CONTINUOUS AND COMPREHENSIVE … I-V(1...CONTINUOUS AND COMPREHENSIVE EVALUATION FOR CLASS: I –V...

CONTINUOUS AND COMPREHENSIVE EVALUATION FOR CLASS: I –V

Class I Subject: English Text Book: Marigold Book One

Language Skills Focused

Unit(s) NAME OF THE UNIT LISTENING SKILLS SPEAKING SKILLS READING SKILLS WRITING SKILLS FINE MOTOR SKILL COORDINATION

/ PROJECT / LIFE SKILLS.

1

Poem : A Happy child Story: Three Little Pigs.

Ability to listen and follow /under.

Stand the rhythm of the poem.

Ability to follow the story while narrated.

Ability to read aloud and repeat with proper lip movement.

Ability to walk and jump likes animals making sounds.

Contextual conversation using two – letter words.

Role Play. Express their thoughts. Talk about objects in / around

their houses. (Name each group after

colours-Red, Yellow, Blue, and Green. * Act out the story of wolf and Three Pigs.

Tell numbers one to six.

Ability to read with the help of ‘sight words’ / Visuals and cue cards.

Ability to read the alphabets –‘a’,’ b’, ‘c’.

Ability to give one word answer on comprehension of the story / poem.

Ability to read the highlighted words.

Match words with pictures. Draw your house and talk about it.

Draw and say. Fill in with the right colour. Draw lines. Trace the numbers on the

dotted lines. Join the dotted lines. Write the letter ‘a’ by joining

the dots, following the arrow. To match animals and then

animals (group work). Ability to describe minute and

group animals according to their habitats.

Holding the pencil. Using the pencil. Making strokes/ patterns

neatly. Projects:

Collect pictures of a cat, a cow, a dog & a sheep chart. (Indl. Work).

Tracing the more using colours. (G / W).

Join the dots & colour the picture (Ind. / G / W).

Unit(s) NAME OF THE UNIT LISTENING SKILLS SPEAKING SKILLS READING SKILLS WRITING SKILLS FINE MOTOR SKILL COORDINATION / PROJECT / LIFE SKILLS

Unit 2:

Poem: After a Bath Story: The Bubble, the straw and the shoe.

Ability to follow the poem, its rhythm and sounds.

Ability to understand the story while narrated with the help of the picture given along with the story.

Ability to understand/ recognize and (repeat) the vowel sounds.

Ability to recite the poem with correct rhythm and sounds.

Ability to produce repeat the Vowel sounds focused on the ‘Exposure to language’ through visuals/ cur cards.

Conversation ( a) Let’s talk (b) Role Play

Ability to read the focused letters while tracing.

Ability to correlate the pictures with the story heard.

Levels of comprehension based on the story.

Ability to read / recognize the sight words.

Ability to trace the given letters and numbers 1-10.

Project: Based on the process of writing mechanisms. Activity sheets: On Pages 19-20, 23-26.

Draw. Color & Say.

Open and close the buttons / Zip(s).

Tie shoe laces.

Project: Based on the process of writing mechanisms. Activity sheets: On Pages 19-20, 23-26.

Draw Color & Say.

-3-

Unit(s) NAME OF THE UNIT LISTENING SKILLS SPEAKING SKILLS READING SKILLS WRITING SKILLS

FINE MOTOR SKILL COORDINATION / PROJECT / LIFE SKILLS

3

Poem: Little Kitten Story: Lalu and Peelu Theme: Ability to identify and discriminate objects, Pictures, Colours, shapes etc.

Ability to follow the poem with appropriate actions / gestures.

Ability to understand the rhyming words.

Ability to listen and discriminate. Consonant sounds from that of

vowels sounds.

Ability to say aloud / repeat / recite poems with proper stress actions.

Ability to say aloud the sight words (visuals/ cue cards).

Conversation Role Play (Mother Hen and the chicks) Pg. 40.

Only picture reading. Teacher uses the picture given in unit as the main tool in promoting comprehension skills.

Ability to write three letters words and numbers '11-20.' Ability to draw and trace.

Grouping things/ picture.

Users / objects. (Ability to find similarities and differences.

Project: String the given

coloured beads in sequence.

Make paper bags. Setup a Language

Corner.

4

Poem: Once I saw a little Bird. Story: Mittu and the Yellow mango.

Ability to understand the poem and the story while it is read or narrated.

Ability to listen to the story and correlate it with the picture.

Ability to understand the poem and the story while read / narrated.

Listen to the story and correlate with the picture.

Talk about familiar birds. Conversation: (Role Play / Play acting). Take about Nimbu Pani. Act as birds flying in the sky

making sounds.

