hospital and so on.The steps for conducting this activityare given below:

• Learners sit in small groups and writedown in mother tongue as many wordsas possible related to the themeassigned to each group (for example,cricket). Each group will be working ona single theme.

• Each group will present its conceptmap before the whole class. When aconcept map is presented others cancontribute more words to it.

• All the concept maps are displayed inOur Reading Corner (ORC), a spaceprovided in the classroom for thedisplay of products emerging from thegroups.

• At a later point the facilitator cancheck whether learners can write atleast some of the words in English.

• The facilitator can write some of thewords in English as and when it isneeded as part of transacting thecurriculum.

• The words that have appeared in theconcept map can be used for classroominteraction.

Concept mapping is an ongoingprocess. At various points of interactionnew concept maps on various themes(animals, colours, kinship…) will beemerge.

Using ‘loan words’ for classroominteractionOnce the stock words of learners areidentified a strategy for activating thesewords for communication. What ismeant by activating ‘loan words?

Note that almost all the stock words inEnglish that are in the repertoire of thelearners are used as nouns. There is nosentence without a verb in it becausethe nucleus of a sentence is the verb.Can these stock words be used asverbs?

Here are a few words. Can there beclassified as nouns and verbs?

A: bat, bag, chart, pen, lock, paint,brush, door, table, chair, fan, bell, plate,spoon, mug, bucket, brake, button(Add a few more words to the list).Note that these words belong to thegroup of ‘loan words.B: sleep, dream, stand, wash, run, walk,read, drive, ride, cough, pinch, kick,jump (Add a few more words to the list).There are eight parts of speech inEnglish. This means English words canbe categorized into eight groups. Wherecan words like ‘yes’ and ‘no’ beaccommodated?Suppose a learner in Class I somethinglike the following:‘Gopal, button your shirt.’ Will thechild understand the instruction?A strict categorization of words intonouns and verbs will not work. Thereare several hundreds of nouns that canbe used as verbs. Similarly, there arehundreds of verbs that can serve asnouns. If the noun like ‘fan’ and is used

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as a verb as in ‘Fan me, please!’ thelearners will be able to make sense ofthe expression. When ideas areexpressed using familiar words, theresistance of English on account of itsvocabulary can be minimised.Moreover, learners will also start usingthem. This is what is meant by activatingstock words.A few sentences are given below:Who will bell the cat?Plate biscuits, please!Lock the door.Press the lockKey the lock.Shall we chart this?Radha, colour the car.

ReadingWhat is reading? It is as follows:• decoding the text• giving meaning to symbols, picturesand letters• meaning making• a process of getting the message of thewritten text• comprehending the text involving thecognitive domain• something that leads to insightfullearning and thinking

How can learners be made to readand write?Now, a question may arise as to what isreal reading and writing? How and whatshould the learners read and write indiscourse-oriented pedagogy?

To shed more light on this, let usconsider a 10-month old child who cansuccessfully identify the labels like‘Thumbs up’, ‘Coco-cola’, ‘Lux’, ‘FiveStar’, ‘Tiger Biscuit’, and so on. Howdoes the child do this? How does he/she successfully read without anyknowledge of the alphabet or theletters?

This kind of reading is sometimesreferred to as ‘Organic Reading’. Thechild identifies the labels of things withwhich it has an organic affinity. Itidentifies the labels such as ‘Coca-cola’,‘Tiger Biscuit’ as a whole unit. Thewhole word is something like a picture,a graph.

Can’t this wonderful ability of the childbe capitalised to induce it to readingand writing?

Graphic Reading and WritingInstead of the unscientific and illogicalway of introducing alphabet we canmake them read and write graphically.Graphic reading means reading a wordand sensing its meaning without evenknowing the alphabet. Graphic writingmeans writing something withoutknowing the letters in isolation butknowing its meaning in totality as aword. Graphic reading and writing helpthe learner pick up the vocabularywithout any process conflict i.e.without any problems of spelling andpronunciation. The learners pick up thevocabulary non-consciously.

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Let us work out a strategy for leadingour Class I learners to graphic readingand writing.

• Let pupils collect wrappers of soapcakes, tooth paste, chocolates and soon.

• They can sit in small groups talk abouttheir collection:

Do you like this?

Yes I do/I don’t.

Which soap do you like?

• Let them prepare a concept map bypasting the wrappers of soap cakes.

Organic ReadingFrom what has been discussed above, itis clear that the alphabet is not taughtindependently. Learners developphonemic consciousness throughsystematic spiralling of discourseswhich they experience throughclassroom interaction. After a few days’experience, learners will be at variouslevels with regard to skills of readingand writing.

• They can identify a number of wordsas units.

• Some of them can identify variousEnglish letters.

• Some of them can write a few lettersof the alphabet.

• They have noticed that English letterssound differently when they appear indifferent words.

Several activities can be used beforelearners actually enter a reading passage.These activities have been designed forfacilitating meaningful reading/writing.

• Since learners are anxious to writetheir names in English, the teachers canwrite their names on slips and ask themto pin the name slips on their clothes.The teachers can pin their name slipson their clothing.

• In the evening. they are asked to keepthe name slips in a box. Next morning,they have to take their slips back andpin them on their clothes.

• Later, each child can take a friend’s slipand hand it over to him/her.

• Learners can mark their attendanceagainst the names displayed on a chart.

Organic WritingEveryone would like to possess a goodhandwriting. But how to achieve this isthe issue.

The conventionalist solution to this isquite straightforward. Learners areexpected to improve their handwritingthrough constant practice. Conventionalteacher training programmes havealways insisted on the need to teachhandwriting for which a supposedlyeffective methodology has beendevised.

Why does the conventionalist insist oncopy writing?

• Writing is a skill and as such, it can bedeveloped and refined through constantpractice.

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• The ascenders and descenders ofEnglish letters demand a four line copybook.

• There are four types of letters for theEnglish alphabet.

• Learners need practice in writingthese various types of letters.

• Notice that none of these argumentscan hold water for various reasons.

• There is no guarantee that the so-called good handwriting that is achievedthrough laborious practice will lastforever.

• There are ascenders and descenders inthe writing system of most languages.

• It is against the basic principles ofchild psychology that all childrenshould imitate a certain model ofhandwriting. A person’s handwriting isa personal possession just as his or hervoice is. It is a futile attempt to imitatea standard norm of handwriting.

• We know that copy writing is

- mechanical

- done out of compulsion

- not helpful for catering to language skills

- not creative

- time-consuming

- not monitored closely

- boring

Suppose learners undertake writingtasks on their own. In such instances,

they will certainly try to improve theirhandwriting. How can this urge beinstilled in them? The only way to dothis is to involve them in need-basedwriting tasks, which are meaningful.

All that has to be done is to give thosewriting tasks that will psychologicallyappeal to them since they know that bydoing them, they are addressing theirown needs.

For this, they must have opportunitiesto see good handwriting. What are thesources for these?

• The teacher’s writings

• Captions on wrappers and packets ofcommercial products

• Sign boards on the road side

As facilitators, teachers have to helplearners familiarize themselves withthese things.

A number of meaningful writing taskscan be thought of.

• Labelling things in the classroom

• Making picture cards with labels onthem

• Preparing ‘Happy Birthday’ cards

• Marking attendance on a chart

Evolving TextThe reading text given in the Readermay be difficult for the learner, if readindividually. So it is very muchnecessary to make the learners getfamiliarized with the ideas in the text.The text given in each page is the part

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of the whole story narrated in the unit.These texts are supported with suitablepictures. So a picture interaction willhelp the learners get the ideas easily.Instead of mere oral interaction, theideas elicited through interactionquestions can be charted out and madeinto an evolving text. This evolvingtext will lead the learners to the real textin the Reader. Thus the evolving texthere act as a supporting text to promotereading. This can also be treated as abridging text between the picture andthe given text. So it is very useful todevelop an evolving text by elicitingthe main ideas from the picture. Butcare should be taken that the evolvingtext should not have any new idea otherthan the real text given. It is notnecessary to write down all the elicitedideas but only the ideas that lead to thereal text. Once an evolving text isdeveloped, a clear reading processshould be followed.

Process of Evolving TextWhile developing the evolving text, theteacher has to megaphone the elicitedideas and write it on the chartconsidering each word as a unit.Teacher should say the words aloud andwrite them word by word. This willenable the learners to identify theformation of graphs, pronunciationsand also associate meanings. When onetext is evolved through interactionquestions, it should be written then andthere. After the whole text is evolved,the teacher has to read the entire textaloud with proper voice modulation,pause, stress and pronunciation. Givethe learners a chance to listen. Thenteacher has to read each idea/sentencealoud and learner can read after theteacher. After this, the learner can begiven a chance to read the text aloudindividually.

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Chapter 5

Assessment Approach

Learning is a natural and continuousprocess in learners. Learningexperiences should be based on specificobjectives and learning outcomes tomake learning effective. Teachersshould be aware of the skills andconcepts that the learner shouldacquire. Learning activities related toeach unit should be planned in such away that it produces the desired learningoutcomes. The activities that arepresented should be related to real lifesituations.

How far are the skills and concepts thatare acquired sufficient to acquirelearning outcomes? Who among thelearners are yet to acquire the learningoutcomes? What follow-up activitiesare to be provided? How can they beprovided? These should be theconcerns of teachers while they thinkabout evaluation.

The process of analysing what thelearner has acquired after thetransaction of a unit is calledAssessment of Learning. The level andexcellence of the learner after learningthe content area in a unit is assessed.This is one level of assessment.

But more importance should be given toan assessment that ensures learning.There can be different types ofinterventions by teachers or peersduring the learning process, to make itmore effective. This assessment thattakes place along with learning and thefeedback that is provided, form anotherlevel of assessment. This can be termedas Assessment for Learning. This hasto be carried out continuously tofacilitate learning and has to beincorporated with learning activities.

Along with this, there is a process ofcorrection that involves a critical selfanalysis of the concepts and awarenessgathered through learning and byinternalising the changes. This can beconsidered as self-assessment. Thus,learning takes place through selfassessment. This can be termedAssessment as Learning.

To make learning more effective stresshas to be laid upon Assessment forLearning and Assessment as Learning.Therefore, we must adopt an approachthat gives importance to an assessmentprocess that makes learning moreeffective.

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When we adopt a learning approachthat ensures learning outcomes, weshould adopt a suitable assessmentapproach to it. Therefore, we shouldadopt an ‘Outcome focusedAssessment Approach’. Activeparticipation of the learner can beensured if the learning activity is basedon the learning outcomes. Criticalthinking, rational thinking, reflection oflearning, inter-related knowledge etc.are the characteristics of learning whichare focused on learning outcomes.

Continuous and ComprehensiveEvaluation (CCE)Kerala School Curriculum has adoptedan assessment method that iscontinuous and comprehensive.Learning is an incessant process thattakes place in the learner. Therefore,the process of evaluation that examinesthe amount of skills and conceptsacquired, should also be continuous. Bycomprehensive evaluation we mean theassessment of the cognitive, social andemotional domains of the learner.

Method of GradingThe method of grading is used forevaluating continuous andcomprehensive assessment. At primarylevel, the five-point grading pattern isused. The grade point percentage andgrade in five-point grading is givenbelow.

Grade Point Percentage Grade75 - 100 A60 - 74 B45 - 59 C33 - 44 D33 and below E

Two areas can be considered to ensurethe continuity and comprehensivenessof the evaluation process.

CCE Areas

1. Cognitive domain

2. Social/Emotional domains

Let us examine each domain in detail.

Assessment related to developmentin cognitive domain

All subjects learned by the learner canbe included in the cognitive domain.This area may include languages,science subjects (Basic Sciences,Mathematics, Social Sciences), ArtEducation, Work Education andHealth and Physical Education. Thedesirable learning outcomes of eachsubject have to be delineated andassessed whether they have beenachieved. Two types of evaluation aresuggested here.

1. Continuous Evaluation

2. Term Evaluation

Continuous Evaluation (CE)In the primary level a variety of skillshave to be acquired through language

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learning. The diverse content areaincludes concepts, facts, facets ofknowledge and creative writing. It isdifficult to fix the language skills byavoiding these elements. The skills suchas internalizing facts by listening andreading, expressing one's ideas byspeaking and writing and creativewriting can be developed as part oflanguage learning. Therefore, languagelearning cannot be categorised as amode for developing minimal skills orgathering information.

In classes I and II, activities related tosubjects such as Languages (Malayalam,English, other languages),Environmental Studies andMathematics are arranged based oncertain themes. These themes can befixed as the content area for theseclasses. As the learners are at theprimary stage of development of oraland written skills, listening, speaking,recognising the characteristics ofspellings, reading with goodpronunciation, good writing andgradation and progress in writing can beconsidered as the primary levels oflanguage skills.

Three types of assessment aresuggested in this context.

• Assessment of learning process• Portfolio Assessment• Unit-level Assessment (Assessmentof the overall learning outcomes ofeach unit)

Let’s look at these in detail.

Assessment of learning processAs a part of the learning process, theteacher plans various activities to makethe learners acquire the desired skills.There should be an effort from the partof the teachers to make an assessmentof the learners based on theirparticipation in the activity, excellencein either performance or presentation,the aptitude to prepare write-ups/notesas part of the process and the extent towhich the learners have acquired theskills. Therefore, we can use thefollowing indicators to assess thelearner during the learning process.

1. Involvement/Participation inactivities (willingness to take up anactivity, excellence in individualactivities, intervention in groups,sharing of ideas…)

2. Concept formation

3. Acquisition of skills

4. Performance/Presentation

5. Documentation/Planning

Assessment of the process should bebased on certain indicators. Forexample, when the indicator'Participation in activities' is assessed,learners should be categorised asexcellent, good, average and those whoneed improvement. This has to berecorded in the Assessment part in theTeaching Manual. All learners have tobe assessed and recorded withreference to each indicator in everyterm.

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Processing the Poem/Song‘One day the three butterflies....’

Teacher narrates the story of the threebutterflies and leads the learners to thepoem ‘Seeking Shelter’ and ‘ARequest’.

The teacher interacts with the learnersregarding the help offered by differentflowers.

Interaction Questions:

• To whom did the butterflies go first?

• What did the sunflower reply?

• Did the butterflies accept the offer?Why?

• To whom did they go next?

• Did they get shelter there? Why?

• The butterflies are in the garden. Didthey meet anyone else in the garden?

• What do you see there, other thanflowers?

• Did they meet any birds there?

• Can you say the name of some birds?

Leads the learners Activity-3 given onPage 41.

Asks interaction questions based on thefirst picture.

• Look, which bird did the butterfliesmeet first?

• Will the peacock help them?

• What will the peacock say?

Leads the learners to the lines.

Process:

• Teacher recites/ sings the lines two orthree times.

• Let the learners sing after the teacher.

• Let the learners get familiarised withthe lines.

• Let the learners sit in groups/ pairsand try to sing/ recite in tune /rhythm.

Interaction questions to process thelines:

• How many lines are there in the song/poem?

• Look at the first line. How does thepeacock call the butterflies?

• What does the peacock say to thebutterflies?

• Why does the butterfly go with it?

• Will it dance with the butterflies?

• What is the last line of the poem?

After asking each interactionquestions, teacher writes the processedline on the chart.

Teacher recites the lines written on thechart with proper rhythm.

Gives learners chance to recite thepoem individually and in chorus.

Lead the learners to the next picture onthe same page.

Interaction questions to process thelines:

• Which bird is this?

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• What is it doing?

• How will it call the butterflies?

• What will it say to them?

• What else will it say them?

• Will the sparrow ask the butterflies tofly with it?

Let the learners write the linesindividually.

Random presentation

Self Assessment

I can construct/add lines to thepoem based on the rhythm.

I can substitute apt word/s.

I can sing the song/poem withproper rhythm and actions.

Peer/Group Assessment

The added/constructed lines areapt and related to the theme.

Sing the poem or rhyme in theproper rhythm with apt actionsand movements.

Follow the structural andrhythmic pattern of the givenlines.

The written products are legibleand have proper spacing andpunctuation.

Let them share the lines in groups.

Now, teacher can supply the groupswith pictures of different birds.

Let the groups construct lines based on

the names of birds. (Parrot, dove, crow,mynah, koel)

Let the groups construct one stanza (of4 lines)

Teacher interacts with the groups whenthey do the activity. Write the lines onthe chart.

Let the groups present.

You may consolidate all the group'sproducts into a Big Book.

Let us examine how the excellence ofthe learner in this learning process canbe assessed using various indicators.

Participation in the activity

Did the learner participate in theactivity?

Did the learner try to complete thework individually?

Did the learner indulge in the groupactivities?

The interest of the learner in learningactivities, participation in groupactivities, the method by whichknowledge is constructed throughvarious language learning devices suchas library, assignment completion etc.have to be considered here.

Concept formationThe teacher has to make an assessmentof the level of the learner in terms ofconcept formation of the content, thestructure and form of the discourse,quality indicators and linguisticexcellence.

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Skills

The development of the learner in areassuch as listening, speaking, reading ,writing and creativity are assessed andgiven feedback. Here, the performanceof the learner in various areas of thediscourse, language elements andcommunication has to be considered.

Performance/Presentation

There are various modes for theexpression of ideas. Some modes oflinguistic expression are as important aswriting skills (recitation, singing,acting, sketching, speaking). Here, theteacher should consider pronunciationand clarity of the learner.

Documentation/Preparation

The teacher has to carry out assessment,considering the following points:

• Has the learner made relevantrecordings while going through theactivity?

• Are the entries comprehensible forothers?

• Were the recordings systematicallydone?

• Did the learner do the work/writingindividually?

• Did the learner improvise in the groupafter discussion in the class?

• Were the learners able to create/writewithout making errors?

Teacher has to assess the learningprocess at the end of a term in theabove-said areas by envisioning thecomprehensive development andgrade it.

All these indicators are important in thelanguage learning process. The teachercan assess the performance of thelearner in all the learning processes thatensure the specific learning objectivesin various units of each term. Teachercan make entries in the ‘Response Page’of the Teaching Manual.

• Take a look at the minute process ofa learning activity in language (theprocess of preparing a description)

• The learners prepare the descriptionof a garden.

Stages of learning process

• Based on the experience gathered(direct experience, visual) andknowledge that is acquired, the learnerattempts individual writing.

• Presents in the group. Improvises bymaking necessary additions/deletions.

• Presentation by the groups.

• A discussion in class on the content,structure and appropriateness oflanguage

• Familiarizes the quality indicators ofthe description

• Prepares a description afterimprovisation

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What happens when this is subjected toediting?

What would be the stages of editing?

• Individual writing

• Presentation in groups - Discussion

• Preparation of group products (afterdiscussion, each group prepares aproduct)

• Presentation of the description madein groups

• Presentation of teacher's version

• A product that remains at the averagelevel is taken into consideration andappropriate questions are asked(concept level, sentence structure,word, letter, symbol)

• The learners improve their pieces ofwriting on the basis of discussions.

Let us examine how this activity can beassessed using various indicators.

• Participation - participation of thelearner throughout the activity

• Concept formation - the concepts tobe considered in the description of thegarden, the structure of the description,understanding the quality of theindicators

• Skills - Skills acquired in speaking,reading and writing

• Performance - Individual writing,presentation in groups andpresentation of groups

• Documentation - Teacher can assessand record this activity in the TeachingManual, considering individual writingand improvisation in groups.

Teacher can make use of (i) TeachingManual and (ii) the learners' notebookswhile recording the assessment of thelearning process at the end of a term.

(1) Details of the Teaching Manual

A Teaching Manual has to be preparedby the teacher to plan learningactivities at the micro-level and to makecontinuous evaluation scientific. Thefollowing factors can be included in theTeaching Manual.

(i) Learning outcomes

(ii) Ideas/Concepts

(iii) Abilities

(iv) Values/Attitudes

(v) Learning Materials

(vi) Expected products

(vii Time

(viii) Process page containingActivities and Assessment pagecontaining details of Assessment

(ix) Reflection notes based on thedetails of Assessment Page

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(2) Details of subject-relatednotebooks

The notebook of the learner is animportant document that has to be usedfor assessment of the cognitive domain.Notebooks are helpful in completingvarious learning activities according tothe learning process. Creativity, thoughtprocess and linguistic skills of thelearner are reflected in the notebook.Different strategies that are employedfor the transaction of the content area,preparations that are done for theircompletion and interventions that aremade at the various stages of activitiesshould be recorded in the notebook.The details of the products that areformed as part of the activities shouldalso be there in the notebook.

Teacher should provide suggestionsand scaffolding after assessing thelearning outcomes, within the stipulatedtime. Towards the end of a unit, thenotebook should be transformed into adocument for assessing whether thelearner has attained the requiredlearning outcomes prescribed in theunit.

The contents of the notebook shouldhave clarity of ideas and possessreferences that suit the concepts andthe context. It should also reflectoriginal thoughts of the learner. Thecontent should be presented properly.Notebooks should have continuity andcomprehensiveness.

Portfolio AssessmentAll the products of the learningactivities have to be included in theportfolio and assessed. The portfolioperforms the duty of giving feedbackon learning to the learner, his/herparent and the teacher. This enhanceslearning.

• Notebook

• Other written products (individualwrite-ups, modified write-ups)

• Other evidences of learning (pictures,collections, learning aids)

• Indicators developed by the learnersto assess learning

• Creative writing

• Worksheets etc. can be included inthe portfolio.

The following indicators can be used forportfolio assessment.

• Clarity of ideas

• Internalisation of concepts

• Appropriate design

• Perfection

• Originality

Method of calculation of grades forthe learning process and portfolioGrades have to be calculated at the endof each term. Let us examine itsmethodology. Each indicator in theAssessment of learning and Portfolioassessment can be rated as Excellent/Good/Average/Need Improvement

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and be awarded a scoring pattern of 4/3/2/1 respectively. If the scoringpattern of 4/3/2/1 is followed for eachindicator a maximum points of 20 canbe awarded when 5 indicators areconsidered. Points can be convertedinto grade using the Ready Reckonergiven below.

Points Grade15 - 20 A12 - 14 B9 - 11 C7 - 8 DBelow 7 E

Each indicator has to be awarded apoint and converted to respectivegrades by considering the learningprocess and portfolio in each termcomprehensively.

