Transcript Slide 1

Support materials for
National Literacy/Numeracy Project
Std. I & II
Helping children to communicate
simple ideas around a particular theme
O.N. Varma
Senior Lecturer, Education Studies Dept
2003
Copyright:
This material can be downloaded and freely distributed for use in the
classroom by any teacher.
It cannot be used for publication in any form or for any commercial
purpose
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Learning outcome
Pupils:
• Respond to questions, instructions,
statements and narratives, characterized
by simple language structures, brevity,
familiarity and predictability.
• Use a small range of strategies to adjust
communication in familiar situations
Aim
To communicate simple ideas around a
particular theme: the family
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Objectives
Lower
ability
Average
ability
Higher
ability
1. Use pictures to identify themes around the
family
2. Cut and paste pictures to reconstruct a family.
3. Describe pictures orally and convey idea of
the family through the collage.
4. Write out words for different members of
the family.
3. Engage in simple conversation on the
theme.
5. Write simple words.
6. Construct a sentence to convey an idea
about the family.
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Materials
Prior to lesson teacher makes a collection of
pictures of various members of the family.
Bristol Sheet
Glue
Colour pencils
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Procedure
Pupils are guided to
• look at a number of pictures and to
construct a family with the various
characters in the picture.
• glue the pictures on a sheet- Bristol
• Describe what they see in the picture
• Write out a few words at the bottom of the
sheet in order to illustrate the pictures.
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Activities
• Draw own family- (Individual)
• Write a few words about the drawing(shared)
• Write a sentence at the bottom of each
completed work. (shared)
Teachers must have a format ready for each child- It can be an A4 paper.
A model is displayed for the class on Bristol sheet
This is my Family
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My family consists of: ____________________________
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• Allow pupils to write out a sentence about the
family. Teacher corrects and pupils rewrite.
My family
My Sentence
Teacher’s
column
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My good
sentence
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Teaching students with difficulties
• Here is a model for teaching children
identify and write words on their own:
Materials:
1. Cards- two colours- Blue- Red
2. Coloured markers
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Alphabet Cards- cut and separate in sufficient
numbers.
A B C D E F
G H I J K L
M N O P Q R
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Alphabet cards
S T U V W X
Y Z
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Activity
• Writing words
– Pupils are presented with the cards below- the blue
one in one strip and the red ones separately
– Instruction: See next slide
M
T H
R
A E I O U Y
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Notes on instructions:
• Instruction: must be clear and very precise.
Pupils must be clear about what they are
expected to do.
• It is good to make the child tell you the
instruction he has received from you in his
own words before he starts any activity.
• See model:
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• Teacher: I am giving you this strip of card with
a few words written on it.
Show the card clearly to the pupils. It will look like
this:
M
T H
R
Let us read the letters on the card. You read it and make a child
read it after you so as to ascertain that he is understanding.
See the blank spaces. This space is not filled.
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You will now have to play an alphabet game for me.
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I am also giving you these alphabets on red cards. Let us
read them one by one.
You will now choose an alphabet and place it in the blank
space on the blue strip so as to complete the word. Let me
show you how I do it…
A
O
E
U
I
Y
Demonstrate to the class and then set the children to do other
similar activities.
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See some more examples MIEbelow
F
B R
S
T H
T H
S T
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R
R
R
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These are more difficult ones.. To be tried after the child
becomes accustomed with simple ones..
N C L
N T
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Follow up
• Get students to stick and display the
words on a bristol sheet
Follow up activity:
Make children conscious of the fact that a word needs
a vowel to be complete
Method:
Use the Inductive & Discovery approach
You have already started this exercise…
Carry on….
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Discovering the use of vowels
Note: This a different aspect- not necessarily the
objective of this lesson.
• Ask students to look at the different words and
tell you about the Red Alphabets
• They must be brought to see that without a red
alphabet a word is incomplete.
• You can remove them and ask students if the
word is complete.
• Teacher shows other words in blue and ask if
they are complete.
• Invite them to choose from the red to complete
the words.
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• In the end you tell them that these words
are called Vowels.
• Even if they are not well accustomed to
this ‘difficult’ word, write a VOWEL on a
Bristol sheet and the 6 vowels on top- see
specimen:
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Vowels
A EI O U Y
Visibly
displayed
in class
Mothe
r
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You can use
this chart to
allow
students
post words
underlying
the vowelstick with
glue or blue
tac.
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Oral & Writing activities:
Pupils are invited to:
• 1. Create pictures, either their own or collage
• 2. Talk about their family
• 3. Write sentences:
– This is my______
•
•
I have --------- brothers
I have ----------- sister/s (stating number or
‘no’)
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