Ability to read the highlighted words given under: Let's Read.

Ability to read the sight words' under 'Exposure to language '

Ability to write words and numbers.

Activity sheets given on page no. 43, 44, and 48-50.

Activity sheets which are not taught earlier.

Draw a bird. Or Make a bird with

clay / play dough.

-4- Unit(

s) NAME OF THE UNIT LISTENING SKILLS SPEAKING SKILLS READING SKILLS WRITING SKILLS FINE MOTOR SKILL COORDINATION / PROJECT / LIFE SKILLS

5 Poem: Merry Go Round Story: Circle

Note: Children should not be forced

or pressurized to recognize words or letters. The skills to correlate and to reorganize

could be developed through pictures or actions.

Listen while others

speak. Listen to the words

read aloud.

Take turn to talk about their tastes (different tastes of foods).

Listen while others speak. Listen to the words. Read aloud. ……… ‘Farmer’s in the Den’ /

any action song / any other song the children are familiar with.

Let's read: Read the highlighted coulred words. Children read aloud the 'sight words' as read by the teacher with the help of visual /cue cards

Write alphabets 'a' to 'q' (children say the name of the alphabets as they write). Write alphabets for the picture dictionary

Project:

Patterns: Activity sheets (pg. no. 55, 58- 61).

Any other pattern(s) (joining sots / lines / tracing etc.) could be collected from the 'Young World' – The Hindu news-paper.

Fine Motor Coordination: Pouring water from me container to another container.

6 Poem:

If I were an Apple Story: Our Tree Murali’s Mango Tree

Listening skills:

Listen while others speak.

Listen to the words read aloud.

Say aloud: Words ending with long

vowel / i: / sound/ Learn a poem/ rhyme and

recite (one poem in mother tongue and the other in English)

Note: Allow children to speak a own pace.

Let’s read: Picture reading

Look at the picture and describe.

Read and tick the right picture.

Read the alphabets from ‘x’ to ‘z’ from black board.

Writing Kills: Write patterns. Write letters of alphabets from ‘r’ to ‘z’.

Word building: Exposure to language sight

words – names of children written on a cue card

Word building: Exposure to language sight words – names of children written on a cue card.

LANGUAGE SKILLS FOCUSED/ASSESSED

UNIT

NAME OF THE UNIT

LISTENING SKILLS

SPEAKING SKILLS

READING SKILLS

WRITING SKILLS

FINE MOTOR

COORDINATION/ PROJECT 7

Poem : A kite Story : Sundari

• Listen and repeat. • Listen and share the

information. • Listen and follow

the instruction. • Listen and

discriminate different songs of environment.

• A short play: (Group activity – group of four). • Whole class activity. • (All children clap their

hands & say this rhyme once again)

• Let’s talk. • Talk on turtle’s house.

Let’s read: • Focus on the high lighted

words. Let’s share. Picture reading based on a story.

• Rearrange the jumbled sentences in the right order to make a story a story with the help of pi

Pronunciation : • Each child reads a few

lines form the given text. • Say aloud.

• Write from ‘a ‘to’ z’ from the board.

• Write from' a' to' z' from the picture dictionary.

Exposure to language: Sight words:

- Children repeat the words put up on the cue cards after the teacher.

Write from the board and make the picture dictionary. Use activity sheets for further practice. Children moving in a single line. Saying “Puff, puff goes the train”. * (Group activity) Kite making (group work/ whole class. Decorate the class/tree outside the class with the kites that the students have made..

Note Have a reading session of the story “Sundari” exclusively to teach the pronunciation & not the comprehension. Develop the habit of establishing the fact. Help children follow instruction & Exercise self Control. Prepare a picture dictionary and put up on the wall.

8 Poem:

A little Turtle Story : The Tiger and The Mosquito

Listening Skills Listen and repeat. • Listen and share the

information. • Listen and follow

the instruction. • Listen and

discriminate different songs of environment

Speaking skills Observation of objects and things around them and share in the class on What they have observed (their own Views). Pronunciation :

• Loud reading of a few lines from any story of any unit.

• Say aloud. • Describing a picture

(given/from the text) • Narrating the story

taught in the class or similar story.

Reading skills: • Read a few lines from the

text (Read aloud). • Read the text with a focus

on new words.

Writing skills: Write simple words of one, two three syllables.

ine Motor Skill Coordination/ Project Craft making skills:

• Simple folding • sticking • decorating the classroom

Teaching the dotted words and letters (pg 94, 95).

9

Poem: Clouds Story: Anandi’s Rainbow

Listening Skills • Listen and

follow the instructions.

• Listen and repeat.

• Listen and share the views.