The teacher can make use of theresponse part in the teaching manualand the learners’ notebook while theassessment of the learning process isrecorded in the format, towards the endof the term.

Unit AssessmentIn a unit, activities for various learningoutcomes are distributed, in an inter-related manner. This is comprehensivein nature. While assessing a unit thiscomprehensiveness (considering all thelearning outcomes) is assessed. Oralassessment, quiz programme, openbook examination, preparation ofquestions, identifying the indicators

and the assessment of writing, can beconsidered for unit assessment. Ratingscale and checklist, that help in findingout how much the learner has achievedin that particular unit, can also be madeuse of. unit assessment should takeplace along with learning.

For unit assessment, points have to beawarded on the basis of indicators andconverted to grades. These have to berecorded in the prescribed format. Asthere is more than one unit assessmentin a term, the average of assessment ofall the units has to be recorded at theend of the term. Teacher has to prepareindicators that suit the tool that is usedfor assessment.

For Art Education, Work Educationand Health and Physical Education,assessment has to be done at theprocess, portfolio and unit levels inorder to award grades.

Method of calculating CE

After calculating the grade for thelearning process, portfolio and unitassessment each grade - A/ B/C/D/Ehas to be given points 5/4/3/2/1respectively. The average of the totalgrade points becomes the CE grade.Imagine that a learner gets A, B, Bgrades for the learning process,portfolio and unit level assessment inEnglish. Then, the total point that he/she gets is 5+4+4 = 13. Average = 13/3 = 4.33. Therefore the grade that isawarded is B.

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Term Evaluation (TE)At the primary level, Term Evaluationof the units that were considered in theterm has to be carried out byconsidering areas such as discourseforms, language elements, languageskills etc. based on the learningoutcomes. A variety of model questionscan be included by stressing uponcontent areas and abilities. For sciencesubjects, term evaluation has to bedone by considering the content areasof the units in a particular term. Forthis, questions that are suitable toassess ideas and abilities to stresslearning outcomes can be prepared.

Weightage has to be given to each unit/conceptual area and various mentalprocesses (imbibing knowledge/concept attainment, the application ofideas and concepts, interpretation andconclusion, creativity etc.) ensure theinclusion of a variety of questions.Indicators that suit the questions haveto be developed and assessment has tobe done based on these indicators.

The Terminal Evaluation of ArtEducation, Work Education andHealth and Physical Education iscarried out as PerformanceAssessment. The models for these aregiven towards the end of this unit. ArtEducation, Work Education andHealth and Physical Education shallalso be given grades.

Assessment of Cognitive Domain -Terminal Consolidation(1) Classes 1 to 4

From Class 1 to 4, CE and TE for eachsubject have to be envisionedseparately and recorded at the end ofeach term. The F1 format can be usedfor this. F1 format is given at the end ofthis unit. CE and TE are recorded asgrades in this format. There is provisionfor recording the CE and TE grades ofa learner for all the three terms. Therecording of the grades in such a way ina single format helps the teacher tounderstand the gradation in theprogress of the learners and identify theones who are under/low achievers.

(2) Classes 5 to 8

From Class 5 to 8, CE and TE for eachsubject have to be envisionedseparately and recorded at the end ofeach term. For this F2 format can beused. F2 format is also given at the endof this unit.

Assessment of Social/EmotionalaspectsAssessment in the Social/Emotionalaspects are as important as assessmentin the cognitive domain. The skills thathave to be considered are ‘Learning toKnow’, ‘Learning to Do’, ‘LearningTogether’ and ‘Learning to be’. Thefollowing skills have to be assessed inconnection with the socio-emotionaldomain.

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1. Communication skills2. Interpersonal skills3. Empathy4. Coping with emotions5. Coping with stress6. Problem-solving7. Decision-making8. Critical thinking9. Creative thinking10. Self-awarenessTeachers who handle subjects in thecognitive domain have to conduct theassessment in these areas. Thisassessment has to be done as a part ofthe Assessment of Process of eachsubject. Here assessment in connectionwith values and attitudes also need tobe done along with the assessment ofprocessing ability. The qualitativeaspects of the excellence of the learnerin the socio-emotional domain have tobe assessed and recorded. The positiveskills of each learner have to beencouraged.

Assessment - Annual Consolidation(1) Classes 1 to 4F3 format can be used to consolidateannually, the CE and TE grades of thelearners from class 1 to 4. In this formatthe CE and TE of the learner for eachsubject can be recorded. Whileconsidering the CE grades that arerecorded in each term, the best grade inall the three terms will be considered forthe annual overall grade of the learner.This can be recorded separately in theF3 format and mark a circle around it.

In the case of TE grades, the grade thatthe learner gets in the third term shouldbe taken into consideration. The best ofskills acquired in the socio-emotionaldomain have to be recorded in theprescribed column. The skills that havenot been acquired need not be recordedas 'No skill acquisition'.(2) Classes 5 to 8For classes from 5 to 8, the CE and TErecorded by teachers of the respectivesubjects (using F2 format) can beconsolidated in F4 format. The subject-wise CE and TE of each learner will berecorded in this format. Whileconsidering the CE grades given in eachterm, the best CE of the learner will beconsidered the annual overall grade.This can marked with a circle in the F4format to indicate that this is the overallgrade.While considering TE, the grade thatthe learner gets in the third term has tobe considered.The best of skills that are acquired in thesocio-emotional domain of each learnerhave to be recorded in the prescribedcolumn. The skills that have not at allbeen acquired need not be recorded as'No skill acquisition'.Thus, we can take steps to ensure thelearning outcomes of the learner byassessing the excellence of the learnerin the cognitive and socio-emotionaldomains. It is essntial to take co-operative efforts to make assessmentcontinuous and comprehensive.Through cluster level interactionsamong teachers, the process ofassessment can be made moreeffective.

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Theme : Love towards pets, peaceful co-existence

Specific Theme : Warmth of human relations, beauty of folktales

Learning Outcomes:The learner

• comprehends and enjoys the story on love towards pets

• follows instructions and acts accordingly

• listens to simple songs on pets

• describes pictures orally

• gets familiarized on how worrds are pronounced differently when a singleconsonant is changed

Ideas :Skills :Language elements:Uses adjectives (big, small, white, black etc.) of size and colour uses prepositions(in, on)

Discourses :Story, riddles, description, song/poem, role play (performance)

Values and attitudes : Be empathetic to fellow beings

Learning aids:Big picture

cut-out or picture of rat, cat, mat, bat and Emy

chart paper, sketch-pen

Product: Evolving text

Activities: Language games, drawing and colouring

Sample Teaching ManualUnit 4

The Fat cat

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ProcessActivity 1Entry activity - Discussion based on pets

Drawing, and colouring the pictures of thelearners pets

Giving names to their pets.

Teacher learner interaction based onquestions given in Teacher Text

Talking about their pets based on thedrawings (Random)

Exchanging the drawings with their friends(pair activity)

Collecting pictures, compiling in to a bigbook and exhibiting on ORC.

Activity 2Familiarising charactrs (Emy, fat cat andrat) with the help of big canvas

Places the big canvas or a chart paper onthe wall

Fixes the picture/cut-outs of characters(Emy, fat, cat and then rat)

Colouring the picture according to theinstructions given in Teacher Text.

Familiarising the characters through properinteraction given in the Teacher Text.

Activity 3Eliciting responses based on the big canvasand the interation questions given in theTeacher Text.

Develops evolving text.

Megaphones and writes the evolving texton the chart paper.

AssessmentCan talk about their pets based onname, colour and size

Able to comprehend theinstructions and suggestions given

Able to express their ideas of theirpet through drawing

(Outstanding responses should benoted along with the name of thelearners)

Slot for self assessment and peerassessment

Respones to the interactionquestions (Who is....?, What is....?based on characters and theirrelationships)

Able to identify the characters

Able to say the relationship

Follows the instructions properly

Responds to interaction questionsbased on the big canvascan identify the characters andtheir colour, size and names

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can identify graph and read theevolving text (ET)

Can locate the specific words/phrases in the evolving text.

(number or percentage of thelearnes who can involve in theactivites should also be mentioned

E.g. fully, partially and not at allparticipated

Leads the learners to read the evolving textgraphically (loud reading).

Emy has two pets.A rat and a cat.

The cat is brown and fact.

The rat is white and thin.

Follows the reading process of the evolvingtext given in Page 36 of the Teacher Text(TT) Part A chapter 4.

To the ReaderLeads the learners to Page 52.

Ask interaction questions given in theReader and process the picture.

Presents the narrative given in the Reader.

Asks the learners to compare and identifythe ideas of the text with that of the giventext.

Asks the learners to read the text in theReader individually.

Can identify and locate theevolved ideas in the given textindividually

Can identify new ideas if anyindividually

Can identify the ideas with thehelp of the teacher or friends

Able to read the whole textindividually

Able to read some of the ideasindividually

Able to read the given text withthe help of friends or the teacher

Able to share ones own ideas withothers

Able to read the text with properpronunciation and pause

Let the learners sit in small groups and sharetheir ideas.Learners read the ideas aloud.

Activity 4Preparation of sentence/words strips.Writes the given text on a seperate chartpaper and gives chance to read the text onthe chart.

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Can identify and read the wordsin isolation

Can arrange the words in correctorder to form a meaningful sen-tence.

Can arrange the sentence/ideas toform a meaningful text.

Cuts the text into sentence strips, then eachsentence strip to word strips.

Distributes the strips to groups in such away that one group gets the word strips ofone meaningful sentence.

The groups arrange the word strips to formthe sentence meaningfully as gievn in thetext.

Each group pastes their sentences on a chartas given in the text.

Reflection Notes: (Based on the evaluation of learning process/activites)

My findings• Regarding teacher’s self assessment (Teacher’s performance in the class)

• Regarding the transactional procedure (process/strategies)• Regarding the relevance of activies

(1) aptness-to convey the ideas,

(2) difficulty level,

(3) Nature - Interesting, participatory

• Regarding the learners based on assesment page (out standing responses canbe included)

• Regarding the achivement of expected learning outcomes in quatitative tomanner (in numbers/percentage) fully-partially-not at all

My realization• Regarding the process/stategy adopted in the class.

• Regarding the learning difficulties of learners.

• Regarding the individual differences.

• Regarding the transational methods and teacher’s interaction with thelearners.

Signature of the H.M Signature of the class teacher

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Follow up activities and remedial measures(done/given at the time of transaction)

• How I gave feedback to my learners (suggestions and positive qualitative feed-backs)

• How I addressed low profficient/gifted learners (re-designing the existing ac-tivities or designing new activites suitable for them.)

• How I changed or adapted the strategies.

• How I modified activities to make them more participatory

• How I simplified my language for better communication with the learners

Visual evidences of learning in this module1. Big book of pets

2. Evolving Text

3. Sentence strips pasted on chart by the learners

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57

58

59

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Theme: FriendshipSub Theme: Develop the quality ofhelping othersLearning Outcomes:The learner• Comprehends and enjoys a simplestory about friendship.• Follows instructions and actsaccordingly.• Comprehends songs and singsrhythmically with actions.• Describes pictures/objects orallyusing appropriate colour, size andshape.• Counts numbers up to 5.• Speaks about characters in the story.• Gets familiarized with words like‘ant’, ‘big’, ‘small’, ‘happy’, ‘sad’, ‘up’,‘down’ ‘see-saw’, ‘park’ ‘swing’, ‘play’etc.• Differentiates size and position ofobjects.• Identifies and responds to questionswith 'what', 'who', and ‘when’.

TWO ANTS

UNIT 1

Input Discourses:• Story

• Song/Rhyme

• Dialogue

• Description

Language elements:• Questions with 'what', 'who' and'where'.

• Imperative constructions like, ‘comehere’, ‘sit down’, ‘draw a line’ etc.

• Naming words like ‘ant’, ‘home’, ‘see-saw’ etc.

• Expressions for seeking request andexpressing gratitude like 'please', 'thankyou' etc.

Activities:• Sand tray activity

• Language games

• Drawing and colouring

• Big picture

• Jigsaw picture

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• Clay modelling

• Community drawing

• Choreography

Materials:• Artificial clay of different colours

• Jigsaw puzzles of ants

• Sand tray

• Chart paper

• Tiny models of trees, huts, houses,see-saw and swing.

Use of ICT:• Presentation of the song ' The Ants goMarching' using ICT.

• Interactive activities for colouring anddrawing.

Introduction:This unit consists of a story and a poem.The story deals with the importance ofbuilding good friendship with othersand it also stresses the need to developa helping attitude in children. Thetransaction of this unit is mainlyenvisioned through oral presentationand picture reading. Care must be given

to provide opportunities to the learnersto listen to the target language, engagein graphic reading and writing. At theend of the unit, a separate page titled 'IKnow' is given for self-assessment ofthe learner. The page titled 'MyLearners' provides scope for the teacherto assess the progress of his/herlearners on the basis of the expectedoutcomes in each unit.

Support for CWSN learnersSpecial care should be taken for CWSNlearners. The teacher should make themparticipate in activities like jigsaw, sandtray, games, drawing and colouring asfar as possible. The teacher maydramatise the actions of ants usingpaper craft models of ants.

Entry activity:How will you begin the unit?

During the try-out phase of the unit ateacher made use of the followingstrategies to introduce the unit. Theclassroom process and the teacher talkhave been documented for you. Gothrough it and critically analyse itsstrength and weakness.

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63

Process• Teacher draws a circle on the chart.

• Helps the learners to stand in a circle.

• Asks them to think about a bird oranimal they are familiar with.

• Asks them to enact or act it before theclass but not to say their names aloud.

• Asks other students to identify thebird or animal enacted.

• Leads the learners to a game of thejigsaw puzzle

Teacher TalkLook here.

What am I drawing?

‘What is it’?

‘Yes, it is a circle’.

‘Please stand in a circle’.

‘Now, all of you think of an animal or abird’.

‘Don’t say its name aloud’.

‘Act like it before your friends’.(Teacher uses mother tongue if theinstruction is not understood by thelearners. She also mimes an elephant.)

‘Can all of you say what it is’?

‘Very good. It is an elephant.’

Now, Rahul, can you mime a bird or ananimal?

‘Oh nice!’

(The tecaher asks everyone to mimeand when one mimes, others are askedto guess and say what it is. She alsogives encouraging comments like: ‘verygood’, ‘excellent’, ‘fine’, ‘super’ etc.

• Teacher distributes four jigsawpuzzles of an ant.

• Asks the learners to make an ant inpairs.

• Eight children in four pairs areengaged in joining the parts of thepicture to form an ant.

• Others watch how their friends work

‘You like to play games, don’t you?’

‘Here is an interesting game.’

‘Let’s see who will do it first.’

64

• When one pair has completed thepuzzle, teacher asks the other pairs whoare watching, to do the same.

• Asks pairs to exhibit the solved jigsawon the table/floor.

Teacher says ‘Ant’ and writes it on thechart.

A jigsaw picture of an ant is given at theend of this unit.

Have you got it?

What did you get?Please show it to me.Please place it on the table.What is it?

Yes it is an ‘Ant’.

Here is another entry activity• Distributes clay of different coloursand matchsticks/metal wires to thegroups (four members each).

• Asks them to make an animal or abird they like.

• Interacts with the learners while theactivity is in progress.• Gives suggestions and compliments.• At the same time the teacher alsomakes clay models of two ants (one bigand small).• Asks the learners to exhibit theirmodels on the table and asks others tosay what it is.• Places a sand tray on the table.• Places the model of ants he/she hasmade on the tray.• Asks the pupils to identify what it is.

• Interacts with the learners and elicitsthe word 'Ant' and writes it on the chart.

What are these?

Yes, clay/matchsticks/metal wires.

What can you make with them?

Yes, you can make many things likerats, cats, dogs, birds, house, butterfly,tree etc.

What are you going to make?

Oh, it is very nice!

Very good.

Come on, fix a tail for you cat.

Fix the ears of your rabbit.

Place your model here.

What is this?

How is it?

Look at these. Do you see this? Canyou say its name?

Do you think these activities are effective?Can you do them effectively in your class?Which one do you think is better? Why?

65

Do you have better options to introduce this unit?

After the entry activity what will you do?

What about asking the children to do Activity 6 on Page 23 of the Reader.

• Exhibits two moulded shapes of antswith clay on sand tray/pictures of twoants - on the big picture or a chart (onesmall and one big ant).

• Writes the elicited responses on thechart.

What do you see?

How many ants do you see?

Evolving textAnts

Two ants

• Reads the evolved text on the chart.

• Makes the children read the evolvedtext.

• Asks the children to identify wordslike, ‘ants’, ‘two’ etc.

• Asks the children to read individually.

Look here.

What is this?

Show me the word 'two'.

Where is the word ‘ants’?

Teacher introduces Activity 3 on Page 21 of the Reader (counting the ants)• Teacher draws small circles (one tofive numbers) and writes the numbers1-5 both in digits and in words on theBB by interacting with the learners.Asks the learners to read aloud alongwith the teacher.

• Teacher places the clay models oftwo small houses on the sand tray. Orteacher draws/pastes pictures of twosmall houses on the big picture.

• Points to the picture and asks certainquestions.

• Places the ants before the houses.

Whose homes are these?

Where are the ants now?

Are they inside their homes?

Don’t you want to know more aboutthe ants?

66

Introduces Page 7 of the Reader.Asks the interaction questions given in theReader to process the picture.

Elicits free responses and add them to theevolving text.

Points to each part of the picture and asksquestions based on them.

Elicits free responses.

Megephones them in English anddevelops the evolving text.

Follows the process of reading theevolved text.Teacher presents the text/ narrative in thepage with proper voice modulation.Let the learners identify familiar words inthe text.Let them compare them with the evolvedtext.Follows the process of graphic reading ofthe text.

Look at the picture.What can you see in the picture?Can you see two ants?What are they doing?Yes, they are shaking hands.So are they friends?Yes, the two ants are friends.

Look at the sky in the picture.What do you see there?When will we see the sun?Yes, during the day. So it is day.Where are the ants now?We have seen the ants’ home in thebig picture.Are they inside their homes now.No, they are outside.

AntsTwo ants

They are friends.

It is morning.The ants are out of their homes.

Listen to me.

Can you read it now?

Please underline or show what youcan read.

Lead the learners to the next part of the story.You may make use of sand tray or big picture.

67

• Pointing to the models/picturesteacher asks simple questions.• Writes the evolved text on the chart.

• Leads the learners to the text with thehelp of interaction questions.

• Shows the two name cards and helpthe learners to read the names.• Asks the learners to paste/fix thename cards suitably near the big andsmall ants.(Places two name cards on the bigpicture Ben, Sen)• Elicits the sentences 'The big ant isBen,' and 'The small ant is Sen'.

• Writes them on the evolving text.

Follows the process of reading theevolved text.

• Leads the learners to Page 8 of theReader.Processing the picture.

Asks interaction questions to processthe text effectively.Elicit responses and write them on theevolving text.

One ant is big.The other ant is small.

'Look at the ants. Are they of the samesize?'

Let's name the ants.What will you call the small ant?What will you call the big ant?I have two name cards with me.Look, can you read the names?

Who can place them suitably near thesmall and big ants?

Who is Ben?Who is Sen?

Ben.Sen.

The big ant is Ben.The small ant is Sen.

Look at the picture.

Look at Ben and Sen.

Where do the two ants go?Yes, the two ants go out.Why do they go out?Are they going to play?

Ben and Sen go out to play.

68

Now, the learners are familiar with the two ants - Ben and Sen.They have also learned the words 'big' and 'small'.They can read words like ‘big’, ‘small’, ‘Ben’ and ‘Sen’ graphically.

Where will Ben and Sen go out to play?

Will they go to the playground?

Will they go to the garden?

Or will they go to a park?

Children, have you seen a park?

What are the things we see in a park?

What play things are there in a park?

I'm going to draw a park.

Say what it is (pointing to the see-sawand swing).

What is this?

Have you ever played on it?

Which one do you like the most?

Where do Ben and Sen go?

What do they see in the park?

• Elicits free responses to theinteraction questions given in theReader to predict the next event.

• Asks interaction questions related to‘park’ to get the concept of it.

• Draws pictures of a swing and a see-saw and slide on the big picture ormakes models of them using clay andmatch sticks and fixes them on thesand tray.

• Elicits the names of the play items.

• Pastes or fixes the names of the playitems in the big picture/sand tray.

• Lets the learners share theirexperiences.

• Leads the learners to Page 9 of theReader.

• Asks interaction questions given inthe text to process the picture and text.

Follow the process of reading theevolved text.The teacher may present the text in theReader.Follows the process of graphic readingof the text.Let the learners compare the ideas withthat of the evolved text.

Listen to me.

Now, can you read it yourself?

69

• Develops the evolving text throughinteraction questions.

Follows the process of reading theevolved text.

• Asks the interaction questions givenin the Reader on Page 9 to process thetext.

Elicits the responses to develop theevolving text.

Follows the process of reading theevolved text.

• Asks the learners to enact themovement of the swing.

• Teacher may present the text.

• Let the learners read it graphically.

• Let them compare the ideas in the textwith that of the evolving text.

• Follows the process of graphicreading of the text.

What do Ben and Sen do now?

Can you show how the swing moves?

How does it move?

Yes, it moves back and forth.

Read and locate the words ‘park’,‘swing’, ‘Ben’, ‘Sen’ and ‘ants’.

Ben and Sen sit on the swing.

Activity - Community drawingTheme: Park• Places a blank chart on the wall.

• Asks a few questions to let thelearners recall the items in the park.

• Elicits the names of the play items inthe park.

• Distributes crayons and colour pencilsto each learner.

We have seen Ben and Sen playing inthe park.

Let's draw the picture of a park on thischart.

What are the things you see in a park?

In which play things in the park will youplay?

Here are a few crayons and colourpencils.

Ben and Sen go to a park.Ben and Sen see a swing.

Ben and Sen see a see-saw.

70

Processing of Page 10 of the ReaderAsks interaction questions based on thepicture of the park.

Asks interaction questions to processthe picture.

