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Song Time Teaching Rhymes and Poems Skill: Listening and speaking Games Skill Motor, Kinesthetic, Listening and Speaking, readi Brush Drawing and colouring Skill: Pre writing Skill

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SIMPLIFIED ABL (ENGLISH) 2012-2013 Life without aim is like a journey without destination SHALL WE START OUR JOURNEY TOWARDS OUR DESTINATION Logo Activities I II

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Kit Box Introducing Logos Skill: Observation, Listening and Speaking, Reading Conversation Skill: Listening and speaking Letter Train Arranging the cards Skill : Observation

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Building Block Activity for Reinforcement Skill: Reading and Writing, Understanding, vocabulary Four Lines Hand writing Practice Skill: Writing practice Class Room Class room teaching (concept) Class room-I Class room-II Text Book Book Exercise Skill: Understanding, Reading and writing

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Think and Do Skill: Reading and writing (Application oriented) Star Oral Oral evaluation Skill: evaluation Star Written Written evaluation Skill: evaluation Victory Cup Term examination Supplementary reader Skills: extensive reading

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Television Watching the TV and DVD Programme Skill: Listening, Speaking Arts and Craft Skill: Creativity

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18 Teacher card Picture card

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Project Skill: divergent thinking, observation, writing

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Teacher card Picture card

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Groupings: Grouping the children is an important aspect in the ladder system. In other words it is the backbone of the system of learning. In fact grouping will make the job of the teacher easier and interesting. At the same time pupils will develop many skills such as self reliance, cooperation, adjustment with others, free discussions with the teacher and peer groups, confidence building and problem solving. As in other subjects, there are six groups in English. The first two groups are purely teacher supported groups, the third group is partially teacher supported, the fourth group is fully peer supported, the fifth group is partially peer supported, and the sixth group is purely self supporting one. All the groups cannot be formed in the beginning.

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Second group is also a teacher-supported group. The following logos are done here Games, Class room and Building Block. It is expected that the logo should be done one after the other by keeping the children together

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Fifth group is partially peer supported group. Children can themselves do it. If they need any help they can get it from their peer group. Four Lines, Project, and Arts and Craft are the logo kept in this group.

Sixth group is fully self-supported group. All kinds of evaluation activities are given here. The examination cards are also kept here. Victory Cup and Starwritten are the logos that come under this group. Note: Please see that the strength in each group excepting group I and II does not exceed six at a time. If the strength is more have a sub group

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Fourth is fully peer supported group. Children can seek the help of their friends to do the logos. Brush, Television and Text Book are the logos that come under this group.

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Third group is a partially teacher supported group. The various activities given here under the following logos like, Think and do, Star-oral and Supplementary Reader. In this group the students are free to seek the help of the teacher if necessary.

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First group is a teacher-supported group. Teachers support is fully expected here. The activities that are fond in the zero milestone are also kept in the logos of I group. The logos kept in this group are: Brush, Letter train, Song Time, Conversation, Four lines and Kit-box. Zero milestone is the initial stage that begins before the first milestone. All the prearatory work is done here.

According to NCF 2005, the Children of age 5 and 6 are considered as the same age group and so the content of Standard I and II is combined and given in one ladder. Similarly the content of standard III and IV is merged in another ladder.

Song Time

Class Room

Games

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Language games are introduced in this logo. Multiple skills are tested through games. Children are expected to acquire language skills and learn the grammar concepts through language games. Though it is a whole class activity childrens individual participation is emphasized even when they are in groups. Note: Students should be encouraged to participate individually by the teacher.

Victory Cup

This is an examination card. There are three such cards in each standard for a year. Some of the exercises given in various evaluation cards are chosen and put in Victory cup cards. Some new exercises based on the exercises done already are also given in this card. Pupils achievement and development in English language is tested thrice in a year in this logo.

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This is the teacher card. Here the teacher teaches the book lessons to the students. The book lessons are simplified and given in the form of short summaries/ conversation/ role play/ stories / Mono Act and even meanings for unfamiliar words are also given for the better understanding. In standard 3 and 4, Class Room II logo has been introduced. Rhyming words and meaning for unfamiliar words related to the poem of that particular milestone is given for better understanding of the poem.