Speaking skills: • Discussion on the

traditional song and asking questions and answers (pg. 109).

• Repeat sentences after the teacher Pg. 109).

• Say aloud. Pronunciation:

• Repeat the Poem. • Read a few lines

from the story Anandi’s Rainbow.

(Each child should get a chance to read.) .

Reading skills: • Help identify and

discriminate between objects / pictures.

• Spot the one that is different (odd one out) from a sequence of objects e.g. flower).

Matching alphabets: • Alphabets in both capitals

& in lower case. • Match a capital letter with

its corresponding one in lower case as in:

'A’ with ‘a’ 'B' with 'b' etc.

Writing skills: Write at least a few sentences:

• Based on the taught text/ on students' familiar environment with the help of the sight words/ cue cards.

Fill in the blanks: (Activity sheets – pg. no. 1101& 102 )

Fine Motor Skill Coordination/ Project Assist the children in building their imagination: making and speaking simple sentences. (Could be from the text / their environment) using the sight words and flash cards. Project: Group activity. Make a calendar every month showing birthdays of every child. Project:

• Join the dots (pg. 106) • Tracing the rainbow) join

the dots.( pg. 107 • Let’s make a riddle.

Note: Wherever pattern is concerned children should be asked to do individually.

10

Poem: Flying man Story: The Tailor and His Friend.

Listening skills:

• Follow oral directions

• Understanding a story while it is read aloud.

• Listen and take part in the conversation.

Speaking skills: . • Ability to speak and

write sentences such as “My name is …..”

• Role play activities: • Communicate

verbally. • Share ideas. • Take turns. • Interaction with

others.

Reading skills: Reading & writing (integrated)

• Understand different occupations.

Picture Reading: • Correlate picture with

different occupations • Read with correct pause • Answer simple questions

based on the poem/story.

Writing skills: Knowledge of both capital & lower case letters. • Understanding of basic of

punctuation marks. • Capital letters, full stops &

Questions marks. • Ability to recognize plural and

singular forms given under the title ‘one’ and ‘many’

Write a few single sentences as given in the example: (pg.no. 117 & 112).

Project: • Making a picture dictionary.

(IW/GW). • Making a friendship-band (GW). • Pick the odd one out (IW). • Join the dots 113, 114 (IW). • Main focus on communication

& the activity to express feeling in English.

• Each to be overlooked. Focus on involving the child in a sense of joy for a new language. The child who is gently nurtured, subtly led, and exposed to all aspects of his environment is the child who will learn.

Continuous and Comprehensive Evaluation Class II Subject: English Text Book: Marigold Book II

UNIT LISTENING SPEAKING READING WRITING PROJECT/EXPOSURE TO LANGUAGE

1 Poem: (a)First Day at School Story: (b)Haldi’s Adventure

*To listen & recite poem *To listen to the sounds of bells, footsteps, tapping of desks, fans etc (Within the classroom) *To listen and sing songs

Teacher may prompt children: *To express the first day experience at school (Act) *To talk about anything related to the Child’s life through pictures/ or about daily actions *To dramatize emotions (Shyness & anger) *To express feelings and opinions and develop as a social being

* To read with understanding * To guess the meaning while reading

* To give more emphasis on ‘Eye and Hand’ coordination * To focus on running handwriting * To write words with given input (use letters of a particular word/pictures) * To write the days of week. *To develop motor skills by paper tearing, cutting, pasting, colouring within boundaries etc. * To colour the picture according to the instructions given(reference to colour according to shapes)

Exposure to language: *1st form + ing (through pictures)

• To identify spelling mistakes/use of small and capital letters and punctuation

NOTE: * To praise the child for efforts and performance * To learn through fun and enjoyment, music, games and activity

2 Poem: (a)I am Lucky Story: (b)I Want

* To listen to the sounds of winds, rustling of leaves. (outside classroom) * To imagine to see creatures and move like them *Ability to follow directions (top, middle, bottom).

*To speak about what they have listened to or imagined. * To describe other children. * To act out the story

*To read sentences and put a right or wrong sign (to comprehend the lesson)

* To revise the writing skills of book one. *To listen to the words pronounced and create picture (lead them to sentence formation) * To write about favourite animal/bird/toffee by completing sentences * To write sentences correctly. (Capital letters, full stop etc.)

Exposure to language: *Two letter word (at, on) *Three letter word (bad, Cat) *Collective nouns (without letting them know the term) *Use of 'full'. *Plural words *Sight words (fish, butterfly).