Elicits responses and develops theevolving text.

Where are Ben and Sen now?

Yes, they are on the swing.

How does the swing move?

Yes, it moves back and forth.

What else do they see in the park?

Yes, they see a see-saw.

Look at the ants.

What are they doing?

Yes, they are sitting on the see-saw.

Where does Ben sit?

Who sits on the other side?

• Lets every learner draw an item eachthey have seen in the park.

• Provides support and guidance forthem to draw.

• Ensures participation of every learner.

• Interacts with the learners while theprocess is in progress.

• Lets the learners say what they havedrawn.

• Megaphones the ideas ‘big’, ‘small’and writes under each item.

• Lets the learners talk about the parkthey have drawn.

• Lets each learner say one idea aboutthe park.

• Exhibits the picture.

You can take anyone of the colours youlike.

Let's draw it together.

All of you should draw at least one itemin the chart.

What will you draw?

Ha, it is very nice.

What are you drawing?

Oh, it is very small. Shall we draw itbigger?

Is it a plant?

Please draw a flower on the plant.

The ants sit on the see-saw.

Ben sits on oneside.

Sen sits on the other side.

71

The see-saw moves up and down.

Who goes up first?

Who comes down first?

How do the ants play on the see-saw?

Do you like to play on a see-saw?

Are the ants happy now?

How does a see-saw move?

Can you show it?

Yes. The see-saw moves up and down.

Demonstrates the movement ofthe see-saw with the help of learners.

Writes the elicited responses on theevolving text.

Follows the process of reading theevolved text.The teacher may present the text in theReader.

Follows the process of graphicalreading of the text.• Lets the learners compare the ideas inthe Reader with that of the evolving text.Leads the learners to Page 11 of theReader.

Processes the picture using interactionquestions.

Elicits responses to develop theevolving text.

Follows the process of reading theevolved text.

Teacher may present the text in the Reader.

Follows the process of graphic reading.

Asks interaction questions to sharetheir experiences.Asks interaction questions given in theReader to predict the next event.

Sen goes up.Ben goes down.

The ants go up and down.

Using the sand tray, demonstrates themovement of see-saw and the ants.Sen going up. Ben going down.Ants going up and down.

Ben and Sen are playing in the park.They sit on the see-saw.Are they happy now?Yes, they are very happy.Look, what are the ants doing?Yes, the ants are going up and down.

72

Interacts with the learners whiledemonstrating.

Leads the learners to Page 12 of theReader.

Asks interaction questions to processthe picture.

Elicits responses to develop theevolving text.

Follow the process of reading theevolved text.

Ben and Sen are very happy to play onthe see-saw.But you know what happenedsuddenly?

What do you see in the picture?

What happens to the ants?

Look at Sen.

Where is Sen now?

What happened to Ben?

Sen goes up in the sky.Ben goes down to the ground.

Now the learners can identify the ideas/words like ‘sit’, ‘fall’, ‘up and down’, ‘backand forth’ etc.Leads the learners to read the text givenin Page 12 graphically.

Asks interaction questions given in thetext to share their experience.

What will happen to Sen?

Leads the learners to Page 13.

Lets them go through the picturesgiven.

Asks interaction questions to elicitideas.Lets the learners share their ideas.Develops the evolving text.

Follows the process of reading theevolved text.

Asks interaction questions related tothe picture to elicit more ideas.

Look at Sen, the small ant.

Where does Sen fall?

Look at Ben, the big ant.

Where does Ben fall?

Look at Ben’s face.

Is it happy now?

Who is Ben looking at?

Sen falls on the leaf of a tree.Ben falls on the grass.

73

Let the learners try to read the textgiven in the Reader graphically.

• Exhibits the community picture of thepark/big picture of park/the parkarranged in sand tray.

• Draws a tree in the picture.

• Asks the learners to draw thepositions of Ben and Sen.

Let the learners place Sen on one of theleaves of the tree.

• Place Ben on the ground.

What happened to Ben?

What happened to Sen?

Where will you place Ben now?

Where will you place Sen now?

Leads the learners to Page 14.

Processing the picture.

Elicits ideas and develops the evolvingtext.

Look at Sen.

Is Sen happy?

What is he doing?

Yes, he is crying.

Look at Ben.

Is he crying?

Is he sad?

Where does Sen look?

Where does Ben look?

Sen is sad.Ben is sad.

Sen is crying.Ben is crying.

Follows the process of reading theevolved text.

Gives chance to read aloud.

Asks more interaction questions relatedto the picture, to elicit ideas.

Develops the evolving text.

Follows the process of reading theevolved text.

Sen looks down.Ben looks up.

74

Asks more interaction questions toelicit ideas.

Megaphones the ideas in English.

Develops the evolving text.

Who does Sen look at?Who does Ben look at?Where is Sen sitting?Yes, its on a leaf.Look, there are many leaves around.(Pointing to the leaf next to the one in whichSen was sitting.) Can you see anything onthe leaf?What is it?

The teacher may present the text as anarrative.

Lets the learners read the textgraphically and compare the narrativewith the evolved text.

Lets the learners identify and locatefamiliar words.

Asks interaction questions to predictthe next event.

Locate the words ‘up’, ‘down’, ‘leaf’,‘crying’ and ‘sad’

Leads the learners to Page 15 of theReader.

Asks interaction questions to processthe picture.

Elicits responses (expected responses-Don’t worry, I will help you). Teachermeghaphones responses in English.

The teacher presents the text asnarrative.

Follows the process of graphic reading.Asks interaction questions given in thetext to ensure comprehension.

Look at the picture.

What is our Sen doing?

Who is Sen talking to?

Look at the dewdrop.

It is smiling at Sen.

Do you think the dewdrop can helpSen?

What will it say to Sen?

A dewdrop is on the leaf.

75

Interact with the learners to lead themto the next page (Page 16).

• Asks questions to predict the nextevent.

• Brings a yellow leaf and an ant to theclass.

Demonstrates how the dewdrop helpedthe ant.

• Keeps the ant on the leaf.• Places a drop of water on it.• Asks one of the learners to drop theleaf down.• Asks them to watch how it comesdown.• Asks interaction questions to developthe evolving text.

Now, the learners are familiar with theideas/words like ‘come’, ‘jump’, ‘help’,‘leaf’ etc.

Learners know how to use aptexpressions to seek help and to consoleothers.

What will you say when someone issad?

How will you console him/her?

How will you offer help to someone?

Dewdrop is ready to help Sen.

It asks Sen to jump on to the yellowleaf.

Will Sen jump on to the leaf?

What will the dewdrop do then?

Will Sen reach down safely?

See, here is a leaf.

Here is an ant too.

Oh! It is Sen.

Who will help me hold the leaf?

Good, please come.

Hold it.

Hold it over your head.

Now, Sen jumps to the leaf.The dewdrop also jumps.Now, let’s see how our Sen anddewdrop come down.

What does Sen do?What does the dewdrop do?What happened to the leaf?What happens to Sen?

Sen jumps on to the yellow leaf.Dewdrop jumps on to the yellow leaf.

Sen and dewdrop jump on to the yellow leaf.The leaf comes down.

Sen comes down.

76

Follows the process of reading theevolved text.

The teacher narrates the text on Page16 of the Reader.

Lets the learners read the textgraphically.

Lets them identify and locate familiarideas/words.

Asks interaction questions given in thetext to predict the next event.

Locate the words ‘yellow’ ‘leaf’,‘dewdrops’ and ‘jump down’.

Leads the learners to Page 17 of theReader.

Pictures interaction to process the text.

Elicits responses.

Expected responses.

(How are you/Are you okay?)

(I am fine./I am okay./Yes, I am.)

Megaphones the responses in English.

Develops the evolving text.

Look at the picture.

Where is Sen now?

Is Sen happy?

How do you know that?

Look at Ben.

What is Ben doing?

Is Ben asking something to Sen?

What does Ben ask Sen?

What does Sen say?

Ben sees Sen.‘Are you okay?’ asks Ben.

‘Yes I am,’ says Sen.

Follows the process of reading theevolved text.

The teacher presents the narrative.

Learners read the text graphically andcompare the ideas with the evolvedtext.

77

Asks interaction questions given in thetext to elicit free responses.

• Gives clear instructions about theactivity.

• Lets the children identify the picturesgiven.

• Asks the learners to relate the textwith the pictures.

• Lets the learners read out the wordsaloud.

• Asks them to draw lines to match thepicture with the corresponding names.

Can you read this word?

I'm going to hide two letters.

Now can you read this word?

Yes it is ‘Ant’.

Like this, can you pick the word ‘Ant’/‘Ants’ from these words?

Underline the word ‘ant’.

Gives clear instructions about theactivity.

You may attempt one as an example.

Takes the first word 'GIANT'

Hides the letters 'G' and 'I' of the word.

Asks them to read the remaining part.

The teacher may introduce the Activity 3 (Identifying the word ‘Ant’) given on Page21 of the Reader.

Teacher may introduce the Activity 4 (matching the word with picture) given onPage 21 of the Reader.

Can you identify the pictures?

What is this? (pointing to each picture)

Can you read their names?

Now, draw a line each from the pictureto their name.

Leads the learners to Page 18.

Interacts with the learners about thefeelings of Ben and Sen.

Elicits responses to develop theevolving text.

Sen reaches near Ben.

How will Sen feel now?

Is Sen happy?

What about Ben?

Is Ben happy too?

What will Ben and Sen do now?

78

Sen is happy.Ben is happy.

Sen and Ben are happy now.Sen and Ben sing and dance.

Follows the process of reading theevolved text.

Let the learners try to read the textgraphically.

The teacher can present the text.

Asks interaction questions given in theReader to lead them to the song.

The songANTS GO MARCHING• Plays the video of the song.

• Let the learners watch the clippingtwo or three times.

• Lets the learners sing the song alongwith the music.

• Lets the learners get familiarised withthe rhythm and pattern of the song.

• Asks interaction questions given onPage 19 to process the first stanza of thesong.

• Plays the song again.

Activity 1: Adding lines to the songThe teacher sings two stanzas given inthe Reader with proper rhythm two orthree times.

Lets the learners sing along.

Asks the learners to sing the next stanzaby changing the number of ants in thefirst two lines.

Shall we watch the Ant's song?

Do you like the song?

Don’t you want to watch it again?

Don't you want to sing it together?

Shall we all clap with the rhythm?

How many ants are there?

Why do they march downwards?

What does the little ant do?

Come on let us sing the first stanzatogether.

Do you want to sing it again?

How many ants are there in the firststanza?

Now, let’s sing the second stanza.

How many ants are there in the secondstanza?

79

Shall we add one more stanza to the song?

How many ants will be there in the thirdstanza?

Shall we clap with the rhythm of the song?

How many ants will be there in thefourth stanza?How many ants are there in the fifth stanza?

Lets the learners continue the processtill the number of ants become five.

Writes the lines on a separate chart.

Activity 5 (Page 22)• Reads out the different names given inthe text.

• Asks the learners to identify the namesbeginning with the same letters.

• Lets the learners encircle the firstletters of the names with a colourpencil.

• Lets the learners copy them down inthe different boxes given in the text.

• Asks the learners to identify the namesof their friend’s beginning with thesetwo letters.

Do you know anyone with any of thesenames?Look how these words begin.Can you identify the first letter?Draw a circle around the first letter ofthe names.Can read out the names which startswith the letter 'A'.Who will read out the names whichstarts with the letter 'B'?Can you say the names of your friendsbeginning with the letter 'A'?Can you say the names of your friendsbeginning with the letter 'B'?

Activity 7 Page 23

Drawing, colouring and naming the antand describing it orally.

Provides colour pencils/crayons toeach learner.

Gives proper suggestions/instructionswhile the process is in progress.

Makes use of the interaction questionsgiven in the text to develop adescription.

Asks the learners to talk about the antsthey have drawn.

Are you going to draw a big ant or asmall ant?Come and take the crayons you like.You can colour your ant with yourfavourite colour.Then, name your ant.e.g. Abin come here.Show your ant.What is its name?Oh! its a nice name.Is it big or small?What colour is your ant? Oh! its beautiful.Look at its face.Is it happy or sad?

80

I Know – Learner AssessmentThe learner assessment can be done with the help of an activity – Colouring the tree

• Leads all the learners to Page 24

• Provides colour pencils/crayons toeach learner.

• Asks them to colour the different partsof the tree-trunk, flowers and leaves.

Do you like the story of Ben and Sen?Then colour the trunk of the tree.(pointing to the trunk).How was the ant’s song? Did you enjoyit?Colour the flower of the tree. (pointingto the flower).Look at the leaves of the tree. (pointingto the leaves).Some words are written on it.Can you read them?Read them aloud one by one and colourit.Now, see how beautiful your tree is.

My Learner - Teacher Assessment (Page 25)In the given table on the left side you can see the columns in which the expectedlearning outcomes are listed. You have to assess them on a three point rating scale -‘fully’, ‘partially’ and ‘to some extent’.

Expected description (My ant is Mitto. Itis a small ant. It is blue in colour. Mittu ishappy.)

Lets all learners show their drawingsbefore the class and talk about their ant.

Encourages the learners by givingcomplements.

Lets the learners sit in pairs andexchange their drawings/note books.

Lets them go through it and share theirideas about their ants (talk to eachother about their ant).

Oh! It is very nice. Your ant is verycute/beautiful.

Who will come next?

Yes, that’s good.

Now, you can sit with your friend.Show your drawing and talk about yourants.

81

82

Theme: Self respect and knowingabout oneself.

Sub theme: The drawbacks ofimitating blindly

Input discourses: Story, Poem,Dialogue and Description

Learning outcomes

The learner:

• Identifies the context, character andmood.

• Comprehends and enjoys simplestories.

• Understands one’s own abilities anddisabilities.

• Enjoys the rhythm and music of thesong/poem.

• Counts numbers up to 10.• Identifies the names of different birds

and their young ones.• Identifies and reads ideas/words like

hen, duckling, chick, swim, butterfly,worm, egg, etc.

ME TOO

UNIT 2

Language elements

• Identifies and responds to questionwords like ‘Why’ & ‘Where’.

• Identifies and uses words to denotepossession (e.g. I have).

Activities

• Theatre game

• Concept Map

• Language game

• Drawing /colouring pictures

Materials

• Bamboo Sticks

• Chart papers, colour pencils

• Pictures of cat, dog, eagle, duck,horse, snake etc.

ICT

• Video of the song ‘Old MacDonald had a Farm’.

83

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84

Support for CWSN learners

Ensure the participation of CWSNlearners in various other activities liketheatre games, language games,drawing, colouring etc. by givingappropriate and adequate support.

Introduction

‘Me Too’ is the story of a chick and aduckling. It deals with the idea of

Teacher TalkCan you say the names of your favouritebirds or animals?

Very good. All of you have namedthem...

I will write them on the BB.

Now, we can make an animal groupand a bird group.

Animal group, please form a line.

Bird group, you too form a line.

Fine… now, stand facing one another.

Now listen to me... This is ‘A’ team(animal group) and you are ‘B’ team(bird group). We are going to play agame.

A member from your (A) team shouldmake the sound of an animal or a bird.The other team (B) members shouldidentify what bird or animal it is.

knowing oneself and having selfrespect. It also highlights the drawbacksof blindfold imitation. The unitconsists of a story and a poem. It alsohelps to learn about birds and animalsaround us.

Entry ActivityThis unit can be introduced in differentways.

Here is a sample.

Process• Elicits the names of birds and animalswe see around us.

• The teacher meghaphones and writesthem on the BB.

• Divides the class into two – an animaland a bird group.

• Lets the two groups stand facing eachother.

• Makes two teams (Team A & B).

• Writes the names of the teams on achart/BB in two coloums.

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• Lets the teams think and decide whatsound they should make and select amember to produce/mimic the sound.

• Lets the teams mimic the sound.

• Lets the other teams say their names.

• Teacher writes the points/scores onBB or on the chart.

• Repeats the process.

• Helps the teams to make the soundsof different birds and animals.

• Congratulates the winning team.Gives good feedbacks to both theteams.

• Facililates CWSN children toparticipate in the game too.

• Plays the video of the song ‘Old MacDonald had a Farm’.

• Interacts with learners and prepares aconcept map on Farm animals andbirds.

Are you ready? Shall we start?

The team which answers correctly willget a point.

For each wrong answer, the other teamwill get a point.

Now, B team can make the sound andA team will say what it is.

Ok start.

Concept Map of Farm Animalsand Birds

Cow

Hen

Shall we watch a song?

Look, here is a song. Watch it and listento the lines.

You have listened to the song aboutOld Mac Donald’s farm.

You have seen the farm too.

Now, can you name the animals in thefarm?

Name the animals in the farm.

Were there any birds in the farm? Whatwere they?

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Leads the learners to Page 28 of theReader.

• Elicits responses.

• Lets the learners colour the numberedcolumns to find out the hidden hen.

• Elicits responses and writes on a chartto develop the evolving text.

• Please open/(go to) Page 28 in theReader.

• What do you see in the picture?

• Look, some boxes have numbers.

• Shall we colour the boxes?

What did you find out? Can you nameit?

Do you have hens at home?

Do you like hens?

Leads to Page 29 of the Reader.

Asks the learners to colour the hen.

Gives the learners crayons/colourpencils of different colours.

Lets the learners do the taskindividually.

The teacher may interact with themwhile the colouring is in progress.

Take Page 29.

What do you see there?

What is the hen doing?

Do you want to colour the hen?

Shall we colour the hen?

You can give any colour you like.

What colour will you give the head?

What colour is the beak?

Which colour will you give to the eyes?

Oh! your hen is very nice.

• Asks interaction questions and elicitsresponses.

Evolving text

A hen

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Elicits responses and writes them onthe chart to complete the evolving text.

Asks interaction questions given in thetext.

Elicits responses.

ActivityPlaces a basket upside down on thetable.

(The cut-outs/models of a chick andduckling should be kept under thebasket.)

The teacher opens the basket partially.She takes out the cut-out of theduckling dramatically with a sound,‘Quack, Quack’.

The teacher places it on the sand-tray.

Elicits responses.

Megaphones them in English.

Develops an evolving text.

How many eggs are there?

Now, I will show you something.

You have to say what is inside it?

What is this?

Can anybody say what is inside thebasket?

Yes, The hen and two eggs are insidethis basket.

Look, somebody is coming out. Do youhear its sound?

Do you want to see who is coming outof the eggs?

Can you guess?

Look, now can you say what it is?

Have you seen this before?

Look at the picture.

Who came out?

What is the duckling doing?

A duckling

Follows the process of reading theevolved text.

Leads to Page 30 of the Reader.

Asks interaction questions.

Elicits free responses.

Presents the text on Page 30.

A hen

Two eggs

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Look at its face. Is it happy?

What did the duckling say?

Follows the process of reading.

(Lets the learners try to identify thewords duckling, and egg).

Lets the learners try to read the text withthe help of the teacher.

Asks interaction questions.

Elicits responses.

Teacher writes on the chart. ‘I am out.’

Follows the process of reading theevolved text.

Lets the learners compare the ideas inthe text with the evolved text.

The teacher may present the text.

Asks interaction questions given in thetext to predict the next event.

Teacher shakes the basket again as ifsomeone is shaking it from within.

Asks interaction questions.

Produces a ‘kee’, ‘kee’ sound.Then takes out the cut-out/model of achick dramatically.Places it near the duckling on the sandtray.Elicits responses and writes them onthe chart and develops the evolvingtext.

Don’t you want to know whathappened to the other egg?

Who will come out of the other egg?

Can you guess who is going to come outnow?

Do you hear any sound? Can you guessany sound?

See, what is this? Have you seen this?Can you say what it is?

A chick came out.

A duckling

‘I am out’, he said.

89

Follows the process of reading theevolved text.

Leads them to Page 31 of the Reader.

Asks interaction questions.

Lets the learners say the responses intheir mother tongue.

Megaphones them in English.

Asks the learners to find out what thechick said.

Adds the response ‘Me too’ on thepreviously evolved text.

Follows the process of reading theevolved text.

Lets the learners read the text in theReader graphically and compare theideas with the evolved text.

Then the teacher may present the text.

Look at the picture. Who came outnow?

What is the chick doing?

Look, it is saying something to theduckling?

What will the chick say?

Activity 4 of Page 47 of the Reader canbe done at this point.

Asks the given questions in the Readerand allows learners to say about thebirds or animals they have at home.

Reads out the instructions clearly.

Asks them to draw the young one ofany animal or bird they have seen.

Distributes colour pencils/crayons tothe learners.

Interacts with the learners while theydraw the picture.

A chick came out.‘Me too’, the chick said.

Can you identify the word ‘chick’ in thesecond line?

Interaction questions while the drawingis in progress.

Which young one are you going todraw?

Is it a bird or an animal?

Where is its tail?

90

Developing a Concept Map based onthis activity.The teacher shows the pictures drawnby the learners.

Talks about the picture. (Elicits itsname, asks them to identify the mother,appreciates the learner who has drawnthe picture.)

Writes the names of the young ones onthe BB while eliciting responses fromthe learners. Pastes correspondingpictures against their names.

Like this the learners may befamiliarised with the young ones ofother animals too. (chick, duckling,kitten, pup, calf, lamb, kid)

Lead the learners to the picture on Page32 of the Reader.

Asks interaction questions based on thepicture.

Elicits responses.

Expected responses.

(Where are you going?Please wait. I am also coming with you.Please take me with you.)

Look at the picture.

Who is walking ahead?

Why does the duckling walk ahead?

Who came out first from the egg?

What is the chick doing?

Is the chick saying/asking anything tothe duckling?

What will the chick ask the duckling?

Gives them compliments andencourages them.

Lets them write about the young onesof the animal or the bird they havedrawn in the space provided in theReader.

Where is its beak?

Where are the ears?

What is its colour?

Does it have a name? What is it?

Your kitten/pup/… is cute.

91

Writes the elicited responses on a chart.

Leads them to Page 33.

The teacher presents the first line of thetext on Page 33.

Leads the learners’ attention to theearlier elicited responses on the chart.

The teacher reads out the elicitedresponses one by one.

Lets the learners select the possibleinitiation from it and fill the speechbubble of the chick on Page 32.