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Activities like colouring and drawing pictures by joining lines are given under this logo. Drawing is a multi-sensory activity. 4 senses are involved while drawing or colouring any object. For instance, when a child paints or colour anything during brush logo, teacher should tell the child and make him / her aware that he / she is colouring a ball / an apple or anything by saying the name of that particular object. In this process first the child listens and repeats the name of an object when the teacher says. Next he / she looks at it and draws the object. Simultaneously the child listens, repeats, looks and draws an object. Through this process of multi-sensory perception and cross sensory inputs a childs learning become strong.

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This is where rhymes are taught. We teach rhymes to children only for enjoyment and reproducing different sounds in English. This will help in better pronunciation when they speak or read out words and sentences. We need not rather should not insist on children knowing the meaning of rhymes. It should not be taught so vigorously as we teach grammar. In fact children are happy saying rhyme. First we make children listen and say the rhyme. Singing need not be practiced as rhymes are concerned. The children should be able to mouth all words in the rhyme with correct pronunciation especially in a second language. If we start singing the rhyme the childrens attention will be only on the tune and still more dangerous is the distortion of words just for the sake of tunes.

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Kit-box

Text Book

There is a Text book logo in each milestone. The children are expected to work out the exercises of the text book on their own in groups or individually at their own pace.

Supplementary Reader

Use Puthaga Poongothu books, other story books and book-back supplementary readers to enhance students interest towards reading skill.

Art and Craft

Teacher should give any craft work (paper cutting, paper folding etc) that involves making things skillfully with their hands, according to the level of the children.

According to the level of the children, the teacher should assign the project work in such a way that it should kindle the students creativity. The children can be guided to do projects by the teacher whenever necessary.

Remedial Measure

Conversation

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All kinds of greetings, simple conversations, simple commands, requests, informal conversations, and other type of expressions are done here. Printed cards are given to the teachers. Teacher should greet the children first, up to the second milestone. Thereafter he/she should instruct the pupils to greet the teacher first. Suggestive answers are also given for the teacher to continue the dialogue with the children.

Letter Train

In this logo students observation skill is tested. Children are given practice to arrange letter train in sequence to make them familiarize and identify the specific letters of English.

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Learners having difficulty with any part of the classroom activities can be encouraged to work on them. They could also be invited to ask questions about what they do not understand and go through questions and answers for better understanding.

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Project

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It is one of the logos found in the zero milestone of the ladder. The main object of this log is to make the children get familiarized with the various logos that are found in the ladder. Training should also be given to children in such a way that they are able to identify a particular card with a particular number in the ladder and they should be able to pick up the same card from the kit-box. This practice will help them move up smoothly in the ladder when they actually begin to learn through this ladder system

Four lines

Building Block

The expected competencies and skills are reinforced and enriched in this logo through different exercises to make the children develop the skills and concept better through various activities.

In this logo children are given different activities for the expected competencies. The activities are given in such a way that it should kindle students creativity and make them answer by associating sounds and letters as well as pictures and words which are already learnt in the previous cards of that milestone. Even few cards are designed and given in specific, where as children can express their own thoughts through writings.

Oral Evaluation

Written Evaluation

This logo comes at the end of every milestone, where students understanding of expected competencies, concepts and skills of that particular milestone are evaluated through writing. Word families are also given in this card for the child to enable and acquire the pattern easily and construct new words.

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TV Logo

Teacher can use Hello English CDs and Simply English CDs etc. to develop students interest towards English Language. While students listening and watching these CDs the teacher should make sure that every child involve and participate in this activity by asking questions and eliciting answers from them.

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In oral evaluation the expected competencies for the particular milestone is evaluated orally. Here the children listen and speak in various situations. In few activities children are expected to give specific answers and in some activities childrens speaking skill is tested, where children can express their own thoughts. To make the child speak in English, the teacher must focus the activity to promote the speaking skill of the child with the previous knowledge he / she gained in the previous activities. The child must be given time to think and answer.

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Think and Do

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All writing begins with finger movement. So the set of patterns given in this logo have to be practised in air with fingers. Demonstrate this by moving your fingers in the air. Form the shapes of patterns suggested in the cards one by one. The second stage is practising the patterns on sand. Take your children out or have sand trays in the class. Show the children how to write the patterns on the sand, put the children in pairs or in small groups. Each child will write on the sand taking turns. Watch the finger movement and help them if necessary. Finally practise writing on 4 lines whatever be the material given for practice. Uniformity in the shapes should be insisted and maintained.