UNIT LISTENING SPEAKING READING WRITING PROJECT/EXPOSURE TO LANGUAGE 3

Poem: (a)A Smile Play: (b)The Wind and the Sun

4

Poem: (a)Rain Story:

(b)Storm in the Garden

*To recite with expression & action. *To tell a joke to make others laugh/enjoy *To listen to riddles/ whisper game *To play recorded/ created sounds: -Sound of rainfall on different things eg. –Umbrella, roof leaves, window etc. -to listen and identify *To listen and sing song * To listen to sounds and familiarize with words like soft, hard, low, loud etc. * To listen and follow instructions.

*To acquaint with the sounds of words ‘ W’ & ‘V’ *To say aloud words with ‘I’ silent *Rhyming words *To act out the play " The Wind and the Sun" *To think about a situation and the emotional reaction. Discuss why it is so? *To build vocabulary on different sources of water * To discuss the creatures that crawl and their eating habits? * To discuss the need for drinking clean water * To describe columns of objects * Shared reading "Counting clouds" ( Later complete the story) *To count the boys & girls of his/her class & then talk about importance of unity/team spirit.

*To involve in reading: - Read & answer (Right or Wrong) - Who said to whom? * To develop correct pronunciation through reading * To give opportunity to read and complete crossword puzzle

*To write A to Z in capital as well as small letters *To play a game (page42) *To write words & his/ her name under the alphabet in which it begins *To coin new names for each letter. *To practice handwriting * To talk about fish: -to make three sentences on what they see. -to draw creatures under water. -to make sentences on different animals * Activity sheet to be prepared on prepositions eg: above, below in front, behind etc.

Exposure to language: *Word building - doing words ending in 'ing' - opposites - contextual words (hot, cold, string ) *To weave sentences: -Are you feeling hot? etc.

Project .(clay club) *To make different things (birds, flowers etc) *Crossword fun (Look at the pictures & complete words). Project: * To provide cardboard/tin boxes to make mock phones, 2 children take turns to speak on the phone to each other using polite words. Exposure to language: *Sight words: - in, on, under etc. *Prepositions- Introduce prepositions using objects available in the class. * Rhyming words

UNIT

LISTENING SPEAKING READING WRITING PROJECT/EXPOSURE TO LANGUAGE

5. Poem: (a)Zoo Manners Story: (b)Funny Bunny

* To identify the sounds of animals *To listen & tick the words said by the teacher * To follow instructions: –greeting each other *To Listen to rhyming words

* Group recitation *To express views on Funny Bunny lesson. * To tell stories through pictures * To discuss the visit to the Zoo and to share their experience * To talk about not hurting or teasing animals

* Choral reading. *To give emphasis on repeated reading * To read stories.

* To look, imagine & write a few sentences on questions from the text. * To prepare class chart : Students come & write his/her name * To construct meaningful sentences of opposites so as to make the meaning clear. * To rearrange words to form sentences. * To make sentences using ‘this’ & ‘that’ *To complete information with the given input on 'A visit to my village' *Composition corner (Look at the picture and complete information)

Project: Help bee to reach its home/ pick words that rhyme with bee from the picture. Excursion:- * To visit a zoo/park . NOTE: A game may be conducted on group recitation by dividing the class into two/different groups

UNIT

LISTENING

SPEAKING

READING

WRITING

PROJECT/EXPOSURE TO LANGUAGE

6. Poem: (a)Mr. Nobody Story: (b)Curlylocks and the Three Bears

*To listen, recite & enjoy *To listen and speak about some common things in and around/ likes and dislikes.

* To develop pronunciation: -new words can be repeated - sight words on cards *To talk about: -pranks/tricks played on someone - day-to-day activities. * To dramatize: Tell the story as curlylocks.

* To read and comprehend the text. * Ability to read short sentences.

* To know the appropriate way to write Mr. & Mrs. * Punctuation (capital & full stop) * To make meaningful & constructive sentences.( My family, My best friend, My school etc.) *To frame similar sounding but different spelling words * To give emphasis to cursive writing *To make sentences with sea and see, tail and tale etc.

Project: * To draw Mr. Nobody part by part (G/W- one child will draw the head another nose and so on). * To make a family tree in a scrap book (paste picture & write names of the family members). .

UNIT LISTENING SPEAKING READING WRITING PROJECT/EXPOSURE

TO LANGUAGE

7. Poem: (a) On My Blackboard I Can Draw Story: (b) Make it Shorter

*To create imaginative thinking and then share their feelings * To provide Input to change the ending of the story * To follow instructions & circle the words/pictures mentioned.