Writes the dialogue of the chick and theduckling on the chart as the evolvedtext.

Follows the process of reading theevolved text.

Lets the learners fill up the speechbubble of the chick.

Learners may compare the idea in thereal text with that of the evolved text.

Elicits ‘Me too’ from the learners.

Lets the learners add ‘Me too’ in thepreviously evolved text.

Asks interaction questions given in thetext to predict the next event.Expected responses (to the playground, tothe garden).

The chick also wanted to go with theduckling.

What did the chick say then?

Children, the duckling says that it isgoing for a walk. The chick also wantsto go with the duckling.

Can you say where they are going to?

Look what the duckling says, ‘I amgoing for a walk’.

Can you guess the question asked bythe chick now?

‘Where are you going?’

‘I am going for a walk’, said the duckling.

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Leads to Page 34 of the Reader.Picture reading.Elicits responses.Teacher megaphones the responses inEnglish.Writes the elicited responses asevolving text.

Now, lets the learners read the text inPage 34.Lets them compare the ideas of the textwith the evolved text.Elicits free responses.The teacher writes the elicitedresponses on the chart.The teacher shows the chart ofprevious evolved texts.Draws attention to the chick’sresponses.The teacher adds ‘Me Too’ in theevolving text.

Look at the picture.

Who are there in the picture?

Look at the chick and duckling.

Where are they now?

What is the duckling doing?

Is the duckling looking for something?

Is it searching for food?

Where will it get food from?

Under the soil?

How will it get food?

Won’t it dig the soil?

So, what is the duckling doing?

What does the duckling say?

What is the chick doing?

Will it dig a hole?

What will the chick say then?

Will it say the same thing?

I am digging a hole.

‘Me too’, said the chick.

93

Follows the process of reading.

Asks interaction questions given in thetext to predict the next event.

Leads to Page 35 of the Reader.

Picture reading.

Asks interaction questions that help thelearner to read the picture.

Writes the elicited idea, ‘A worm’ as theevolving text.

Adds ‘Me too’ in the evolving text.

The teacher can present the text in Page35 as narrative.

Follows the process of reading the text.

Lets the learners identify the words andread them. (a worm, duckling, Me too, chick)

Asks interaction questions given in thetext to predict the next event.

Elicits responses.

Leads to Page 36.

Asks interaction questions to read thepicture.

Elicits responses.

Develops the evolving text.

What will the chick say then?

What will the chick and duckling donow?

Will they catch anything else?

Look at the chick and duckling.

What did they catch?

How many butterflies are there?

Can you say who caught it first ?

What did the duckling say?

A worm

Look, what did they get?

How many worms can you see in thepicture?

Who found the worm first? The chick orthe duckling?

What will the duckling say?

‘Me too’, said the chick.

‘A butterfly’, said the duckling.

94

Follows the process of reading theevolved text.

Let the learners read the text graphically.

Leads to Page 37 of the Reader.

Asks interaction questions based on thepicture.

Elicits responses and let the learnerswrite them on the chick’s dialoguebubble.

See how many of them are able to write‘Me too’.

Allows others to graphically copy ‘Metoo’ from the chart.

Asks interaction questions to predictthe next part of the story.

Leads to Page 38.

Picture interaction.

Elicits the response and develops theevolving text.

Follows the process of reading theevolving text.

Let the learners read individually thetext given in the Reader.

Add ‘Me too’ to the evolved text.

What is the chick doing?

Will it say anything? What will it say?

What is the chick doing?

The chick is saying something to theduckling. What does it say?

Look at the picture.

Where are they now?

What does the duckling want to do ?

What will the duckling say then?

Look at the chick.

Does it want to swim?

What will it say then?

‘I want to swim’, said the duckling.

‘I want to swim’, said the duckling.‘Me too’, said the chick.

95

Follows the process of reading theevolved text.

Leads to Page 39.

Picture interaction.

Elicits responses and develops theevolving text.

Follows the process of reading theevolved text.

Lets the learners read the text given inthe Reader.

Asks interaction question given in thetext and predicts the next event.

Lets the learners share theirexperiences.

Leads to Page 40 of the Reader.

Picture interaction.

Elicits responses, ‘Me too’.

Follows the process of reading the textin the Reader.

Asks interaction questions to predictthe next event.

Leads to Page 41 of the Reader.

Picture interaction.

Look at the duckling

What is it doing?

Yes, it is swimming.

What will the duckling say then ?

Where is the chick now?

What is it doing?

Will the chick go with the duckling?

Can a chick swim?

Do you swim?

How many of you can swim?

What is the chick doing?

Yes, the chick jumps into the water.

Will it say anything while jumping intothe water?

What will it say?

Won’t it say the same thing as before?

What will happen now?

Will the chick swim?

Where is the chick now?Is it swimming?Look at it’s face. Is it happy?Is it afraid?Is it crying for help?What will it say then?

‘I am swimming’, said the duckling.

96

Elicits responses and develops theevolving text.

Follows the process of reading the text.

Asks interaction questions given in thetext to predict the next event.

Leads to Page 42 of the Reader.

Picture interaction

Asks interaction questions to processthe text.

Elicits responses and develops theevolving text on the chart.

Follows the process of reading theevolved text.

Let the learners read the text in theReader.

Asks interaction questions in thetextbook to predict the next event.

Leads to Page 43 of the Reader.

Picture interaction.

Lets the learners try to read the text andidentify what the duckling says.

Elicits responses and writes them onthe chart.

What is the duckling doing?

Will the duckling save the chick?

How will it save the chick?

What will the duckling do?

Look at the chick.

What is it’s condition now?

What did the duckling do?

Look at the picture. What is thecondition of the chick?

Read and find out what the ducklingsays.

The chick says something to theduckling.

Does the chick want to go with theduckling now?

Will it go for a swim again?

Will the chick say, ‘Me too’?

What will it say then?

‘Help, help’.

The duckling pulled the chick out.

97

(Expected responses : No, I will not come./I don’t want to swim./I will stay here./Okbye.)

Let the learners write a suitableresponse on the speech bubble of thechick.

Asks interaction questions given in thetext to elicit the ideas of the learners.

Processing the poem (Five LittleDucks) Page 44 - 45Plays the song ‘Five Little Ducks’ usingmultimedia. Plays the song two or threetimes to familiarize the lines.

The teacher sings the song, stanza bystanza. Learners sing after the teacher.

Asks some interaction questions basedon each stanza to analyze the song.

Lets them sing the song in chorus.

Enacting the songMaterials needed: Masks of fiveducklings and mask of a mother duck.

Process

Group the learners into four or fivegroups (Six members in one group).

Distribute the masks to one group.

Did you like the story of the duckling?

Now, shall we listen to/watch the songof the ducklings and the mother duck.

Listen to the song first.

Did you get the lines?

Shall we sing it together?

How many little ducks went out on thefirst day?

How many of them came back on thefirst day?

What did the mother duck do to call thelittle ducks?

How many of the little ducks came backon the last day?

When all the little ducks were gone,what did the mother duck do?

98

Fixing the charactersLets five of them be the little ducks.

One child can wear the mask of themother duck.

Fixing the locationNow lets the learners (the mother duckand the ducklings) act as if they areswimming in the river like ducks.

Fixing the actionsLets the learners enact like the motherduck leading the ducklings in the riverat first.

Later, the ducklings swim ahead andmother duck swims behind them.

Look, you are the mother duck andthese are the little ducks. How manylittle ducks are there?

Where did the ducklings and the motherduck go one day?

They went for a swim in a river.

Now, you have to act like swimming.

Can you show me how the ducks swimin water?

How many little ducks came back onthe first day?

So only four of you should come back.One should hide some where.

Like this you have to act according tothe song.

What will the mother duck do to call thelittle ones?

So you should make the sound ‘quackquack’ when one little duck is missing.

In each stanza one little duck goesmissing.

Will there be any ducklings left on thesixth day?

What should the mother duck do?

Yes, when the mother duck quacks allthe five little ducks come back and jointhe mother.

Like this, teacher helps the groups to dothe choreography stanza by stanza forthe song.

Plays the song and the group performsthe choreography.

Some of the learners can be singers.

(If we need any properties like trees, rock etc.for the song, learners can mime them too.)

Lets all the other groups also attemptthe choreography for the song.

99

Activity 1 (Page 46)Lets the learners try to read the sentences given.

Asks them to underline the words they can read.

Lets them share their ideas in groups.

(The learners are supposed to identify and read at least the words – ants, my, bag,chick, duckling, playing etc.)

Then the teacher may read out the sentences if needed.

Activity 2 (Page 46)Lets the learners identify the pictures.

Lets them say their names.

Asks them to write it in the space provided.

Peer assessment can be done here.

Activity 3 (Page 46)Developing a concept map on birds.

Asks interaction questions based on the birds around.

Lets the learners try to say the names of the birds they are familiar with.

Lets them try to write it in the space provided.

The teacher exhibits the pictures of different birds.

Lets the learners identify the familiar ones from it.

Lets them say the names in the mother tongue.

The teacher can megaphone the names in English.

The teacher develops a concept map on a chart in negotiation with the learners.

Pastes the corresponding pictures against the names.

Lets the learners complete the word web in their textbooks.

Activity 4 (Page 47)Already done in the beginning.

Activity 5 (Page 48)Adding lines to the song.

First four lines are given there ‘What a hen can do’.

100

Asks the learners what all things a hen can do.

Elicits free responses and writes them on a chart.

• can walk

• can run

• can say ‘cluck, cluck’

• can lay eggs

• can eat worms

The teacher sings the first stanza. Learners sing after the teacher.

Similarly, the second stanza is about what a cat can do.

Elicits what a cat can do.

• Cats can walk.

• Cats can jump.

• Cats can drink milk.

• Cats can eat fish.

• Cats can chase rats.

• Cats can mew.

Then the teacher sings the first line of the song and helps them to develop theremaining lines using the lines written on the chart.

The third stanza is about what ‘ I can do’.

The teacher asks the learners what they can do.

Lets each learner say at least one thing they can do.

Make sure that the learners are not copying from others.

Asks the learners to sit in groups.

Provides them with sheets of paper.

Lets the groups construct their own lines for ‘ what I can do’.

The teacher should interact with the groups while the activity is in progress.

The teacher can help the groups to construct lines by asking apt interactionquestions.

ity

101

When the learners say or sing the lines, teacher can write the lines on their charts.

Lets the groups try to sing the lines with proper rhythm.

Lets each group come and present their song.

Exhibits the charts on ORC.

Presents a teacher version.

SampleI can sing and I can dance

I can jump and I can runI can read and I can write

I can smile and I can crySelf Assesment - I Know (Page 50)1. This activity is given in the form of a picture story. The pictures are not given inthe proper order. Let the learners read the picture first. Then ask the learners,

‘Which happened first?’, ‘Which happened after that?’, ‘Which happened next?’, ‘Whichhappened in the end?’ etc. to help them to order the pictures as in the story. Let themput numbers according to the order of occurance in the given boxes.

2. This activity is given to help learners identify the words they have come acrossin this unit. Read the instructions clearly to the learners. Let them put tick mark inthe correct boxes. Let them read the words by themselves.

Teacher Assessment - My Learners (Page 51)In the given table on the left side you can see ten columns. In each column theexpected outcomes are listed. You have to asses them on a three point rating scale-- fully - partially - to some extent.

102

UNIT 3

Theme: Love towards pets, peaceful co-existence.

Sub theme: Importance of giving loveand care to fellow beings and pets.

Learning Outcomes

The learner:

• Comprehends and enjoys a story onlove towards pets.

• Follows instructions and actsaccordingly.

• Listens to the simple songs on pets.

• Describes pictures orally.

• Gets familiarized on how words arepronounced differently when a singleconsonant is changed.

Language elements

• Uses adjectives (big, small, white,black etc.) while talking about ananimal/bird/person etc.

THE FAT CAT

• Uses prepositions (‘in’, and ‘on’)

Activities

• Language games.

• Drawing and colouring.

Materials• Cut-outs or pictures of rat, cat etc.

• Big picture.

Use of ICTPresentation of the song.

Introduction

The main part of this unit is a story of agirl and her pets. The song ‘Kitty Cat,Kitty Cat’ is also included in this unit.

Entry activity

Teacher begins the unit with adiscussion on pets.

103

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104

ProcessAsks the learners to draw the pictures oftheir pets.Walks around the class and interactswith learners.Helps the learners to write their petsname near the pictures they havedrawn.

Teacher TalkDo you have pets?Tell me what it is.Is it a dog or a cat?Does anyone have a parrot?Can you draw your pets?You can use colour pens also.Varun, your pet is a parrot, isn’t it?What colour is it?You are right. It is green.What is your pet’s name?Really, it is a nice name.Don’t you want to write your pet’sname?I shall help you.Can’t you write your pet’s name?

Collects all the pictures and exhibitsthem on the ORC (Our ReadingCorner)

Give me the pictures.We shall paste them in Our ReadingCorner.Who will help me?Where is the glue?Ani, could you please get the gluebottle?Look at this pcture.Who is this?Do you know this girl?What’s her name?This is Emy.Emy has two pets.Can you guess who they are?Yes, A cat.Can you guess who the other pet is?Yes, A rat.

Places a big canvas or a chart paper.Places (pins) the picture of Emy (thegirl) at the centre of the chart.

Learners give free reponses.

Pins the picture of thin rat near Emy.Elicits free responses.Pins the cut-out of a fat cat on the otherside of Emy.

105

Shows sketch pens of different colours.Lets a learner come forward and colourthe cat.

What’s the colour of the cat?Anu can you take the brown colour?Yes, it is brown.What is the colour of the cat?It’s colour is brown.What colour is the rat?Yes, the rat is white.

Who is this?This is Emy.You are right.How many pets does Emy have?

What is this?What colour is the cat?That’s fine! The cat is brown.Look at the cat.How is it?Is it thin or fat?Yes, the cat is fat.

Emy has two pets.

The cat is brown and fat.

Points to the rat and asks.Lets the learners respond.

Points at Emy and asks.Learners will say ‘Emy’.The teacher megaphones the response.Accepts the answer, congratulates themand pins a strip ‘Emy’ near her picture.Elicits responses and prepares theevolving text.

Asks pointing to the cat.Pins a strip ‘cat’ near the cat.Accepts the answer and pins ‘brown’before the strip ‘cat’.Conveys the idea ‘fat’ through action.The teacher meghaphones once againan adds to the evolved text.Interacts and pins the strips ‘rat’ and‘white’ on appropriate places.Learners will be able to read the stripsgraphically.

Points at the rat and asks.The teacher conveys the idea ‘thin’through action.Elicits responses.Meghaphones them and adds toevolving text.

Who is this?

What colour is the rat?

The rat is white.

Is the rat thin or fat?

The rat is white and thin.

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The evolving text will become-

Follows the process of reading theevolved text.Leads to Page 52 of the Reader. Theideas have already been transacted.Asks the interaction questions given inthe Reader to process the picture.Presents the text.Draws the attention of the learners tothe big picture/chart.Learners may be able to read some idea/words. Let them compare the chart withthe text.Let the learners read the given text inthe Reader (Page 52) and teacher writesthem on to a separate chart(for doing theactivity).Writes the letters giving due importanceto formation of letters. Reads aloud thewords while writing.Lets learners come forward and read thetext.Then cuts each of the sentences into 4or 5 pieces so that there will be oneword on each piece.Shuffles the pieces. Distributes thestrips in four groups. Each groupshould get the words of one sentence.Lets each group arrange their words andform the sentences in the text.Let each group paste their sentences onthe chart in the right orderProcessing Page 53 of the ReaderBefore moving to the next page, onceagain draws the learners’ attention tothe chart/Big picture.

Emy has two pets.A rat and a cat.

The cat is brown and fat.The rat is white and thin.

Can you show who ‘Emy’ is?Can you show the word ‘Emy’?Who can show me the word ‘cat’ and‘rat’?

Here are some strips. Can you arrangethem in order?

Emy| has |two| pets.

A rat|and |a|cat.

The |cat |is| brown |and |fat.

The| rat| is| white| and |thin

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Elicits answers.Draws a mat on the Big picture.Learners may come up with theiranswers in Malayalam.Megaphones them in English.Places the rat on the mat.Elicits responses and develops theevolving text.

Introduces the vat and make the cat liein it. Elicits responses and adds to theevolving text.

Removes Emy’s picture and moves itacross the chart saying.Elicits free responces and adds toevolving text.

And removes Emy from the chart.While developing the evolving textwrite each sentence taking the word asa unit.Lets the learners see how the letters andwords are formed. Leave enough spacebetween words and sentences.Says aloud the words while writing. Theevolved text will be like this

Follows the process of reading theevolved text.Leads the learners to Page 53 of theReader.

The rat sits on the mat.

The cat lies in the vat.

Emy goes to market.

What is this?This is a mat.

Where does the rat sit?

Where does the cat lie?

Look at Emy. She is going somewhere.Where does she go?

The rat sits on the mat.

The cat lies in the vat.

Emy goes to market.

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Lets the learners read out thesentences.Lets them compare the text with theevolved text.The teacher presents the text.Draws attention to the Big picture.

Asks interaction questions.

Processing Page 54In this page, two actions are given forthe learners to attempt.

The cat jumps on to the mat.The rat moves back.

Shows the first two actions using thepictures and through properinteractions.Presents it in the following way.Points to the cat and asks.

Makes the cat jump to the mat.

Elicits responses and developsevolving text.

Moves the rat backwards and says.Elicits responses and adds to theevolving text.

Look at the Big picture.Emy is not there. The rat sits on the matand the cat lies in the vat.Where is Emy?Okay, she has gone to the market.Where is the rat?On the mat.Where is the cat?In the vat.

What is this?Yes, the fat cat.What does it do?The fat cat jumps.Where does it jump on to?It jumps on to the mat.

What does the rat do?The rat moves back.

The fat cat jumps on to the mat.

The rat moves back.

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Elicits responses and adds to theevolving text.

Processing Page 55Pastes the cat on the mat.Asks interaction questions and elicitsresponses

Develops the evolving text.

Lets the learners respond in the mothertongue. Megaphones them in English..Adds to the evolving text.

Elicits responses and adds to theevolving text.

Elicits responses and adds to theevolving text.

What does the rat say?Go away.Who says go away?The rat says.

‘Go away' says the rat.

Where is the fat cat now?You are right.It is on the mat.Whose mat it is?It’s the rat’s mat.The fat cat is lying on the rat’s mat.Will the rat like this?No, it will not.What will it say to the cat?Won’t it say ‘it’s my mat’?

What will the cat say then?

What will the rat say then?Won’t it say ‘go away’?How will the rat say that?

Will the cat go away?No, It will not.What will the cat say then?

‘It is my mat,’ the rat says.

‘So what?’, asks the cat.

‘Get off’, says the rat.

No, I wont, says the fat cat.

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The evolved text will be like this.

Follows the process of reading theevolving text.

Leads the learners to Page 55 of theReader.Learners compare the text in the Readerwith the evolved text.Lets them read the familiar sentencesindividually.Share the ideas in groups.The tecaher presents the text as anarrative.Lets the learners identify the new idea(The rat is going to get its friend, thebat).Asks interaction questions given in thetext to predict the next event.Role play the dialogues on Page 55.

Who will help the rat?Will it call it’s friends?Who is the rats friend?Let’s see.

Do you find any common words?Put a circle around the words you canread.Who can show me the word ‘bat’?Who can show ‘Get off,’ says the rat?Can’t you show ‘No, I won’t, says thefat cat.’

Who will take the role of the fat cat?Yes, you can.Who will act as the thin rat?That’s good. Are you ready?Shall we start?What is the first dialogue?

Who says ‘this is my mat? The cat or therat?

What will the cat say in reply?

Good.

‘It is my mat’, the rat says.

‘So what?’ asks the cat.

‘Get off’, says the rat.

‘No, I won’t’, says the fat cat.

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Processing Page 56Draws attention to the big picture.Removes the rat from the chart.Introduces the picture of rat and batwalking together.Places them on the chart/Big picture.

Elicits responses and develops theevolving text.

Adds to the evolving text.

Adds to the evolving text.

Elicits responses and adds to theevolving text.

Leads the learners to Page 56 of theReader.Lets the learners compare the text withthe chart.Reads aloud the words and sentencesthey identify. The t eacher presentsthe text as a narrative. Asks interactionquestions to elicit new ideas.

Look at the picture.The rat is going to call his friend.

See who is with the rat?

You are right. It is the bat.What does the bat say?Whose mat is it?Yes, it’s the rat’s mat.Does the bat say this?

What does the cat say then?What did it say earlier?

What does the bat say then?.Will it ask the cat to get off?

What does the cat say?No, I won’t, says the fat cat.

What does the bat do then?Does it take the help from it’s friend?Let’s see.

This is the rat’s mat, says the bat.

‘So what?’, asks the fat cat.

‘Get off’, says the bat.

Who is the bat’s friend?

‘No, I won’t’, says the fat cat.

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Lets the learners identify that the ratand bad are going to get their hat. Hatis their friend.Leads the learners to a game.GameWrites the words cat, rat, fat, mat, vat,and bat on separate strips.Keeps the strips in a box.Divides the learners into two groups.

Lets one member of a group comeforward and take one strip from thebox.

If he/she can read the word, gives onepoint to the group.

Dear let’s play a game.

We need two groups.One is the ‘cat group’ and the other is‘rat group’.Look, I have written some words in astrip and kept in this box. Any one ofyou can come and take a strip from thebox.If you can read the word on the strip,your group will get one point.Shall we begin the game.Who is coming first?Which is your group?Okay, take one strip.Read aloud the word.Is she correct?Can’t we give one point to her group?Give her a clap.

Now, let’s come back to the story.Look, the fat cat. It is lying on the mat.Who is this?Whose friend is this?You are right. It is the bat’s friend.What does the hat say?Can you guess?‘This is the rat’s mat’, says the hat.

Processing Page 57Removes the bat and rat from the Bigpicture.Introduces the hat.Places the picture of a hat along with therat and bat on the chart.

Lets the learners guess what the hatsays.