*To discuss & draw pictures * To say aloud words with one letter silent *To talk about what he/she had seen on the way to school ( to get into the habit of observing minutely and colourfully)

*To understand & interpret the text through the medium of drawing/picture story. *To identify the new words centred on pictures and colours *To encourage children to read more stories by using wit and humour

* To draw a picture of an animal and describe about it. * Each child to write his/her name on the blackboard * To write Yes & No answer. * Use of ‘a’ by asking the children to pick up objects & name them with ‘a’ and then write. *To write neat cursive writing in the four lined note book.

Project. * To make a pencil cap. * To draw a house and name the things/articles. Exposure to language: * To use various objects to show comparison. * To know about different ways of making singular words to plurals (es,ves,ies) (page 110) * Adjectives : (frame activities with the words like:short, tall, happy, sad.) (page 109) *To identify similar sounding but different spelling words (eg. Hear-here) *To make comparisons of various objects

UNIT

LISTENING

SPEAKING

READING

WRITING

PROJECT/EXPOSURE TO LANGUAGE

8.

Poem: (a)I am the Music Man Story: (b)The Mumbai Musicians

*To listen to music *To listen and read the poem, appreciate and understand the beauty and feelings which some words convey. .

* To create sound of animals *To distinguish between ‘b’&’v’ and ‘v’ & ‘w’ sounds *To talk about love for the old and the weak *To encourage children to say the names of various animals that can be kept at home. *To categorize words:short ‘e’& ‘I’,long ‘e’& ‘I’

* Exposure to English language by reading. Comics.etc. *To read new words.

* To write the name of the person and the work he does in the form of sentence. * To write a few lines on: My Family/ Myself/My Book/My Pencil.

Project Fun Time: *To play bingo * To group the instruments in 3 categories (plays with fingers/string /blow). * To make your own Jaltarang Exposure to language: *To add words of the opposite gender

UNIT LISTENING SPEAKING READING WRITING PROJECT/EXPOSURE TO

LANGUAGE

9. Poem: (a)Granny Granny Please Comb My Hair Story: (b)The Magic Porridge Pot

*To listen to the teacher and act accordingly. *To listen and narrate their own experiences

*To look at the picture & talk about them * To narrate short stories * To practise repetitive sounds/words cook-pat-cook (to overcome timidity to speech difficulties ) Rhymes/stories makes successful speech experiences through choric speaking * To say aloud putting stress on the underlined syllables *To say spellings *To share their feelings about any incident/story they know where an animal has helped old and sick people * To dramatize a story/poem

*To read short stories/poem with proper stress, punctuation, rhythm & intonation. * To independently read & comprehend story. *To read picture story

* To use-‘ a’, ‘an’ or ‘the’ with the list of things to take with you to stay with your grand parents. *To replace sentences using ‘pronoun’ *To frame sentences from the given picture(family picnic scene etc.)

Project: *To prepare a’ thank you’ card to be given to older people. *To choose a name for each balloons and colour them. *To prepare porridge with the help of your mother. Exposure to language: *To make new words using letters from the word: ‘GRANDMOTHER’ NOTE: To play spelling game.

UNIT

10. Poem: (a)Strange Talk Story: (b)The Grasshopper and the Ant

LISTENING *To listen to more sounds of animals through stories & poems * To give emphasis on focused listening (Frame activity based on day-to-day situation) *To listen and enjoy poem.

SPEAKING

* To narrate story through pictures * To familiarize with the word ‘talkative’. *To use yes/No questions to interpret. *To dramatize with few dialogues.

READING

* To read & comprehend (let them derive their own meanings and endings.

WRITING

*To familiarize children with words used for framing questions. Eg. ‘how’, ‘can’, ‘will’ ‘did’, ‘would’,‘should’ *To make sentences using ‘is’, ‘are’, ‘have’, ‘has’& ‘had’ *To write five lines on “My Pet” *To copy questions and then choose the right answer *To give children opportunity to move beyond the text and engage in creative writing.

PROJECT/EXPOSURE TO LANGUAGE Exposure to language: *To familiarize the children with words like: ‘He’, ‘She’, ‘It’, and are able to use these words with any nouns *Words which mean the same. *Web world: To write the words which come into their minds in the bubbles when they hear about winter and summer *Letters with numbers: To replace the numbers by inserting letters. Project: *To prepare their own picture dictionary with the alphabet A-Z(for help refer page 175)

Continuous and Comprehensive Evaluation Class III Subject English Text Book Marigold Book III


TO LANGUAGE 1

Poem: (a)Good Morning Story: (b)The Magic Garden THEMES: *The child and nature * The world around *Appreciation of beauty in nature

*To learn appropriate greeting for the time of the day *To listen and enjoy (i)Song (ii)To share interesting things in the garden

* To describe a picture (related to day and night etc.) * Song time:- To sing a song and change nouns of the interesting things they see in the garden) * To speak with the help of flash cards for rhyming words. * To answer simple questions * To dramatize the lesson using cut-outs of flowers, birds etc.(Can use masks too) * To talk about flowers.

Teacher to read along many times & on consecutive days: -child to understand the language and to learn to read. *Ability to comprehend questions

*To draw a flower and write names in each petal (about insects, trees, flowers etc.) *To draw a picture of a garden and write few sentences. * To write names of different flowers.

Project: * To start a small garden in pots or outdoor & grow seeds. * To make a flower scrap book. Exposure to language: * To enter the new words in a form of chart/Note books * To change the charts to accommodate word families like adjectives adverbs, nouns prefix and suffix.

2 Poem: (a)Bird Talk Story: (b)Nina and the Baby Sparrows THEMES: * Birds * Differences and disabilities in nature

* To listen to the poem & recite with rhythm * To listen to the sounds of birds * To understand instructions, position & names of the fingers.

* To describe a picture * To walk outdoor talk about nature & allow them to express their thoughts & feelings freely. * Group Discussion: - How birds are different from people? How sparrows are becoming fewer in cities & towns? What would this mean for us? etc. * To retell the story with the help of pictures * To encourage theme based conversation. *To talk about difference with special reference to CWSN (Children with Special Needs).Discuss how such children can excel in other fields like music, art etc. *To talk about differences in different kinds of birds e.g. size, shape, colours etc.

*To number the jumbled picture story chronologically *To read and comprehend questions

* To write words related to sounds of birds *To draw and colour a bird *To make sentences with the given input.

Project: * To perform a Puppet show on different birds. *To make puppets/birds. *To make a bird-bath and a feeding corner for birds. Exposure to language: * To use slip in cards to learn rhyming words. * Word Building :To use describing words (adjectives) * To enrich vocabulary by learning words given under “New Words"


3 Poem: (a)Little by Little Story: (b)The Enormous Turnip THEMES: * Plants, trees, Vegetables *Growth * The importance of Trees & Plants in our lives

* To listen and do. * To listen & appreciate. * To listen and gain knowledge (why vegetables are good for us).

* Picture Narration * To drill new words and spell them * To describe about the parts of the tree and their uses. *To talk about vegetables that have to be pulled out from the earth. *To talk about cutting of trees and its impact on us.

* To read with understanding and guess meanings of the difficult words. * To read and understand the Maze and find the names of the vegetables.

*To write the names of vegetables. * To ask students to bring one vegetable to the class and help them in writing activity. * To write sentences on importance of trees. *To draw vegetables. * To identify vegetables and write under appropriate column raw or cooked.

Project: *To grow a plant & see the germination of seeds. * To make a friendship salad. *To paste and display pictures of vegetables on a chart (Group activity) Exposure to language: *To pick up/identify describing words * Opposites of new words.(Game:2 groups) * Maze –find the name of common & uncommon vegetables


TO LANGUAGE 4 Poem: (a)Sea Song Story: (b)A Little Fish Story THEMES: *Water, sea & sounds *The importance of water in our lives *Life in the sea.

*Most of the activities are based on listen & speak: -to listen about disaster management in case of accidents, floods, fire and earthquakes. - safety measures to be taken and how to help the victims. - To listen to different kinds of fish in the sea and other water animals and about their life underwater. - to listen to the poem and recite with appropriate actions and gestures.

*To speak about sea & objects found on the sea beach. *To know sea as one of the sources of water, introduce the important issue of water pollution by man & its harmful effects on sea life. *To talk about stories they have heard about ‘tsunami’ ‘earthquakes’ etc. safety measures to be taken and how to help the victims. *To narrate stories with a moral *Tongue twister * Class discussion on whether they eat fish and do they like it and also about other water animals * To practice correct pronunciation

*To read paragraphs understand and later frame questions. *To read the story and express their views freely. *To read and match words with pictures.

*To write about the life of water animals underwater (small & big) with pictures. *To narrate and then write his/her own desire(If I were ----)

Project: *To draw a underwater scene ( To give importance to their thinking) Exposure to Language: *Use of collective noun. *Past tense of verb: *Opposite words *Rhyming words


TO LANGUAGE 5 Poem: (a)The Balloon Man Story: (b)The Yellow Butterfly THEMES: *Sky, colours, insects *Appreciation of natural beauty

*To listen & recite with proper intonation *To listen and look for lines they like best, enjoy them and make a picture of them in their minds *To listen to instructions and work accordingly

*To talk about sky including birds, balloons, butterfly etc.