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Draws attention to chart prepared forthe previous page 56Lets the learners compare and findsimilar sentences.Writes the identified sentences on achart.( First three sentences)Writes the sentence on the chart.

Leads the learners to Page 57 of theReader.Asks learners to read the familiar ideasfrom the text individually.Shares their ideas in pairs/groups.The teacher presents the text as anarrative.Elicits new ideas through interactionquestions.

Facilitates reading.Processing Page 58Removes the rat, the bat and the hatfrom the chart.

Places the cut-out of the rat, the bat andthe hat on the chart.

What does the cat say now?

‘This is the rat’s mat’, says the hat.

‘So what?’ the fat cat asks.

‘Get off’, says the hat.

Will the cat move away from the mat?What will the cat say then?‘No rat, bat or hat can move me off themat. I’ll lie on the mat,’ says the cat.What does the hat, the bat and the ratsay then?‘Let’s see’, says the hat, the bat and therat.

The rat, bat and the hat went away.What is their idea?Will they bring another friend of theirs?

The rat, the bat and the hat came back.

The rat, the bat and the hat came back.

Writes on the chart.Shows the picture/cut-out of the dish.Elicits answers and accepts the correctone.

What do they have with them?What is this?Is it a plate?Is it a mug?

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Writes on the chart.

Megaphones and writes on the evolvingtext.

Elicits responses and adds to theevolving text.Lets the learners to read Page 58 of theReader.Shares the idea in groups.The teacher presents the text.Follows the process of reading.Leads the learners to a game.GameThe main characters of the story (Emy,cat, rat, bat and hat) are written on theBB. Let the learners form groups on thebasis of this.Allots places for the groups to sit.Gives packets containing pictures andcorresponding words.(fat cat, thin rat, bat, hat, dish)Learners open the packets and find outwhat is inside.Groups match the words and thepictures.Sees which group comes first.Processing Page 59Removes the rat, the bat and the hatfrom the chart.Places the dish on the chart.

Oh no, try another.A dish.They came back with a dish.

They came back with a dish.

Can you say what is in the dish?Where is the cat now?What does the cat think?What is in the dish? The cat wonders.

Lets play a game.

We want five member groups.

You can find some pictures and words.

Match them.

Ok this group has matched all thewords.Give them a big clap.

What is this?Yes, it is a dish.What is in the dish?The dish is closed. Can the cat see whatis inside?

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Elicits responses and develops theevolving text.

Elicits the responses and develops theevolving text.

Elicits the responses and develops theevolving text.

Leads the learners to Page 59 of theReader.Asks the learners to compare Pagenumber 59 of the Reader with that ofthe text on the chart.Reads the whole text once again as ifyou present the story.Follows the process of reading.Processing page 60Places Emy on the chart.

Elicits responses and develops theevolving text.

Leads the learners to the picture onPage 60.Picture interaction.

How will the cat know what is inside?Shows action of sniffing.What does the cat think?

Does the cat like fish?Will it go and take the fish?What does the cat think about it?

Will it stay there?Cats like fish.What will it think now?

Mmm… Fish... the smell of fish….

Shall I go and take the fish?

I must get the fish, thinks the cat.

Where was Emy?She went to the market.

What do you see in the picture?What does Emy do?

Look, Emy comes into the room.

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Elicits responses and develops theevolving text.

Encourages them to guess what ishappening.Elicits responses and adds to theevolving text.

Elicits responses and adds to theevolving text.

Elicits responses and adds to theevolving text.

Elicits responses and adds to theevolving text.

Elicits responses and adds to theevolving text.

The evolved text will be the same textas on Page 60 of the Reader.Follows the process of reading theevolved text.Lets the learners read the text on Page60 individually. The teacher presentsthe text as narrative.Enacting The ActionsForms three member groups.

She opens the dish.

What do you see in Emy’s hand?Is the fish fat ?Yes, it is a fat fish.What does the cat say when it sees thefat fish?

What does the cat do?

What does the rat do?Yes, the rat looks at the mat.What does the rat say then?

What does the rat do now?

‘A fat fish,’ says the fat cat.

The fat cat jumps out of the mat.

‘My mat, I’ll get it back,’ says the rat.

The rat jumps onto the mat.

Emy takes the fish out of the dish.

Who will act as the cat?

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Lets them take roles and enact theactions given on the page.

Sequences the actions.

Appreciate their actions.Processing Page 61.Lead the learners to Page 61.Asks interaction questions to processthe picture.Elicits responses and adds to theevolving text.

Elicits responses and adds to theevolving text.

Good. What are your actions?Jump at the fish. Ok.Who will take the role of the rat?What is your action?Jumps to the mat. Ok.Who is going to act as Emy?What are your actions?Emy, you have two actions.First, you open the dish.Then the cat jumps at the dish.What does the rat do then?It jumps to the mat, doesn’t it?Secondly, you take the fish out of thedish.Okay, now let’s enjoy the performance.

Where is the cat now?Look at the cat. Is it happy?No it is not happy. It is sad.

What is in the rat’s hands?You are right. It is the dish.The fish is in the dish.Does the rat say anything?Does it give the fish to the cat?What does it say?

The fat cat is sad.

‘Friend, look, this is for you. A fat fish.Eat this fat fish,’says the white rat.

Look at the cat. What does the cat do?Does it look at the rat?

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Elicits responses and adds to theevolving text.

The evolved text is as same as the texton Page 61 of the Reader.Follows the process of reading theevolved text.Leads the learners to read the textindividually.The teacher presents the text as anarrative.Leads the learners to the picture onPage 62 of the Reader.

Elicits responses and develops theevolving text.

Follows the process the reading theevolved text.Presents the text on Page 62 as anarrative.Lets the learners compare the ideas ofthe evolved text with the text on Page62.Asks interaction questions.

What will happen next?

Look, who sits on the mat?Who else are there on the mat?Where is the fat cat now?What does the fat cat do?What does Emy do?Is the cat happy now?What about the rat?

The fat cat turns his face away.

The rat is on the mat.The bat and the hat also sit on the mat.

The cat eats the fat fish.Emy pats the fat cat.

The cat is happy.The rat is also happy.

The rat got it’s mat back.

How does this happen?

Emy said something to the cat.

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Lets the learners read and find out thesentences/or show the sentences.The teacher can read it aloud.Song: Kitty Cat Kitty Cat (Page 63)The song ‘Kitty Cat Kitty Cat’ is given.Sing it with the learners. You can findout a video/audio version from theinternet.

Activity 1 (Page 64)Replacing pictures with apt wordsRationale/Aim: To check their abilityto identify objectsTo check their ability to write familiarwords.

Materials needed: Chart paper, livelypictures, marker pen

Strategy: Sings the song and make apause at target words. The teacherreads out the parts given. Lets thelearners respond with apt words.Lets the learners complete the lines.e.g. Little Emy buys a ——. (fish)Lets them write the words in the slotsgiven. Continues this process for thefirst four lines. For the fifth and sixthlines, lets the learners themselves readand find out the answers.

Then the cat agreed and agreed to givethe mat back to the rat.

Can you read and find out what Emysaid to the cat?

I will sing a song.Some words are missing.Listen carefully and find out the missingwords.

Tips for low proficient learnersSings the song. When you reach the target words do not utter the word but move yourlips. Let the learners guess what the word is. Sing line after line slowly. Supplysentences in which words are replaced with pictures. Let the learners read them aloud.e.g. • A fat ....................., • A cat in a .....................

• A big .....................

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Activity 2 (Page 64)Name: Who am I?Aim : Checks listening comprehension

Materials Needed: Chart paper,markers.

Strategy: Reads aloud the riddlerhythmically with possible gestures andexpressions.Gives time to make a guess.If nobody comes out, gives more clues.If they could guess, lets them try writingthe word in the space given.

Additional ActivityInteracts with the learners on thefeatures of a fish (body parts, habits,dwelling, abilities etc.) Throughnegotiation make a riddle about fish.Encourage the learners to make a riddleabout fish.Tips for low proficient learners:Supplies letters and ask them toassemble the words.Activity 3 (Page 65)Describing a pictureRationale/Aim: Checks ability todescribe pictures using right actionwords and position words.Materials needed: Chart, marker pens

Strategy: Lets the learners read thepictures and express their ideas.Support with necessary interactionquestions. Draws their attention to thetext given. Lets the learners fill in thegaps orally. Asks them to write

Two shining eyes,One furry tail,I eat fish,I drink milk.Can you make a guess?

What is this?What is the rat doing?Where is it sleeping?Look at the first picture.Who is this?

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appropriate words. Low proficientlearners can find out the spelling fromprevious pages.

Activity 4 (Page 66)Name: Words which do not go withthe groupRationale/Aim: Finding out thesimiliarity of sounds in the given words.Materials needed: Reader

Strategy:A set of words are given. Checks howmany of the learners are able to readthem and find out the odd ones, withoutany help.If the majority find it difficult, readsaloud the words and asks them toidentify the words on the basis of thesounds..

Activity 5 (Page 66)Name Healthy HabitsRationale/aim: To inculcate goodhabits and speak about one’s own habitsMaterials Needed: Reader

Strategy:Leads a discussion about good habits.Questions like the following will helpyou.Helps the learners to read the sentencesgiven. You can also make them mime

When do you get up in the morning?Do you take a bath?When do you brush your teeth?Before food or after food?Invite learners’ attention to the picture.

Where is he lying?Is he lying on a mat?Look at the second picture.Who is this?What colour is the rat?What is the white rat doing?You are right.

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the actions when you command orwhile showing captions written onstrips.

Brush your teethSleep

Wake upTake bath

Eat breakfastGo to the school

Go to toiletLets the learners also take your roleand give commands. Lets the wholeclass act according to the commands.On a later stage, shows the captionswithout reading.Now, leads them to the activity.Lets them number the sentences inorder.Now, lets them talk about their habitsto their friends.Self-Assessment Activity 1 Page 67Aim To test learning outcomesMaterials needed: Reader

StrategyFinds out who can talk about thepictures.Helps them by asking apt interactionquestions.Interacts on the basis of the givenpicture focusing upon the objects andtheir positions.Lets the learners colour the flower-plotsbased on the responses they havemade.Care should be taken that the learners

Look at this strip. Can you read this?You are right.Can you show the action when I readthe caption?Now, who will give the commands?Ok, that’s good.Now, the whole class can actaccordingly.Look at this. Can you read them?Can you arrange them in the right order?

Look at the first picture.

Where is the cat doing?

You are right. It is sitting on the mat.

(Like this draw attention to everypicture using ‘What’ ‘Where’ etc.)

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are reflecting their ability to do the task.

Self-Assessment Activity 2 Page 68Aim: To identify the objects and theirnames.Materials needed: Reader

StrategyAsks interaction questions to identifythe objects.Lets the learners write the names ofobjects in the yellow circle against eachpicture.Lets them read out the words.Asks the learners to pick out the firstletters of the words and writes them inthe red circle. (The letters in the redcircle will form a word.)Asks the learners to read the word inthe red circle. Checks how manylearners can identify the word.

Look at the picture. Can you namethem?Yes, that’s good.Can you write these names in the yellowcircle.How many of you have written thenames?Can you say the first letter of eachword?Now, write that first letter in the redcircle.Start from ‘C’ and read the word.You will get the name of the animal inthe centre.

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Theme: Fantasy and humour.

Sub theme: Fun and curiosity in life

Learning Outcomes:The learner:• Comprehends and enjoys a simplestory on creatures around us.

• Follows instructions and actsaccordingly.

• Comprehends songs and sings withactions and rhythm

• Gets the concept of colours.

• Identifies the creatures and theiryoung ones around us by their names inEnglish.

• Describes pictures using appropriatevocabulary.

• Speaks about objects/things on thebasis of colour and size.

• Describes an action using appropriateaction words.

• Responds meaningfully to initiationsin a dialogue/ conversation

• Makes simple suggestions.

THREE KITTENS

UNIT 4

Input discourses :• Story

• Song/Rhyme

• Thought

• Description

• Dialogue

Language Elements• The question words like what, who,and where.

• Words like let’s, shall we, etc. forexpressing suggestions.

• Imperatives like ‘don’t make a noise’,‘catch it’ etc.

• Pronouns like ‘I’, ‘you’, ‘we’ etc.

• Describing a scene.

• Words like in, on, into etc. to denoteposition.

• Adjectives to describe the colour andsize of an object or thing.

• Singular and plural nouns.

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Activities:

• Mask game

• Language games

• Drawing and colouring

• Developing big picture through speech bubbles.

• Jigsaw picture/puzzle

• Choreography

• Concept maps of colours & young ones of animals

• Riddles and puzzles

Materials:

• Masks

• Jigsaw of kittens

• Chart paper

• Cut-outs of speech bubble (20 Nos)

Use of ICT

• Presentation of the song ‘Kittens’.

• Interactive activities for colouring and drawing.

Introduction

This unit consists of a story and a poem.The story deals with the importance ofhaving fun and curiosity in life. It alsofocuses on the beings around us andtheir way of life. The activities includedin this unit are intended to facilitate theacquisition of linguistic competencieslike describing a thing or scene and toconstruct dialogues in meaningfulcontexts. It also focuses on the use ofprepositions meaningfully. Transactionof this unit is mainly through oralcommunication and picture reading. Itgives ample opportunity for listening,graphic reading and graphic writing.The page titled ‘I know’ is intended forself-assessment of the learner. Likewisethe teacher assessment is made possibleby the page ‘My Learner’. The expectedlearning outcomes of this unit can beassured using these assessment pages.

Entry Activity

There are different ways to begin thisunit.

1. Mask game

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Process

Brings the masks of a cat and a kitten.

Introduces the masks of the cat and thekitten to the learners.

Making the mask

Provides chart paper, colour pencils,scissors, glue and thread to each learner.

Asks the learners to make similar masksand give different colours to them.

Teacher talk

While introducing the masks

I have two masks with me.

Look at this one.

Who is this? A cat.

It is for me.

Here is yours.

Can you say who this is?

Yes, it is a kitten.

How is it?

Do you want to wear the mask?

Who wants to wear this mask?

But.... Oh, I have only one!

Shall we make masks for all of us?

Then all of us can wear them.

While making the mask

Look, place the mask on the chart paperlike this.

Draw the face of an animal on the mask.

Cut the shape using scissors/blade.

Now, draw two eyes.

You can now cut the eyes.

Mark the nose at the centre.

Draw mouth just below the nose.

You may cut the mouth and nose.

Draw ears above the eyes.

Cut the ears.

Now, your mask is ready, isn’t it?

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Mask game

• Shows how to wear the mask.

• Demonstrates how to play the game.

Shall we colour the masks now?

What colour would you give to theeyes?

Red colour is good for the lips isn’t it?

Now, make two holes on either side likethis.

Shall we tie the thread through the holes?

Look, do it like this.

Yes, it is good.

During the mask game

Shall we begin the game?

Look this is the mask of a cat.

Shall I wear it?

Who am I now?

Yes, I am a cat.

What’s my colour?

I am a grey cat.

Can you say where am I standing now?

Yes, near the table.

So, ‘ I am a cat, I am a grey cat standingnear the table.’

• Tells them to wear the masks.

• Asks the learners to say who they are.(eg: I am a kitten, red kitten).

• Asks the learners to stand in a circle.

• Calls a learner to demonstrate thegame.

Now, all of you please wear yourmasks.

Good. Who are you now?

Yes, you are kittens.

(Teacher invites a learner wearing abrown kitten mask).

Who are you?

What’s your colour?

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• Helps him to take a position and tosay about it.

• Asks each learner with the mask of akitten to take a position in the class.

• Lets the learner say about them inrhythm.

e.g. I’m a black kitten sitting on the bench.

I’m a green kitten standing at the door.

• Lets all the learners sing about thecolour of mask, action and position.

• Calls three learners with the masks ofblack, brown and white.

• Introduces the unit ‘Three Kittens’ bypasting the three masks on the Bigpicture.

• Writes ‘Three kittens’ on BB/ chart.

• Sticks other masks on the classroomwall.

• Prepares cut-outs of dialogue bubblesin advance for the three kittens (20numbers).

Yes, you are a kitten, you are a brownkitten.

Now, you can go and take positionsomewhere in the class. (ask otherchildren)

Where is he now?.

Yes, he is sitting under the table. (to thewhole class)

Now, can you say who he is and wherehe is?

All of you can take positions in theclass.

You have to say who you are and whereyou are.

Come here.

Stick the mask in the Big picture. (tothe whole class)

Can you say who they are?

Yes, three kittens.

Now, all of you give me your masks.

Let us stick them on the classroomwall.

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There is another way to enter into thisunit. Jigsaw puzzles of three kittens willhelp you. The process for jigsaw puzzleactivity is dealt with in detail in Unit 1.

Materials needed: Three jigsawpictures of kittens (Black, brown andwhite).

Process:

Distributes the jigsaw to three groups.Lets them solve it and complete thepicture. Pastes the three jigsaw pictureson the Big picture. Then asksinteraction questions based on thepicture. Thus we can enter into the unit.

Let’s continue like this.

Pastes the picture of a grey cat on theBig picture/Pastes the mask of a greybig cat on the Big picture.

Asks interaction questions about thethree kittens (Pointing to the pastedmasks/pictures of the kittens on theBig picture).

Who is this? (Pointing to each kitten)

How many kittens are there?

What colour is the kitten? (Pointing toeach kitten)

Who is this big cat?

What colour is the mother cat?

Asks interaction questions to developthe evolving text.

Evolved text

Three kittens

Black kitten

White kitten

Brown kitten

Mother cat

Grey mother cat

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Processes the reading of the evolvedtext.

Leads to Page 70 of the Reader by tellinga short narrative given here .

“So, shall we listen to the story of ‘ThreeKittens’? Listen, I will tell you”.

Do you want to know what the kittenssaw? Can you guess what it was?

Processes the picture on Page 70 of theReader.

Asks interaction questions to processthe text in the Reader.

The teacher asks the interactionquestions pointing to the picture of eachkitten on the big picture.

Elicits responses and develops theevolving text.

Narrative

Once there lived a mother cat andthree kittens, in a small house. Onewas black, one white and the otherbrown. The mother cat was grey incolour. The three kittens were verysmart. They were naughty too. Theyplayed with everything they got.

One day the kittens were sitting withtheir mother. They saw a cute, smallthing, with a long tail. It started to runhere and there... What’s that! Thekittens looked at each other.

What is the mother cat doing?

What did the kitten see?

What is the colour of the rat?

What will the kitten say?

Will the kittens wake her up?

What did the white kitten say?

Follows the processes of reading theevolved text.

The teacher presents the text asnarrative.

Lets the learners read the text. You mayelicit new ideas by asking interactionquestions.

Writes the elicited responses in the cutouts of speech bubbles and pastes themagainst each kitten.

What did the black kitten say?

What did the brown kitten say?

The mother cat is sleeping.A grey rat.

‘Come, let’s catch it’, the kiitens said.

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Come, let’scatch it.

Shhh.... don’t make anoise. Mom is sleeping. Let’s

follow it.

Developing concept map of colours.

The teacher pastes pictures of leaves of plants like Rose, Sunflower etc. on a chart.The pictures of Elephant, Kingfisher, Crane may also be pasted. Now, let the learnersidentify the pictures. Ask interaction questions to elicit the colours of each one.

Yellow Sunflower

Black Car

Orange Sun

Brown Dog

Colourfulworld

Red Flower

Green Leaf

Blue Bird

White Rat

When the learners identify and say thecolours, write them against thecorresponding pictures.

Asks interaction questions given in theReader to predict the next event.

Leads the learners to Page 71.

Picture interaction.

Elicits and megaphones the responses.

Where will the rat go?

Will the kittens run after the rat?

Will they catch the rat?

Look at the picture.

What do you see in the picture?

Can you tell me where the rat is?

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Follows the process of reading theevolved text.

Leads to Page 71 of the Reader.Presents the text on the page as anarrative with proper stress and voicemodulation.

Lets the learners identify the ideas/sentences and compare them with theevolved text.

Lets the learners find out the responsesof each kitten.

Writes ‘The rat is on the drum’, Whatwill we do now?’, ‘What is in the drum?’in different speech bubbles.

Pastes them against each kitten.

Writes ‘Shall we jump into the drum.’ ina big speech bubble.

eg:

Now, the rat is on the drum.

The kittens are looking at it, aren’t they?

Who says that the rat is on the drum?

What did the white kitten ask?

What did the kittens say together?

The rat is on the drum.

‘What will we do now?’

‘What is inside the drum?’

‘Shall we jump into the drum?’ The kittens asked.

Develops the evolving text. What are the kittens doing?

Will the kittens say anything?What will the kittens say?Will they talk about the drum?Do they know what is in the drum?

Paste it above the kittens’ speechbubbles as it is said by the three kittenstogether.

Shall we jump intothe drum.

What is in the drum?

The rat is on thedrum. What will we

do?

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Asks interaction questions given in theReader to predict the next event of thestory.

Elicits free responses and prepare aword web of what is in the drum.

Pastes a picture of drum on a chart. Askinteraction questions to predict what isin the drum. Writes the elicitedresponses on the chart to form the wordweb.

Have you seen a drum?

What is it used for?

What do we store in a drum?

Oil

Paint

Water

Tar

Milk

Powder

Leads to Page 72 of the Reader.

Picture reading.

Asks interaction questions to elicitideas.

Writes the elicited ideas on the chart.

Develops the evolving text.

Look at the kittens. Where are theynow?

What did the rat do?

What is the colour of the kittens now?

How did they become white?

Now, can you say what is inside thedrum?

The three kittens are inside the drum.

The three kittens are white now.

The rat ran away.

What will the kitten say now?

What will be in the drum?

Will the kittens jump into the drum?

Will they catch the rat?

Can you say which kitten is white now?

Which one is brown?

Follows the process of reading theevolved text.

Leads the learners to the text given onPage 72 of the Reader.

Presents the text as a narrative.

Follows the process of reading.

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Asks interaction questions to developspeech bubbles.

Lets the learners identify the responsesof different kittens.

Writes the elicited responses on thespeech bubbles.

Fixes the speech bubbles againstkittens.

Which is the black kitten?

What did the first kitten say?