*To appreciate about natural beauty *To say difficult words through pictures. *To self read the story and comprehend questions

*To write sentences in proper order by using 'first', 'then', 'after this' and 'finally'. *To write the names of different colours, with the help of input (maze). *To write jumbled sentences in some attractive way and to be corrected by the child.

Project : * To collect clothes of different colours & paste them in the scrap book & draw a string *To make butterfly (Paper fun) Exposure to language: * To split words eg: butterfly-butter + fly * Opposite words *To identify the words from the jumbled letters and write the word correctly.

6 Poem:

(a)Trains Story: (b)The Story of the Road THEMES: *Land and landforms *Travel

*To listen about cleanliness of one’s surroundings and perform activities. *To listen to rhythmic sounds made by hands, feet, mouth etc. *To listen about places where trains can run.

*To discuss different modes of transport on land.(Whole class discussion) *To motivate children to speak about different kinds of roads around their town or village & local modes of transport used *To dramatise/enact ‘The Race’ or a scene from a railway station/bus terminus.

* To learn basic road safety rules through picture reading

*To describe an interesting train/boat/bus Journey (at least 4 sentences with the given input or provide some more input relevant to the situation) * To write 4/5 sentences on any visual input related to the theme (Land and landforms/Travel)

Project:- * To make a paper aeroplane and fly them in the class/ground. * To collect pictures of means of transport and group them, under ‘Air’, ‘water’& ‘Land Exposure to language: * To use ‘can’ & ‘cannot’


TO LANGUAGE 7.

Poem: (a)Puppy and I Story: (b)Little Tiger, Big Tiger THEMES: *Pets, animals homes and animal friends *The importance of animals in our lives

*To listen, enjoy and appreciate its rhythm *To listen about different kinds of pets/animals

*To talk about pets / animals they have (how they feed; keep them clean and healthy, express about their love for pets & their emotional bonding between animals and the young ones). *To discuss animals of the jungle. (What they eat, where they live etc.) *Role Play- based on animals *To narrate stories of animals heard from their elders or their own *To conserve wild animals and the present scenario.

*To read and understand the story and work out the MCQ. *To read clues & complete crossword puzzle.

*To draw a picture of a dog and write about it. *To join dots & colour /draw their favourite animals or a scene from one of their favourite stories about animals *To list domestic & wild animals.

Project: *To draw & paint different masks of animals out of thick paper for role play. Exposure to language: *To make right order of letters to form the names of animals. *Name of animals and their little ones. *Animals & their home *Rhyming words

8. Poem:

(a)What’s in the Mailbox? Story: (b)My Silly Sister THEMES: *Communication and Letter Writing *Games and Play

*To recite poem with appropriate actions.

* To talk about their brothers, sisters, cousins etc. to bring out the concept of caring & sharing & emotional bonding within families. *To discuss different forms of communication (telephone,telegram,email etc.) with advantages & disadvantages of each. *To sing, move and dance (familiarizing with parts of body and work done)

*To read & enjoy poem silently. *To read and comprehend questions.

*To write informal letters (show them the new format) beginning & end (P/W). *To spell words and complete letters. *To write few sentences about themselves/how they help their family members

Project: *To make an envelope. *To make “Greeting Cards” with colourful drawings. Exposure to language: *Synonyms of common words. *Use of suffix like ‘ful’, ‘ly’ & ‘ish’. *Define people who help them. Excursion: *Visit to a local post office


TO LANGUAGE 9 Poem: (a)Don’t Tell Story: (b)He is My Brother THEMES: *Growing up, expressing emotions and feelings

*To listen to the letter sounds *To listen & recite *To listen & do (action, pronunciation etc.)

* To dramatize the lesson. * To talk about something they want to do but their adults won’t let them do.(Individual work) *To talk about special children their needs & problems. *Pronunciation (‘j’- sound along with the given words) *To talk about importance of family members, friends in the life of a person. *To tell about their ambitions

* To read with understanding and answer questions (To comprehend simple questions) *To guess the meaning of difficult words.

* Word building: -write three words using the letters of the given word(eg: mother – other, her, moth) *To form sentences using (he’s, she's, you’re). * To practice handwriting

Project: * To prepare a class word chart(New words learnt) Exposure to language; *Full form of ‘don’t, can’t etc. *Opposite words *Use of noun and verb *Blindfold game *Sign language [Total Communication Method:-lip reading, voice amplification, writing, gesture and visual imagery (pictures)] to understand, gain confidence of the special children and accept them.


TO LANGUAGE 10. Poem: (a)How Creatures Move Play (b)The Ship of the Desert THEMES: *Animals- Animal habitats *Through this unit, introduce the class to different regions like desert areas, cold mountains, hot jungles etc.