What did the second kitten say?

What did the third kitten say?

Are they happy now?

Look, youare white.

You too. We all arewhite.

Activity - Word game

Asks the question to lead to the game.

Presents the game in the class.

Lets the learners guess and identify theword.

Writes the word ‘frog’ on the chart.

Leads to the text on Page 73 of theReader.

Asks interaction questions to developthe evolved text.

The rat has gone. Do you want to knowwhat the kittens see then?

Let’s play a game.

I have four letters in my name. My firstletter is in fish, not in dish.

My second letter in rat not in mat.My third letter is in dog not in dig.

My last letter is in bag not in bat.Tell me who am I?

Who are there in the picture?

What did the kittens see?

What is the colour of the frog?

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The kittens saw a frog.A green frog.

‘Catch it’, the kittens said.

What will the kittens say?

Follows the process of reading theevolved text.

Teacher presents the text as a narrative.

Let the learners read the text andcompare the ideas with the evolvedtext.

Asks interaction questions to elicit theresponses of kittens.

Develops the speech bubble of thekittens.

What did the first kitten say about thefrog?

What did the second kitten say?

What did the third kitten say about thefrog?

The three kitten together said twodialogues. What are they?

Look at the picture.Look at the three kittens.Are they white now?What is their colour now?What is the frog doing?

Asks interaction questions to lead tothe next text on Page 74.

Picture interaction to process the text.

Follows the process of reading.

Lets the learners try to read the textindividually.

The teacher may present it as anarrative.

Lets the learners identify the responsesof each kitten.

Develops speech bubble of each kitten.

It’s green.

It’s hopping away.

Look a frog, catch it.

It’s big too.

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The three white kittens are black now.

Do you know how they became black?

We know that the kittens were chasingthe frog.

What did the frog do when they chasedit?

Look at the events given in the chart.

They are not in the correct order.

Read them and say which eventhappened first.

Say which comes after that.

Then, you will know how the kittensbecame black.

Then what did the kittens do ?

Activity for knowing the story how thewhite kittens turned into black ones.

Presents the events of the story on achart.Lets the learners sequence the eventsand narrate the story.The teacher may read the events to thelearners.Sequencing can be done by givingnumbers to the sentences.The kittens also jumped into the can.

The frog hopped away.

The frog jumped into the can.

The kittens turned black.

Presents the narrative given here to leadthe learners to Page 75.

What are the kittens doing?Can you guess, what is in the can?How did the kittens become black?What did the first kitten say?What did the second kitten say?What did the third kitten say?

You areblack. You too.

We are allblack now.

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Listen to the narrative.

Narrative

The three kittens became sad. Firstthey chased a rat. But it ran away.Then they saw a frog. The kittens triedto catch it. The frog hopped away.Poor kittens! They ran after the frog.They reached a pond.

Do you want to know who they sawthere?

I won’t tell you.

Shall I give you some clues?

You have to find out who it is.

Activity - Guess game

Gives clues one after the other.

After each clue give a chance for themto think.

Writes the guesses of the learners on theBB till one of them gives the rightanswer.

Leads the learner to Page75.

Picture interaction.

Elicits responses to develop theevolving text.

Clues for the game

It has wings, but can’t fly.

It has tail, but not an animal.

It has no legs, but can move.

It cannot walk, but can swim.

What do you see in the picture?

What did the kittens do?

What did they see in the pond?

What is the colour of the fish?

Who else do you see in the pond?

Who is sitting on the leaf?

What is the rat doing?

The three kittens saw a red fish.The kittens jumped into the pond.

139

Look at the picture.

Where are our kittens now?

What are they doing?

Can the kittens swim?

Look at the frog.

What happened to it?

What does the rat say?

Is the rat happy now?

Did the kittens get the red fish?

What did the kittens say?

The teacher presents the text asnarrative.Follows the process of reading.Learners compare the ideas with that ofthe evolved text.Asks the learners to identify what eachkitten said.Asks interaction question given in thetext to predict the next event of thestory given on Page 76.Leads to Page 76 of the Reader.Picture interaction.Asks interaction questions to processthe text.Lets the teacher present the text.Follows the process of reading.Lets the learners find out what thekitten say?Develops the speech bubbles ofkittens.Develops speech bubbles for the kittensand pastes it on the Big picture.

• Asks the interaction questions given in the Reader.• Asks the learners to share their experience.• Asks the interaction questions to predict the next event of the story.

We lost the grey rat.We lost the green frog.We lost the red fish too.But we had a nice bath.

140

Leads to Page 77 of the Reader.

Picture interaction.

Elicits the text

Presents the text as a narrative.

Follows the process of reading.

Identifies the responses of each kitten.

Develops the speech bubbles.

Lets the learners place them against thekittens.

Will the kitten come out of the pond?

Will they get back their colours?

Will the mother cat look for the kittens?

Will the kittens go back to the mothercat?

Where are the kittens now?

Are all of them black now?

How did they get back their originalcolours?

Are the kittens happy now?

After reading, asks questions to identifythe responses of the each kitten.

Do you like cats?

Do you have a cat at home?

Does it have kittens?

What are their colours?

Do you like them?

Aren’t they cute and smart?

Do all kittens look alike?

What do the kittens eat and drink?

Processing of the rhyme – KITTENS.

Informal interaction based on thecolours,size and habits of the kittens.Presents or sings the poem with properrhythm.Now, presents it with proper actions.Lets the learners sing with you.Lets them sing in groups.Provide chances for individualpresentation.Attempt choreographing the rhymeusing masks.

Yes, I amwhiteagain. And, I am

black again.

We got ourcoloursback.

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Activity 1- Colouring and describing (Page 79 of the Reader)

Aim:To get the concept of colour

To describe a scene using nouns and adjectives

Materials neededTextbook, colour pencils/crayons

Interaction questions for Activity 1What colour would you give for thefish?

What will be the colour of the frog?

Which colour would you give for thebird?

What will be the colour of the tree?

What colour would you give for water?

Activity 2- Matching pictures with action (Page 80)

Process:Reads out the instruction.

Lets the learners identify the colours.

Asks to colour the picture individually.

Asks interaction questions.

Lets the learners describe orally thepicture they have coloured.

Asks the learners to complete the givendescription ‘My picture’ individually.

Random presentation of thedescription prepared.

Lets the learners be in groups to sharewhat they have written.

Provides the groups with chart paperSeach.

Develops a description by negotiatingwith the groups.

Follows the process of reading.

Aim:Describes action and uses the positionwords

Familiarising action words

Materials needed: Reader

142

Asks interaction questions based oneach picture.

Asks about number, action andposition.

Lets the learners read the sentencestrips given.

The teacher reads the sentence stripsaloud in the class.

Asks the learner to match the sentencestrip with the corresponding pictures.

Individual presentations.

Activity 3 - Giving instructions(Page 81)Aim:Familiarising imperative sentences

To listen to instructions and actaccordingly

Lets the learners identify the actions inthe picture given.

Lets the learners read the instructionfirst and then the corresponding action.

The teacher asks interaction questionsbased on the actions.

Lets the learners predict theinstructions for other actions shown.

Lets the learners write the instructionsin the given space.

Self – assessment activitiesActivity - 1 (Page 82)

Aim:1.To assess whether the learner canidentify the characters they have comeacross in the story.

Interaction questions for Activity 2How many kittens are there?

What do they do?

Can you say how many birds there are?

What do the birds do?

Look at the frog. Where does it sit?

What does the duck do?

Did you see the cat? What does it do?

Interaction question for Activity 3What is the girl asking the boy to do?

What is the boy doing?

Look at the girl on the cycle. What willthe boy ask her to do?

Who is inside the car?

What does the girl ask the driver?

What does the girl have with her?

What will the boy ask her to do?

Look at the boy. He is throwing theball. What will the girl say?

143

Look at the picture.

They are the friends you have met in thestory ‘Three Kittens’.

How many of them do you know?

Can you say their names?

2.To feel empathy towards the cha-racters of the story they have learned.Asks the learners to identify thecharacters in the given picture.Lets the learners write the names of thecharacters in the given space (myfriends).Reads the instruction aloud to thewhole class.

Activity 2 (Page 83)

Aim:1.To assess whether the learner canidentify the events of story in the orderof occurrence.2.To retell the events of the story in theright order.Presents the context given in the text.Initiates a discussion to recall theevents with the help of the givenpicture.Invites individual random oralpresentation.The teacher reads the given events andasks the learners to fill the missing part.Lets the learners say it orally and notethem in the space provided.

Asks the learners to colour the kittenafter each successful completion of theblanks.

What did the kittens see first?

What did the rat do?

What did the kittens see next?

Where did the kittens jump to catch thefrog?

What did the kittens see in the pond?

What did the kittens do to catch thefish?

What did the kittens say when theycame out of the pond?

Teacher assessment (Page 84)

This is to assess whether the learners have achieved the intended learning outcomesgiven in the beginning of the unit. You may fill in the assessment table given on Page84 of the Reader.

For the Teacher:-After finishing the unit, the whole story may be enacted before the class based onthe filled-up speech bubbles.

144

THE BABY ELEPHANT

UNIT 5

Theme: Need of having self-esteemand confidence.

Sub theme: Realizing one’s strengthsand weaknesses.

Input discourses• Dialogues

• Story

• Thoughts

• Song

• Description.

Learning outcomesThe learner:• Develops an idea on the importance offriendship.• Understands that everyone has meritsof his/her own.• Comprehends simple stories andpoems.• Develops ideas regarding size, shapeand uses them suitably.• Develops vocabulary related to bodyparts of animals.• Describes an action using appropriateverbs.

• Responds meaningfully in the targetedlanguage.

Language elements:• Identifies and comprehends questionwords.

• Talks about locations.

• Describes abilities using ‘can’.

• Describes actions.

• Describes things using qualifiers.

Activities:• Big picture

• Language games

• Riddles

• Action songs

Materials:Big picture, cut-outs for the Big picture,sentence strips etc.

ICT• Presentation of ‘Elephant song’

• Word games using ICT

• Spelling games using ICT

145

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146

ProcessIntroductory activityGame: Passing the ball.Materials needed: Small ball shapedice cream container, white papers inwhich pictures of an animal or a bird isdrawn. The teacher should wrap the ballwith the papers having pictures oneover another.Makes the learners stand in a circle.Asks the learners to pass the ball gentlywhen the starting whistle is heard.

They should stop passing the ball at thenext whistle.When the passing is stopped, the learnerwho holds it can open the outer mostwrapper.

He should say something in Englishabout the bird/animal on the paperwithout saying its name. (eg. It is big/itis an animal/ it is black etc.).Others should identify the animal fromthe description.Slow learners can even imitate thesound or action of the animal on thepaper.The game is repeated.Making a Big Picture of a forest:Materials : Cut-outs of trees (withoutleaves), cut-outs of wild animals andbirds, cut-out of the baby elephant

Come on, let us stand in a circle.What is this?Yes, it is a ball.Start passing the ball when I blow thewhistle.When I blow the next whistle stoppassing the ball .Who has the ball now?Open the outer wrapper.You see a picture here, don’t you?Don’t say its name.Talk about its features.Is it a bird or an animal, is it big orsmall? What is its colour?Others should say which bird or animalit is.

Teacher talk

Where does a lion/tiger live?Have you ever gone to a forest?What animals do you find in a forest?

147

given on the Reader (the baby elephantlooking down at something,) cut-outsof leaves/original leaves, cut-outs ofsmall plants, cut-out of a pond etc.Labels of animals (both wild &domestic).

Lets the learners name the animals inthe forest.Makes ready the labels for animals.

Fixes cut-outs of animals and birds(makes sure that the charactersdescribed in the unit are there amongthe cut-outs)Fixes labels on the cut-outs.Asks the learners to fix labels near thecut-outs. The teacher can help them atthis time.Interacts with the learners to elicit thisidea of the elephant.

Elicits responses.Lets the learners draw the picture of anelephant in their notebooks.

Fixes the cut-out of the pond at theproper place.Asks proper interaction questions toelicit the next text.Interacts for getting the idea of image(reflection).Elicits the reading text.Asks appropriate questions to elicit thesentences in the Reader as answers andwrites them on the chart.

I have some cut-outs of trees. Can youfix them?Where will you fix the trees?Aren’t there any leaves?Fix them.Are there small plants?What animals will you find in theforest?

Now, the teacher takes the cut-outs ofthe animals you see in the forest andfixes them on the big picture.

Which animal do you like the most?Why?Can you draw the picture of anelephant?The teacher can interact with thelearners while the drawing is inprogress.The teacher can ask questions based onthe body parts of the elephant.What is the baby elephant looking at?The baby elephant is looking into thewater.What will it see in the water?It will see its image in the water. He willbe surprised to see his image. It may bethe first time that it sees its image.It cannot believe it. What will it askitself?

148

Elicits responsesElicits responses like ‘it is so fat’, ‘it isso big’ etc.The teacher asks more about the babyelephant and elicits the next text.

How does an elephant look like?It’s very cute, isn’t it?Will the elephant like its image inwater?But the baby elephant doesn’t like itsimage. What will be the reason?

What will the elephant think of thebaby elephant?

The baby elephant is so big and fat.It is not beautiful to look at.It looks funny.What will the baby elephant think? Ilook ……… (elicits the answer andwrites)

The baby elephant noticed its nose.It was surprised to see such a long nose.What will it say about its nose?

It sees its big ears too. What will it sayabout its ears?

Is it me?

I’m so big.I’m so fat.

What a long nose!

Two big ears!

I look so funny.

The baby elephant is very sad.The baby elephant thinks;‘The parrot is very beautiful. It has nicegreen feathers. It has many friends.Everybody likes it. But I’m not goodlooking.’What will the baby elephant think now?

149

Will any one like me?

Follows the process of reading theevolved text.Reading by the teacher.Reading by the learners after theteacher.Identifies sentences and words from thetext.Presents the text in the Reader on Page91 as a narrative.Compares the evolved text on the chartwith that of the Reader.Elicits responses and write them on thechart.(Eg: Don’t worry, You are nice, You are goodlooking etc.)Lets them read all the sentences andwrite their own responses in thenotebooks.

Elicits responsesAsks interaction questions to share thelearner’s ideas.Asks interaction questions for elicitingthe previous ideas related to the story.

To the picture in the Reader Page 92Asks questions based on the picture inthe Reader.

Elicits the text on Page 92.

Where do you see your image?Have you looked at mirrors?What do you like in your image?Is the baby elephant happy with itsfigure?Does he think that others will like him?Will his friends know about hissadness?What will his friends do?Look at the elephant’s face. Is it happy?Why is it sad?What are the other animals in thepicture?What are they saying to the babyelephant?

The baby elephant is very sad. It thinksit does not look nice.How will you console the elephant?What will you say to the elephant?

150

‘Your ears are lovely. You look sosweet’, said the monkey.

‘You’re fat, but you’re smart’,said the giraffe.

‘Your long nose is so attractive’,said the zebra.

The elephant thinks that its ears are notnice.How will the monkey console it?What will the monkey say?Who said this?

The baby elephant is very sad becauseit is fat. But you see, the baby elephantis very smart, isn’t it?What will the giraffe say to make theelephant happy?

Develops an evolving text based on thequestions and writes them on the chart.

Follows the processes of reading.Presents the text on Page 92 of theReader as a narrative.Elicits responses.Initial interaction with the learners forreminding the previous ideas.Processes the text.Interaction based on the picture in theReader Page 93.

The baby elephant thinks that its longnose is not attractive.What will the zebra say?

Can you make the baby elephanthappy?What will you say to make him happy?

Who else consoles the baby elephant?Is the baby elephant happy then?

Who are there in the picture?Where is the baby elephant?‘You have two big ears. But see, theyare very useful’, said the parrot.How are the ears useful for the babyelephant?

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What will the parrot say about theelephant’s ears?

‘You have a trunk’, said the squirrel.What can the elephant do with itstrunk?See, the monkey, the giraffe, theparrot…They are the baby elephant’sfriends. Who are the other friends?What will the owl say to the babyelephant about the friends?How will the owl say that they love thebaby elephant?Will the tiger say anything about thebaby elephant’s strength?What will it say?

Elicits responses. Writes them on thechart.

Asks more interaction questions toelicit ideas.

Your ears are big. You can fanyourself.

Elicits responses.Follows the process of reading.Presents the text on Page 93 of theReader as a narrative.Game - Finding my friendThe teacher prepares some lots.Writes the names of the learners in each lot.Puts the lots in a small basket.Lets the learners pick one lot each.Asks the learners to find out theirfriends by reading the name in the lot.The name chart in the classroom willhelp the slow learners.Lets the learners introduce their friends.eg. This is my friend.Her name is Alisha.The teacher should be a part of the gameand she should begin by introducing herfriend.

Look, I have written the names of yourfriends in the lots.Take one lot from the basket.Open the lot and read the name.Then introduce the friend you have got.

Hello friends, “This is my friend. Hername is Shamna”.

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Lets all the learners introduce theirfriends.Later the teacher can write the sentenceon the chart.E.g: This is my friend. His / her name is……………….Lets the learners write graphically intheir notebooks.Introductory interactionInteraction based on the picture onPage 94 in the Reader .Develops the same context in the BigPicture through interaction.Asks questions on the location,characters, mood of the characters etc.Elicits answers.

The teacher can write their responseson the chart.After that the teacher can show thechart containing the text in the Readerand follow the processes of reading.Presents the text in the Reader as anarrative.Asks interaction questions to predictthe next text.To the Big Picture.Introduce the fairy in the Big pictureand fix it, labeling it ‘Fairy’.

Look, you can write like this.

Where is the baby elephant, now?What is he doing?Are there any friends with him?Is he happy/sad. Why?Why is the baby elephant crying?

Does he want to be an elephant?

What is the baby elephant thinkingnow?

What will he do then?I don’t look good.

I don’t want to be an elephant.He begins to cry.

The baby elephant is crying.

Why is the baby elephant crying?

Will anybody help it?

How will you help the baby elephant?

Where is the fairy?The fairy looks down.What does the fairy see there?

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Is he happy?How does he look?

The fairy sees the baby elephant.What is the baby elephant doing?

What will the fairy think now?What will the fairy do now?Alas! the baby elephant is crying.She decided to make him happy.What will she say?“………………………………………………”

A baby elephant.

He looks sad.

Elicits the answer and write.Processing reading.Presents the text in Reader Page 95 asa narrative.Discussion on the big picture of theprevious page.

Introducing the picture in the presentpage 95.

These ideas can either be elicited ornarrated by the teacher.Re-fixes the fairy in the Big Picture infront of the elephant based on the Page96.Interaction based on the Big Picture.

The fairy sees the baby elephant crying.

I will make him happy.

Where is the fairy here?What does she see below?Where is the baby elephant?What does the fairy do?Where is she now?What she is going to do?

Look, here is a fairy.What does the fairy call the babyelephant?The elephant looks around. It sees thefairy.

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What will the elephant ask the fairy?What reply will the fairy give?

Dear friend, the fairy called the baby elephant.Who are you?

Baby elephant asked.I am a fairy.

Elicits the all their answers and writethem on the BB.Follows the process of reading.Lets them go through the Reader onPage 96 to see if their answers are thereon the Page.The teacher can present the text as anarrative.Asks interaction questions

Elicits responses.Introduces the picture on Page 98 of theReader.Asks interaction questions based on thepicture.

Represent the responses graphically(Learners can draw the pictureincluding the changes that happened tothe baby elephant.)Asks interaction questions.Elicits responses.Asks interaction questions

The fairy offers to help the babyelephant.What will the baby elephant ask her?Will the fairy turn the baby elephantinto a bird?Is this the baby elephant?Is it big now? What happened to it?

What happened to its ears?What happened to its long trunk?What are the other changes?

The baby elephant became smaller and smaller.The big ears turned into small wings.

The trunk became a small beak.

The baby elephant has turned into abird.

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What is the baby elephant thinkingnow?Is a bird better than an elephant?What do you think?

The baby elephant is a bird now.What will the bird do?Look at the bird. What is it doing?Is it happy?What is the bird thinking now?

These are your ideas.Let’s see what the bird actually thinks.

Interaction based on the Reader onPage 99

Writes responses on the chart.(Asks supplementary questions ifneeded. E.g. What will the bird think of itssize?/what will it think about itsappearance?)

Shows the chart containing the text andfollows the processes of the reading.

The teacher can narrate the text asrequired.Asks interaction questions given in thetext to predict the next event.Interaction based on the picture in theReader on Page 100.Elicits the answer and writes the word‘eagle’ on the chart.Goes to the previous page.Asks interaction questions.

I am small.I can fly.

I am happy now.

The little bird was flying in the sky.

Where is the little bird flying?

Which is the big bird?

What was the little bird doing?

What happened then?

An eagle comes to attack the little bird.

It is a big bird.What will the little bird think now?

I am in trouble.

Elicits responses and writes them onthe chart.

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Follows the process of graphic reading.The teacher can narrate the reading textas required.Asks the interaction question given inthe text to predict the next event.Elicits responses.Interaction based on the picture.

Elicits responses.Narrates the text in the Reader on Page101 properly.Asks interaction questions to elicitmore ideas.

Elicits responses.Asks interation questions given in thetext to predict the next event.Goes to the next page.Interact with the learners based on thepicture.Elicits responses.

What will the little bird do now?

Look at the picture?

Who are there in the picture?

What is the little bird going to do?

What does the little bird see in thebush?

Is it afraid? What will the bird thinknow?

Is it safe to become a little bird. Why?Will the little bird want to change itsform?What does the little bird want tobecome?

What does the little bird want tobecome?Look at the picture. Who comes to helpthe little bird?Will the fairy change the little bird?What happens to the little bird now?

How did the little bird become a lion?Can you say what changes happened tothe bird?

The little bird becomes a big lion.

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What happened to the birds’ feathers?What happened to its feet?What happened to its beak?

The feathers turned into fur.

The beak changed into a big mouth.

Narrates the text in the Reader given onPage 102.Asks interaction questions

Elicits all the responses.Writes the children’s responses on theBB/ on their paper strips.E.g: I am strong now./ I am a big lion./ I amthe king. etc.Follows the process of reading.Lets the learners write their ownresponses in their notebooks from theBB.Asks interaction questions to predictthe next event.Introduces Page 103 in the Reader.Asks interaction questions based on thepicture.

Is the lion happy now?

Why is it happy?

What will the lion do now/say now? .

Will the lion go to its friends?

Look at the picture.The baby elephant has become a lion.Where will it go now?Look at the other animals. What arethey?Yes, they are the baby elephant’sfriends.Will the friends recognise the babyelephant?See, the baby elephant is a lion now.What will the monkey, the giraffe andthe parrot do when they see the lion?

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What are they doing?Will they play together now?Why are they not coming near the lion?Is he happy now?

Elicits their responses. Writes therelevant lines on the chart/BB.Reads the sentence. Asks them toidentify their ideas.Reads the text with the help of the chart.Follows reading processes.

Presents the text on Page103 of theReader as a narrative.Interaction to the Big Picture.Interacts with the learners based on theBig Picture.Replaces the cut-out of the babyelephant with the cut-out of the lion.The cut-out of the fairy is already there.Proceeds with interaction.

Elicits the reply.

Places this sentence strip on the Bigpicture.Asks the learners to scribble their ideas.Writes the ideas for them on their paperstrips. Or asks them to read their ideasfrom their scribbling and write them onthe chart.

Who said this sentence?/Whose idea isit?Let’s see what actually happened.

The baby elephant does not want to bea lion.Who does he call?What does he ask the fairy?

What will the fairy say?

I don’t want to be a lion.

The animals started running away.They are afriad of the lion.They became frightened.

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Reads out all their ideas to the wholeclass.Now, let the learners write down theirown ideas in their notebooks.E.g. Be happy, I will help you, I will changeyou etc.Shows the pictures on the previous pageand that on the present page.Asks interaction questions.

Look at the lion.Is any of his friends with him?Does he have any friends now?Look at the lion’s face. Is he happy now?Who appeared before the lion?

We know the lion is very sad now.What will the fairy ask the lion?

What will the lion complain to the fairy?

The fairy.

Have you any new wish?What is your wish?

I have no friends.I want a lot of friends.

Elicits the answers and processes them. Will the lion want to change again?What will the lion ask the fairy?What will be his wish? Why?Write down your ideas.I want ........................................

Lets the learners write their ideas. Asksthem to read what they have written.The teacher can write their ideas on thechart and follow the reading process.Later allows them to write down theirown ideas in their note books.The teacher can present the text as anarrative.

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Asks interaction questions.Elicits responses.Asks them to write down their ideas.Refers to the sentences they wrotebased on the previous text.

Leads the learners to Page 105 of theReader.Picture reading.

Elicits responsesPresents the text on Page 105 of theReader as a narrative.Asks interaction questions given in thetext to elicit more ideas and to predictthe next event.Leads the learners to Page 106 of theReader.Replaces the cut outs in the Big Pictureas the interaction proceeds.Asks interaction questions

Elicits responses and writes them onthe chart.Reads the text using the chart.Reading after the teacher.Identifying ideas.Asks interaction questions based on thepicture to check comprehension.

Lets them select the cut outs, placed onthe table and fix them in the big picture.

What does the lion want to become?Did the fairy help the lion?

These are your ideas. Let’s see whatactually happened.

Look at the picture on Page 105Who are there in the picture?What happened to the lion?Will the elephant be happy now?What will he do now?Will his friends come back to him?

Look at the pictureWhere is the baby elephant now?Did he get back his friends?What are they doing?What will his friends say to/ask him?Will they play together?Are the friends happy now?How will the baby elephant feel now?

Some of the baby elephant’s friends aremissing in the picture. Who are they?Can you tell their names?Take the right cut-outs and add them tothe Big Picture?

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Draws blank speech bubbles againsteach character in the Big Picture andasks the learners what they said.The teacher may present the text as anarrative.Asks interaction questions and elicitsthe dialogue of each character.

The dialogues of each character shouldbe prepared and written on paper strips.Places the paper strips on the table.Lets the learners find out and say thedialogue from the text and compare itwith what is written on the paper strips.Asks the learners to select the paperstrips containing these ideas and placethem in the speech bubbles.After filling all the speech bubbles in theBig Picture, follows the process ofreading.Asks interaction queastions based onthe story.Elicits responses.

Read and find out what the tiger said?The giraffe also asked something to thebaby elephant.What did it ask?Who said ‘We realy missed you dear’?What did the owl say?

The baby elephant is very happy now.He got back his friends. Then he heardthe fairy’s voice. Can you say what shesaid?

Elephant songAsks interaction questions.Interacts on the features of the elephantkeeping in mind the ideas contained inthe lines.Sings the song with proper rhythm.Asks the learners to sing after you.Writes the lines of the song on a chart.Process :Show the chart containing the lines.

How many eyes does the elephant have?Are the eyes big?How are the ears?………………………………………………………………………………

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Sings together.Lets them identify the lines.Gives changes for the leraners to sing inchorus.Sing and DanceDivides the learners into groups.Makes a singing group and a dancinggroup.When the singing group sings each lineof the song, one learner from thedancing group may come forward,enact the line and go back.The teacher can help the learners inenacting the idea.When the next line is sung, asks the nextlearner to come up with his/her action.Continues this process till the songends.If there are not enough learners in agroup makes the learner show more thanone action.A same group can be allowed to singand dance, if possible.

Use proper teacher talk to interact withthe learners for giving instructionsclearly.

Activity - 1 (Page 108)Aim:To associate the animals with theirfood.To understand vocabulary related tofood items.Materials needed: ReaderIntroduces the page to the learners.Narrates the text to familiarise thecontext.Gives instructions clearly.

Look at the names of the animals givenon the left side.They are our baby elephant’s friends.

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Can you read out their names?That’s good.Look at the pictures given on the rightside.These are the food items for thesefriends.Can you identify and name these fooditems?Can you match the animals with theirfavourite food?

Lets the learners identfy the picturesand relate the names given in the boxbelow.Lets the learners write the names of thefood item in the corresponding boxes.Asks the learners to match the animalwith the picture of their food.Asks them to sit in groups and sharetheir ideas.Presentation by the groups.Asks the learners to fill up the sentencesin the next page. (Page 109 of theReader)Group sharing.Presentation.Editing by the teacher.Activity - 2Picture description(Page 110)Aim:To use the words learnt in newsituations and contexts.To facilitate writing competency.Materials: ReaderLet the learners read the picture given ineach sentence.Asks the learners to fill up the blanksusing the names of the picture in eachsentence.Lets them complete the descriptionindividually.Sharing in groups.

Now, you know the favourite food itemof each animal?

Can you complete the sentences givenhere?

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Editing by the teacher. Read the first sentence given.When you read the sentence, read thename of the picture given.e.g: Take the first sentenceWhat is the picture given there?Yes, an elephant. So can you read.Yes, an elephant is a big animal.Like this you can read and write eachline.

Activity - 3 (Page 111)Aim:To express abilities using language.To use language in new contexts.Materials : Reader, box, pictureslips, whistle etc.Learners are asked to sit in a circle.Pictures of animals and birds are kept ina box.The box is passed from learner tolearner. When the teacher blows awhistle, they stop passing and thelearner takes up a picture and speaksabout what the animal or bird does.Asks proper interaction questions toelicit the qualities and abilities of theanimal or bird.Don’t allow them to tell the name of theanimal/bird.Lets the other learners say the name ofthe animal.The game is continued.Goes to the activity Page in the Reader110.Asks learners to identify the characters.Presents the action given in the speechbubble of the tiger by modulating thevoice.Asks the learners look at the otheranimals ask what each one will sayabout what they can do.

Look at the zebra. What can a zebra do?

What will it say about what it can do?

What will the bird say about what it cando?

Look at the snake. Can you say what asnake can do?

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Let the learners try to fill the speechbubbles of the animals.Sharing in groupsGroup level presentationEditing by the teacher.Activity - 4 (Page 112)Aim:To assess the spelling.Materials: ReaderIntroduces the page.Asks them to identify each wordReads out the instructions clearly.Interacts with the learners meaningfully.Lets them try to read the correct words.They can write in the boxesindividually.Group level sharingPresentation.Editing.I know - Learner assessment (Page114)Here we do the learner assessment withan activity - riddles.Aim: To identify the characters in thestory from their qualities and abilities.To introduce riddles in English.To coin new riddles in the givenmanner.To develop logical thinking.Process:Teacher can present the first ‘Who amI’ given in the text.Asks the children to identify the animalor bird from the given riddle.Lets them writes the answersindividually.Like this, they may read the otherriddles and find out the answers.If needed, the teacher can present theriddles.

The giraffe also says about what it cando. What does it say?

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Asks proper interaction questions toelicit the qualities and abilities of thelion.Asks them to coin a riddle with theseelicited qualities and abilities of thelion.Individual writting.Group sharing.Presentation.Process :I Know - Learner assessment(Page 115)Rearranging the events of the story.Aim :To sequence the events of a story byidentifing the order of occurence.Material needed: ReaderProcessGives paper strips containing sentencesin the activity on Page 114 of theReader, to each group.Asks them to arrange them in the orderof occurance.Lets the group arrange the events.Teacher can interact with the groupswhile the activity is in progress.Asks them to present them before thewhole class.After that lets them read the sentencesin the Reader.Lets them put the numbers in the boxesgiven, based on their order ofoccurence.

My learner - Teacher Assessment (Page 116)In the given table on the left side you can see ten columns. In each column theexpected outcomes are listed. You have to assess them on a three point rating scale,fully- partially -to some extent.

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MY DREAM BICYCLE

UNIT 6

Theme: Family and family relationships.Sub Theme: Care and concern thatchildren get in the family.

Input elements:• Narratives/Stories• Conversations• Songs• DescriptionsLearning outcomesThe learner:• Understands the relevance of family

bondage and the care each membergives to others.

• Develops understanding about theparts of vehicles and days in a week.

• Develops ideas about familyrelationships.

• Plans and perfoms choreography ofsongs.

• Develops vocabulary about familymembers, parts of vehicles and daysin a week.

• Writes simple descriptions andconversations.

Language elements:• Uses and responds to simple

questions in English.• Identifies the words used for giving

directions.• Uses appropriate words for

describing objects and persons.Activities:• Drawing and Colouring

• Adding lines

• Choreography• Theatre games

• Concept mapping etc.Materials calendar, crayons, markerpens, chart papers, card strips, photosetc.Use of ICT Presentation of song,drawing, colouring, and labelling.Introduction This unit consists of astory and a poem. The story deals withthe importance of care and concern ina family. It also deals with the bond oflove among family members. Theactivities included in this unit will

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Entry ActivityInteraction on birthday gift.

Elicits responses.

Draws the picture of the birthday gift.Provides a piece of chart paper to eachlearner.Interacts with the learners while thedrawing is in progress.

Colours the picture.Provides crayons and colour pencils.

Random presentation.Developing a concept map of ‘OurBirthday Gifts’ by interacting with thelearners.The teacher also can draw a gift- abicycle- and exhibit it along with thelearners drawings.Writes one or two sentences about thebicycle by interacting with the learners.e.g: This is my birthday gift. It is a bicycle. Itis blue. I like to ride the bicycle.Read the sentences aloud.

help the learners to understand familyrelationships and form concept mapson days of week, members of thefamily and parts of vehicles. Theactivities also provide ample

When is your birthday?Who reminds you about it?What do you do on your birthday?Do you get birthday gifts?What do you want on your nextbirthday?Draw it.What are you going to draw.?Oh! a watch?/a doll?/a cricket bat?/anumbrella?/a toy? Can you draw it?That’s good/your picture is very nice.Now you can colour it.Which colour do you want?Here are the crayons. Come and takethe one you need.Abin, Can you say what you drew?What is your gift?Look! this is the birthday gift. I gotwhen I was a child like you. What isthis?What is its colour?Do you have a bicycle?Do you like to ride a bicycle?Can you write like this about your gift?

opportunities for constructingdiscourses like description andconversation. The activities suggestedhere cater to vocabulary developmentand lead to organic reading and writing.

Process Teacher Talk

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Asks the learners to write one or twosentences about the dream gift theyhave drawn.Lets them write the sentences on thechart below the picture.Presentation of the description by thelearners.The pictures are compiled to form a BigBook, and exhibited in ORC.Leads to the Reader.Interacts with the picture on Page 116in the Reader.Elicits responses.Writes them on the chart/BB.Asks them to find out the key word/sentence from the text. Lets them toread it.Interaction on Sonu’s bicycle.

Elicits the answers and writes thewords as a word web in the form below.

What is this boy doing?

What is he drawing?

Well, these are your answers. Let’s see.

It is in the Reader. Read and find out.

What colour does he want to give hisbicycle?

Do you know the name of this boy?

See, Sonu has completed his dream gift.What will he do after completing thepicture?

Will he show his picture to anyone?

Do you like drawing?

After drawing a picture, what will youdo?

Who do you show your drawings to?

Fine. Who will Sonu show his pictureto?

Narrates the text in the Reader, Page117.Asks interaction questions given in thetext and elicits responses.Goes to the picture on Page 118.

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Picture interactionAsks interaction questions to elicitideas.

Helps the learners if needed. Writes thesentences on the BB and reads.

Asks them to read the idea from thetext and writes it on the BB.

Lets the learners read the sentences.Narrates the text in the Reader to thelearners.Asks interaction questions given in theReader related to birthday.Asks interaction questions.

Allows the learners to draw their dreambicycle.Interacts with the learners while theydraw their dream bicycle.Allows the learners to present thepicture at random.Lets the learners talk about their dreambicycle.Now, let’s see Sonu’s special bicycle.

Look at the picture. Sonu is showingthe picture to somebody. Who is Sonushowing the picture to?Is it so? How do you know?What did Sonu’s father ask him?Can you find it out from the Reader?Can you read it?

What is Sonu’s reply?Come and write it on the BB.

You need a bicycle, right?

I need a bicycle like this.

What does Sonu demand for hisbirthday?Is that just a bicycle we see?Yes, Sonu says that it is a differentbicycle.Can you say what is special about thatbicycle?Can you draw a special bicycle?

What is special about your bicycle?

Can you tell?Don’t you want to see Sonu’s dreambicycle?

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Shows the picture of Sonu’s bicycle asshown in Page 123 of the Reader.Elicits responses

Narrates the text given in Page 119 ofthe Reader.Asks interaction questions given in thetext to predict the next event.

Elicits responses and writes the wordson the BB.ActivityDeveloping a Family TreeThis can be done in two ways.Asks the learners to collect thephotographs of their family members.

orAsks them to draw the pictures of theirfamily members.To lead the learners to this activity theteacher can bring the photos of herfamily members and tell the learnersabout them.

The teacher can paste the photos on achart and write sentences about them.Eg. This is Thomas. He is my father.Reads the sentences.Asks the learner to paste the photos/pictures they drew on their note book.Lets the learners write about theirfamily members.

What is special about Sonu’s bicycle?

Will Sonu’s father buy him such abicycle? Why?Let’s see, listen to me.

Where does Sonu go?Do you have a grandfather?Do you have a grandmother?Who are the other members of yourfamily?

These are the members of my family.I have ........................

You have pasted/drawn the membersof your family.Can you write their names?

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Random presentation. Now you may write about your familymembers.

Now, process Activity No.5 in theReader, Page 129 (fill in the blanks)Suggested activityClassroom Photo BookMakes photo copies of photos of familymembers collected from learners.Cuts them out and glues them on cardsheets of equal size in the fashion of afamily tree.Asks the learners to do this bythemselves.Collects all the cards, staple themtogether/spiral bind them to form analbum.Leads to Page 120.Asks interaction questions based on thepicture.Reading from the picture Look at the picture. Who are these?

What is grandfather doing?

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Elicits responses.

Narrates the passage in the ReaderPage 120.Learners read the passage.Processes it by asking suitablequestions.

Asks interaction question to predict thenext event.Asks interaction questions to get theconcept of the special bicycle that Sonuis going to buy.

Elicits points and write on BB as aword web.Reading the words.Now, process Activity 2 of theReader, Page 126.Identifying the parts of the bicycle.Writing the words individually in theboxes.Peer assessment.Asks interaction questions based onthe picture on the Reader, Page 1210.

Elicits responses and writes them onthe BB.

Why has Sonu gone to his grand father?Let us see what actually happened.

Is it possible to make such a bicycle?Do you like the grandfather in thisstory? Why?

Sonu needs a special bicycle, doesn’the?Can he buy such a bicycle?What did his grandfather say?What things are needed to make abicycle?What are the parts of a bicycle?

Look at the bicycle.Can you name the parts of the bicycle.Look at the words given there. Can youwrite the words in the right boxes.Look at the picture.Where are Sonu and his grandfather now?What shop is that?Why are they in the shop?What parts will they buy?Will they get all the parts for Sonu’sbicycle?Are your answers correct? Are you sure?Now, see the passage here.

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Leads the learners to the text.Individual readingElicits responses at random.The teacher presents the text in theReader, Page 121 as a narrative.Lets learners read after the teacher.Asks interaction question given in thetext to predict the next event.Asks interaction questions tochannelise the learners’ thoughts.

Elicits responses.Picture reading.

Lets the learners read the text on Page122 of the Reader and find out theanswer.Elicits responsesYou may help the learners by givingclues like It is in the fourth line.Narrates the text given in the ReaderPage 122.Asks interaction questions given in thetext to predict the next event.

Elicits responses.

Leads to Page 123.Picture reading.

The correct answer is there.

Can you name the parts of the bicyclethey bought from the shop?

Can grandfather make Sonu’s dreambicycle?When will the cycle be ready?What is Sonu’s grandfather doing?What is Sonu doing?Look at Sonu’s face.How will he feel now?You know that Sonu wants the bicyclebefore his birthday. When is Sonu’sbirthday?It is given in your text. Can you read itand find out?

Sonu wants his bicycle by Wednesday.What did grandpa reply?How will Sonu celebrate his birthday?Will there be a feast?Will he cut a birthday cake?Will he invite his friends?Will there be a birthday song?

What can you see in the picture?Where is our Sonu? Can you show himin the picture?

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Elicits responses and writes them onBB.Elicits their responses.Writes them on the BB.Now let’s see what they have asked.The teacher presents the text onPage123 of the Reader as a narrative.Lets the learners try to read the text afterthe teacher.Asks interacting questions based on thenarrative.

Elicits responsesAsks interaction questions given in thetext to share the learners experiencesand feelings.Activity 3 (Page 127)Processing Activity 3 in the Reader.The instruction given for the activityshould be clearly read out.

Who are the other children? They areSonu’s friends, aren’t they?What are they doing?Why are they standing around thecycle?That cycle is really wonderful.They are surprised, aren’t they?

What are they asking Sonu?What will Sonu say?

What will the friends ask next?Sonu’s friends told the grandfather thatthe bicycle looked fantastic.What did grandfather reply?On which day is Sonu and his friendsgoing for a ride?

How many members are their in Sonu’sfamily?Where is Sonu?What is he doing?Look at grandfather. He is very busy.What is he doing?

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Asks questions to identify thecharacters in the picture.Elicits answers to the questions andwrite them on the BB.Lets the learners fill in the boxesindividually.Peer assessment can be done.Activity 4 (Page 128)Processing the song, ‘Family’.Asks interaction questions based onSonu’s family to lead them to the song

Shall we sing a song now? It is a songabout Sonu’s family.Sings the song/plays the audio of thesong.Lets the learners sing after the teacher.Writes the lines on the BB.Sings the song using the text on the BB.Asks the children to identify words/lines from the BB.Choreography of the songDivides the learners into groups.Selects a chorus for singing from eachgroup.

Fixes the main character.

Fixes the location of action.

Who is the other man sitting on theground?What is he doing?Look at the lady standing near theplant. Who is she?What is she doing?

We have Sonu’s family in the picture.Who are there in Sonu’s family?Sonu is very happy with his family, isn’the?Are you happy with your family?

Shall we enact this song?We want a singer. Who will be thesinger?

Who is acting the role of Sonu?Well, where will we see Sonu’s familymembers?

In the house, right?We need a house. Who will form ahouse?

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Fixing other characters.Selecting the actors.

Fixing the properties.

Fixes actions.

Prioritises the actions.

Fixes the actions of other characters.Fixes the actions of characters byasking apt interaction questions.Let the learners rehearse theperfomance.

Well, Smitha and Naveen can form thehouse.Form a house using two/three pupils bystanding face to face with their hands upand holding them.Where are the father, mother and thesister?

Who will act as father and mother?And who will be the sister?We see the father and mother when thedoor is opened, don’t we?

Make a door. Who will form the door?Are they simply standing? Or are theydoing something?

What is the father doing? What is themother doing? And the sister? NowSonu is out, isn’t he?

When will he enter the room?Who are the other characters?

Where are the grandfather andgrandmother?What are they doing?

Are they happy?

Well what is the grandfather doing?

Shall we start? Let’s do a rehearsal.How will we start? We shall start withthe song, right?

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Performance in groups

Assessing the performance.

Activity 6 (Page 130)Objective : To write the days of theweek. Providing recurrences for the words fordays.Materials : Calendar, card strips,consolidation tables etc.Asks interaction questions

Elicits responsesThe teacher can use the calendar in theclass for doing this activity.Eg: Shows the calendar and asks: what dayis today?

Now form the house.

Where is Sonu? Start the action.Who opens the door?

Who are there in the room?

Father, mother and sister.Where are the grandfather andgrandmother?

.......………………………..

.......………………………..

Now, allow the groups to perform.

Let the learners assess theirperformance.

Which group performed well?

Why do you say that they are better?Allow them to cite their reasons.How will you make your performancebetter?

When was Sonu’s birthday?When did Sonu plan to go for a ride?Yes, Sonu’s birthday was onWednesday.Sonu planned the ride on Friday.Can you say, what day is today?How many days are left for Friday?

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Megaphones in English if they respondin Malayalam.Checks the other days too whilecounting the days left for Friday.Introduces the activity.Explains the task.Lets the learners check the calendarfirst to get an idea of the dates and days.Asks interaction questions.

Asks the learners to fill in the dayscorresponding to the dates given withthe help of the calendar in the Reader.Consolidates the points by negotiatingwith the whole class.Processes, to read the names of thedays.Teacher can play rhyme or songfeaturing days of the week.Activity -My menuAsks the children to record what theyeat in the morning for breakfast.Makes a table on card strips as givenbelow and distribute among the pupils.Lets them record their menu on thestrips.

See, today is January 10.What day is today? Tuesday, isn’t it?

Reads out the given instructionsclearly.

Which day is January 4th?Look at the date 16th. Is it Friday?Which day is January 24th?....................................................................................................................................................................................................................

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NAME SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

NAME SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

Beena

ArunLaila

Peter

Kavitha

Julie

Anil

After a week the teacher canconsolidate the menu in groups in tablesas shown below:

These tables can be pasted on a chartby each group and exhibited in theclass.Poem: Traffic light (Page 124)Interaction for familiarizing the learnerswith traffic lights.

Leads to the picture in the Reader Page123.

Elicits responses and writes them onthe BB.

Sonu and his friends went for a ride onhis bicycle.Where did they reach?They reached a junction.What did they see there?This is what Sonu and his friends saw.Have you seen this?Can you name it?There are some lights at the junction.How many colours are there in the lightsof a traffic signal?One is red, one is yellow and there isgreen too.

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What do you do when we see the redlight?Have you seen a yellow traffic light?What is it for?What happens when the green lightappears?Here is a song on traffic lights.Shall we sing it together?

Read out the instructions given in thetext book clearly.

When was Sonu’s birthday?

On what dates did Sonu and friendsplan a ride?.......................................................................................................

Recites / sings the song/you can playthe song on ICT.Follows the entire process of singingthe song.Asks the learners to identify the linesand words.

Activity 1 (Page 125)Objectives : For familiarizing thelearners with the words for the days ofthe week.For reading the events of the story andsequencing them.For filling the missing wordsMaterials: Chart, CBElicits the major events in the storythrough interaction questions.Shows the table given in the CB on achart. Read out the table.Elicits some words as examples.( Don’twrite them)Lets the learners write the missingwords in the table given in their CB.Follows peer assessment by exchangingthe text books.Activity 7 (Page 131)Asks interaction questions based on thepoem ‘I ride my little bicycle’.Lets the learners read the poemindividually.Lets the learners sing after the teacher.Elicits the lines one by one and writethem on the BB.

Children, have you enjoyed the poem?

What will you do when you see a red/yellow/green traffic light?

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Self-assessment activity - I Know(Page132)

Find me on the bicycle• Lets the learners try to read

each sentence given in the page.

• Lets them identify the day.

• Lets them identify the parts ofthe cycle and write the answeron the right part.

• If they find it difficult to readthe instructions the teacher mayread them out to the children.

• Lets them do the writtingindividually.

My learner - Teacher Assessment (Page 133)In the given table, on the left side you can see ten columns. In each column theexpected outcomes are listed. You have to asses them on a three point rating scale,fully- partially -to some extent.

Asks the learners to identify words/lines from the BB.Helps the learners to choreograph thelines.

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ZAIRA’S DAY OUT

UNIT 7

Theme: Helping nature and empathytowards fellow beingsSub Themes: Value of friendship inlife, Empathy towards differently abledindividuals in societyLearning OutcomesThe learner:• Comprehends and enjoys a simple

story on love and friendship• Enjoys and comprehends traditional

songs and poems and sings withactions and rhythm

• Prepares concept maps on familyrelations and birds

• Describes a person or an object usingproper words

• Speaks about objects/things on thebasis of colour and size

• Describes an action usingappropriate action words

• Writes similar lines based on a theme• Responds meaningfully to initiations

in a dialogue/ conversation.• Uses appropriate discourse markers

and expressions.

Input Discourses• Story/Narrative• Song/Rhyme• Thought• Description• DialogueLanguage elements• Identifies and uses the ‘Wh’ question

words.• Makes suggestions using words like

let’s, shall we, etc.• Uses appropriate pronouns like he,

she, I, we, you. etc. in meaningfulcontexts.

• Uses appropriate possessivepronouns like my, your, his, her, etc.in meaningful contexts.

• Uses proper describing words todescribe a scene.

• Uses words like near, from, on, inetc. to denote position, meaningfully.

• Uses apt adjectives to describe aperson or an object.

• Identifies singular and plural nouns.

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186

• Uses sentences in meaningfulcontexts.

• Uses expressions like please, couldyou please, etc. for making politerequests.

Activities:• Drawing and Colouring• Description• Narration• Language games• Adding lines to the song• Choreography• Concept maps• Riddles and puzzlesMaterials:• Chart paper• Pictures• Sketch pens• Crayons• A4 Size paperUse of ICT:• Video clipping of the poem ‘Row,

Row, Row your Boat’.• Interactive activities for colouring

and drawing.

ProcessInformal interaction on birds around us.

Elicits the names of birds.

Megaphones in English

Pastes a chart on the wall.

Teacher TalkWe all like birds, don’t we?Can you say the names of some of thebirds we see around?

Which bird do you like the most?Oh, parrot, dove, kingfisher, peacocketc.So, shall we draw a bird now?I’ll draw the bird on this chart, okay?It’s very easy to draw. You watch first,

Entry activityThere are different ways to begin this unit. One way is given here.

IntroductionThis story highlights the importance ofhuman values like love andconsideration for others, how to live inharmony etc. It also focuses on thewarmth of family relations. It alsoupholds the duty of every individual togive support, love and care to thedifferently abled people in our society.The activities included in this unit areintended to facilitate the acquisition oflinguistic competencies. Transaction ofthis unit is mainly through narrativeinput, classroom communication andpicture interaction. This unit providesample opportunity for listening,reading, writing, speaking andperformance. The page titled ‘I Know’is intended for self-assessment of thelearner. Teacher assessment is madepossible by assessing how far the learnercan perform the attributes given in thepage titled ‘My Learner’. The expectedoutcomes of this unit can be measuredusing these assessment pages.

187

Asks interation on questions at eachstep

The teacher places her palm on thechart spreading the fingers out.Takes the trace of the palm using apencil or blue/brown sketch pen.

On the thumb draws the beak using ayellow sketch pen.Then draws an eye on the thumb usinga black sketch pen.Draws two legs using a brown sketchpen.Draws three small circles/ovals on allfingers using a green sketch pen.

Draws two half circles on all theseovals using blue colour.

At the centre of the palm, a design isdrawn using blue, green and browncolours.

The crown of the peacock is drawn onthe top of the thumb.

The oval designs of the fingers aredecorated with small straight lines.

Now, the teacher draws the location i.e. aground by drawing a line parallel to the legs.

and then you can draw it yourself. Shallwe start? You shall watch it carefullyand tell me which bird I’m drawing.Can you guess which bird it is?

Look how I place my palm on the chart.I am going to draw my palm.

How is it?Look I am going to draw the beak of thebird.It’s very simple, just two lines like this.This is the eye of the bird.Now can you guess the bird?OK, look I am going to draw the twolegs here.Shall we decorate the feathers?Look these fingers are the feathers.I am going to draw green ovals on them.Then two half circles with blue colour.How is it?Do you get any idea of the bird?Now I am going to make a design on itsbody.Isn’t it beautiful?Now, you can say what bird it is.What more is needed?Yes, a crown on its head.Let’s make it using brown and bluecolours.Shall we decorate the feathers now?

See, with just some small straight lineswe can make it.What colour is the peacock?Shall we colour the peacock blue?Look how the peacock looks.Is it ready?This is the palm peacock.Can you say where the peacock is now?

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Some plants and flowers on it will makethe picture more beautiful.

The teacher provides A4 size papers tolearners so that they can draw picturesthemselves.

Interacts meaningfully and givesinstructions while the drawing activityis in progress. Appreciates the learnersand gives them good comments andfeedbacks.

Interaction leading to the text

We can draw a ground with just a singleline like this.We can draw some plants and flowerson it to make the picture beautiful.Now are all of you ready to draw yourpeacocks?I will give you a paper and colourpencils.You can draw your own peacocks.If you feel any difficulty just tell me. Iwill help you. So shall we start?

Now all of you have drawn peacocks.Do you love to see a peacock?We are going to listen to a story of a girlwho wished to see a peacock.

Can you read the title of this unit?Look at the picture.What is the girl doing?Do you know her name?Yes, she is Zaira.Look at the wall clock.What time is it?Look, Zaira is also looking at the clock.What is she thinking about?Is she waiting for any one?Why is she waiting for her brother?

Leads the learners to Page 134 of theReaderPicture reading.Asks interaction questions.Elicits free responses.To the interaction question given in thetext ‘Why is Zaira waiting for her brother?You may develop a concept map.

Zaira

wants to go out

wants to get presents wants to hear stories

wants to play

189

What did Yusuf do with the peacockquill?What did Zaira do when she got thequill?Look, Zaira moved her fingers over thequill.What would she say when she touchesthe quill?What would Zaira ask Yusuf about thequill?

Leads to Page 136 of the Reader.Develops an evolving text throughinteraction.Writes the evolved text on a chart.Follows the process of reading theevolved text.

Lets the learners read the text given in the Reader.Follows the process of reading the text.Asks interaction questions given in the text to predict the next event.

Look at the picture.Who is standing in front of Zaira?What is Zaira doing?Can you say who told her to close hereyes?Why did Yusuf ask Zaira to close hereyes?Look, Yusuf is hiding somethingbehind him. What is that?Will Zaira be happy to get the gift?Let’s see.

Leads to Page 135.Picture interaction.Elicits free responses.

Follows the process of reading the textin the Reader.

Evolved text

Yusuf placed the peacock quill on Zaira’s lap.Zaira opened her eyes.

She touched the quill softly.

‘How beautiful!.’

‘Where did you get the quill from?’ Zaira asked Yusuf.

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Where did Yusuf get the quill from? Doyou want to know?It is given in the Reader.You can read the text and find out.

Additional interaction questionsWhere did Yusuf get the peacock quillfrom?What will Zaira think now?Have you ever seen a peacock?

Lets the learners read the text in theReader.Lets the learners compare the ideas ofthe text with that of the evolved text.Lets the learners share the new ideasthey got from the text.The teacher presents the text asnarrative.Follows the process of reading the text.Lets the learners identify and read outfamiliar words and sentences. e.g.peacock’s quill, Zaira, Yusuf, river, I,You.Activity 1- Describing a peacockExhibits the picture of a peacock on achart drawn by the teacher (The palmpeacock, drawn as part of the entryactivity).Lets the learners take the pictures of thepeacocks they have drawn.Interacts with the learners regarding thebodyparts, colours, size etc....Lets the learners talk about their peacocksbased on these aspects.Lets them complete the descriptiongiven in the text choosing the rightoptions.Asks interaction questions given on Page136 of the Reader to predict the nextevent of the story.Leads the learners to Page 137 of theReader.Picture interaction.Elicits responses and developsevolving text.

Look Zaira is thinking about thepeacocks.What would she ask her brother?Will Yusuf take her to the river side.What will Yusuf’s reply be?

191

Evolved text

‘Can we see the peacocks?’ Zaira asked.

‘I will take you to the river side,’

Yusuf said.

Follows the process of reading theevolved text.Lets the learners read the text given onPage 137.Lets them compare the text with that ofthe evolving text.Asks interaction question given on page135 to predict the next event.

Yusuf promised Zaira to take her to theriver side, didn’t he?Do you think Zaira can walk by herself?Will Yusuf ask his mother’s permission?What will he ask her?What will be his mother’s reply?Will Zaira ask her mother forpermission?What will she ask?

Let’s see whether their mother, givesthe permission or not. Listen to me.

Leads the learners to Page 138 of theReader.Picture reading.Asks interaction questions to elicitlearner’s responses.Elicits free responses to develop anevolving text.

Follows the process of reading theevolved text.

Is Zaira happy now?Do you think her mother will let her goout?

Zaira can’t walk.

‘Mother, shall I take her to the river side?’ Yusuf asked.

‘No you can’t’ Mother said.

‘Please Mother, let me go,’ Zaira said.

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Presents the narrative given here to leadthe learners to Page 139.

Picture reading.Asks interaction questions to elicitideas to develop evolving text.

Presents the text in the Reader as anarrative.Lets the learners compare the ideas inthe narrative with the evolved text.Lets the learners share the new ideasthey got from the narrative.Lets the learners identify and read outfamiliar words and sentences. e.g.mother, friends, help, please, bed,Yusuf, Zaira, take, etc.Follows the process of reading the text.Asks interaction questions given in thetext to predict the next event of thestory.

Additional interaction questionsHow will Yusuf take Zaira to the riverside?

Children, Yusuf wants to take Zaira to theriver side.What will he do now? Will anyone helphim? Listen to me.

Narrative‘I will take Zaira to the river side.She will be very happy to see thepeacocks,’ Yusuf thought.

‘But how can I? Let me ask myfriends. I’m sure Unni and Viji willhelp me.’ Yusuf ran to Unni’s house.

‘Don’t worry Yusuf, I’ll ask myDoctor Uncle. He will help us.’ Unnitold him holding his hand.

Look at the picture. Can you say whocame there?

What do Unni and Viji bring?

Who gave the walker to Unni?

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Unni and Viji brought a walker for Zaira.Unni’s Doctor Uncle gave it to them.Now Zaira can walk using the walker.

‘Thank you friends,’ Yusuf said.

Can Zaira walk using the walker?

What will Yusuf say to his friends?

Do you think Zaira can go to see thepeacocks now?

Look at the picture. Where are thechildren now?

Who is holding the walker?

How do the children help Zaira to walk?

Who is walking on Zaira’s right side?

Who is walking on Zaira’s left side?

What is Zaira doing?

Is Zaira happy now?

Follows the process of reading theevolved text.Presents the text in the Reader as anarrative.

Lets the learners compare the ideas inthe narrative with the evolved text.

Lets the learners share the new ideasthey got from the narrative.

Follows the process of reading the text.Lets them identify familiar words/ideasand reads it aloud.

Asks interaction questions given in textto predict the next event.

Leads to Page 140.

Picture reading.

Asks interaction questions to elicit thetext.

Develops the evolving text.

194

What are the beautiful sights Zaira sawon the way?

Asks about the trees, birds, flowers,butterflies, fields and Sun etc....

Asks about their movements andactions also.

Interaction questionDid they reach the river side?

What did Zaira ask Yusuf?

Leads to the next text on Page 141.

Picture reading.

Asks interaction questions to developthe concept map.

Lets the learners read the concept map.

Presents the text as a narrative.

Lets the children compare the ideas inthe narrative with the concept map.

Lets the learners share the new ideasthey got from the narrative.

Follows the process of reading the text.

See, Zaira is walking herself. She is veryhappy. She is going out for the firsttime. She is enjoying the sights around

What all things will she see?

The children are walking on the road.

Zaira is holding the walker.

Yusuf, Unni and Viji are helping Zaira to walk.

Yusuf is walking on Zaira’s right side.Unni and Viji are on the left side.

Zaira is very happy now.

Asks the interaction questions given inthe text to predict the next event.

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Look at the picture.Where are the children now?What are the children looking for?Who is standing under the tree?Did Zaira see any peacocks?What did she ask them?

Additional interaction questionsWhat did they hear?Whose cry was it?What did Zaira ask Yusuf?

The learners reach the river side.

They are looking for the peacock.

Zaira is standing under the tree.

There were no peacocks.

‘Can I see a peacock?’ Zaira asked.

Leads the learners to Page 142.

Asks interaction questions.Elicits responses and develops theevolving text.

Lets them identify familiar words/ideasand read those aloud.

Asks the interaction question given inthe Reader to predict next event.

Activity 4 Completing the table onPage 152 of the ReaderGenerates a discussion on the cries offamiliar birds.

Presents the text as a narrative.Lets the learners compare the ideas inthe narrative with the evolved text.Lets the learners share the new ideasthey got from the narrative.Follows the process of reading the text.Lets them identify familiar words/ideasand read them aloud.Asks the interaction question given inthe text to predict the next event.

The children heard the cry of thepeacock.Do you know, the peacock’s cry iscalled ‘screaming’.Now, let us talk about the cries of other birds.

196

Before leading to Page 141 the teachercan present the narrative given here.

Presents the given narrative.

Asks interaction questions based onthis narrative.

Elicits responses.

Leads the learners to the picture.

Picture reading

Asks interaction questions to processthe text.

Shows the pictures of the birds given inthe table.Asks the learners to identify the birdsand make their sounds.Writes the name of the bird againsteach picture. Asks the learners to mimethe sound of the bird.Relates the sound with that of thenames given in brackets.Lets the learners complete the table inthe activity page.

We know that Zaira is not at all happynow. She couldn’t see the peacock.What will she think now?What will the others do now?Listen to me.

Why did Zaira say she was unlucky?What did Yusuf see?Can Zaira see the peacocks?The children are on the riverbank,aren’t they?What do they think?

Narrative

‘I am unlucky. There are nopeacocks here’, Zaira began to cry.

‘Hey, don’t worry, there arepeacocks on the other side of theriver. We’ll go there,’ Viji said.‘But how can we?’ Unni asked.

‘Hey! Look there’. Yusuf said loudlypointing to the river.

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Zaira, Yusuf, Unni and Viji are now inUncle Wilson’s boat.Will they be happy now?Will they enjoy the trip?Let’s see.What did Wilson Uncle ask?What did the children do?Don’t you want to hear the song?

Leads to Page 143. Asks interactionquestions based on the picture.

Follows the process of reading.Asks interaction questions given in theReadern to reflect on it.

What do they see in the river?Will the boatman help the children tocross the river?

Who was the boatman?Will the boatman be ready to help them?How did he help the children?

Elicits the responses and megaphonethem to the whole class.

Lets the learners read the text given inthe Reader.

Presents the text as narrative.

Follows the process of reading the text.

Asks the interaction questions given inthe text to predict and reflect on whatcomes next.

Plays the video of the song- ‘Row rowrow your boat.’Leads to the song on Page 143 of theReader.Processes the song.Plays the song.Lets the learners watch the clipping twoor three times.Learners sing the song along with theMusic.Lets the learners get familiarised withthe rhythm and pattern of the song.Asks the interaction questions given.

Look at the second stanza.What sound will you make when yousee a little mouse?Let’s move on to the third stanza.If you see a crocodile what will you do?Read the third stanzaIf you see a peacock what will you do?

198

Through negotiation with the learnersteacher can help them fix characters,locations and actions for the song.

Plays the song again.Lets the learners read each stanza andrespond to the interaction questions.Lets the learners sing the song in achorus.Lets the learners sing the songindividually.Plans and perfoms the choreography ofthe song.Follows the process of choreography.Lets all the groups be given a chance toperform the choreography.

Activity 2: Adding lines to the songon Page 150 of the ReaderThe teacher writes the lines on thechart/BB.The whole class sing the lines together.Lets the learners sing the first stanza ofthe poem, ‘Row row row your boat’.Leads them to the second song ‘Drivedrive drive your car.’Generates a discussion on how thewords are changed in accordance withthe vehicle mentioned.Elicits the lines for the ‘bicycle’ byasking suitable interaction questions.Writes the lines on a chart/BB.Lets the learners sing the lines together.Generates a discussion how the wordscan be changed for the ‘horse’.Lets the learners work in groups tomake lines for ‘horse’Lets each group present their lines.

We row the boat and we drive a car.What will be the first line the cyclesong?Is it drive or ride?Where do you ride a bicycle?Where do you ride a horse?

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Narrative‘Yusuf, come let’s search for thepeacocks.’ Unni ran towards the tallgrass.

‘Unni.., listen, the cry of peacocks!Viji pointed towards the trees.

Yes, you are right. Yusuf and Unniwalked ahead. Viji and Zairafollowed them. All of them wereeager to see the peacocks.

Before moving to the next page theteacher presents the narrative givenhere.

Asks interaction questions

Leads the learners to the story part onpage 145.

Asks interaction questions

The teacher presents the text as anarrative.Follows the process of reading.

What will the children do when the boatreaches the other side of the river?Will any one help Zaira get out of theboat?What will Zaira ask others?Will they see the peacocks there?

Asks interaction questions to processthe text.

Elicits free response from the learners.Megaphones the ideas/responses.Leads the learners to read the text.Follows the process of reading.Asks the interaction questions given inthe text to predict the next event.

Will they see the peacocks there?How many peacocks will they see?Will the peacocks dance?How will Zaira feel when she sees thepeacocks dancing?What are the children doing?What did they see there?How many peacocks did they see?What were the peacocks doing?

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Leads the learners to Page 146 of theReader.Picture interaction.Elicits responses.

Lets the learners read the text given inthe reader.Lets them share the new ideas they got.The teacher presents the text as anarrative.Follows the process of reading.Asks interaction questions.

What do you see in the picture.Isn’t it beautiful?How would Zaira feel when she sees thepeacock dancing?Will Zaira be happy now?

How did the peacocks dance?Why did Yusuf tell Zaira, ‘the peacocksare dancing for you’?

Did you enjoy the story?Which character did you like the most?Why?

Activity 3 - Word puzzle on Page 151 of the ReaderReads the instructions given along with the activity.Reads the clues aloud in the class.Lets the learners identify the birds/words.Asks them to fill in the respective tables individually.Lets them sit in groups to share and refine the activity.Lets each group present their solved puzzle before the class.

Activity 4 - Extended rhyme on Page 153 of the ReaderA rhyme ‘Boys and Girls’ is given on Page 153 of the Reader.It is only for singing and enacting.Follow the process of singing the song.

Did you like the story of Zaira?I am going to read out some majorevents of the story. See, They are not inthe correct order. Number the boxes inthe order of happening as first, second,third, fourth and fifth. Please listencarefully when I read out the events.Then you can put numbers in the givenboxes.

My Learner - Teacher AssessmentIn the given table on the left side you can see ten columns. In each column theexpected outcomes are listed. You have to asses them on a three point rating scale,fully- partially –to some extent.

Self Assessment ActivityI Know – Learner assessment.Here we do the learner assessment withan activity –sequencing the events ofthe story-Reads out the events one after theother. Let the learners listen and put thenumber in the given box according tothe order of occurrence.