* To listen to words with similar sounds but different meanings. *To emphasise the action words through different movements *To listen about the different regions like desert areas, cold mountains, hot jungles etc.

* To read the word aloud paying attention to spellings. * To dramatize the play with appropriate expressions and actions. *Whole class discussion: Which animals are found in which places. (animals and their habitats) * To practice on correct pronunciation. (to say the word aloud and underline the silent letters.

*To read and comprehend simple questions & MCQ * To read and underline the action words in the poem. *To make use of word- attack skill while reading.

*To make a list of animals & their ways of movement (Action words through different movements). *To match the animals with their movements and frame sentences. *Picture description(Look at the pictures and write about it) *To make sentences with homonyms *To match the animals with their movements & frame sentences. *To match pictures with the word & write.

Project: *To draw or collect pictures of different body parts of an animal and write its functions. Exposure to language: *To make as many words from within the given words * Exposure to new words along with pictures

Continuous and Comprehensive Evaluation Class IV Subject: English Text Book: Marigold Book IV


* To listen and recite the poem with proper intonation and pronunciation.

* *

Tongue Twister To talk about the different ways of knowing the time during the day.

* To read with understanding and comprehend (Who said to whom/ comprehension questions etc.)

* To connect the pair of sentences using conjunction ‘and' and 'but’

* Project To create a Junior Green Brigade

- Keep school green & clean

- Ban of polybags. (Prepare paper bags)

* *

To listen to the sounds of rustling of leaves, chirping of birds during the morning walk To listen to the songs of birds with a focus on ‘b’ sound.

* To dramatize the play in the class/for morning assembly (to express their feelings when they get up in the morning.)

*

*

To involve the class in group reading session. -let children add meaning with voice modulation & body gestures. To give chance to read individually and work out the multiple choice questions.

* To frame sentences using ‘was’ & ‘were’

* *

*

Exposure to language Word search Word Web To give a word eg: clock. To write down words relating to clock. To familiarise with the degree of adjectives

* To listen and discuss on sounds that you/ your friend had heard. (P/W) * To listen with attention for a reasonable length of time and accelerate 'recall skills'.

*

*

To talk about the importance of milk, lassi, and butter/breakfast. To imagine that some animals and birds are meeting for a morning meal. Talk about what they would say to each other.

* With the help of pictures, acquaint the students with prepositions/phrasal verbs and complete the information gap

* Memory games - To write 10 words

and later erase 2 words when the student eyes are closed

- To let them identify the erased words.

* To learn different sounds of letter ‘B’

* To draw a clock & write 5 activities done at different time in a day

1. Poem: (a)Wake up! Story: (b)Neha’s Alarm Clock THEMES: *The importance of time *Appreciating nature

* To put letters in the right order


TO LANGUAGE

* To listen to instructions & stress the three sides of person: - the one you think you are - the one others think you are , and - the one you really are. ( to listen and reciprocate through speech)

* Warm up: To share something they like about a boy who is not confident.

* To read the lesson and work out MCQ

* To write 2 sentences about animals which can breathe under water *Use of ‘and’ and ‘but’ and then bring out the function of addition and contrast respectively.

*

Project: To plant very tiny plants.

* To describe pictures * To punctuate the passage * To identify and write things that break easily.

* Conversation Groups: To help each child to think & talk (what they saw that morning-his father, baby sister, pet etc. and ask them how they feel)

* To write about their likes & dislikes of smell. *To construct meaningful sentences from the spellings learnt.

*

Exposure to language: Use of is/are

* To focus the use of capital letters * To pick up action which make others happy/unhappy

* To practice running handwriting. * Opposite words using ‘un’/’im’

* To write a poem on the their eyes/ ears/our national bird/picture(organizational skills)

* Describing words - (of faces) of friends, classmates etc.

* To describe in five sentences about favourite fruit.

* Dictionary work- finding meanings of difficult words.

2. Poem: (a)Noses Story: (b)The little Fir Tree THEMES: *Self –esteem and satisfaction *Respecting individuality

* To rewrite the sentences by replacing the circled word to its opposite


TO LANGUAGE

3. Poem: (a)Run! Story: (b)Nasruddin’s Aim THEMES: *Importance of games and sports *Building concentration

* To follow instructions - stand straight - stretch arms sideways - action words.

(to move the body accordingly)

*

*

To narrate story with picture sequences. * To discuss running as exercise and what happens to the body. To make words with ‘ee’ & ‘ea’

* *

To read with understanding & comprehend (concentration that leads to success) To read the poem fast, and to imagine that they are running and reading. *To read and enjoy the comic strip.

* * *

To answer by looking at the pictures given To frame questions with (what, where, why, how) looking at the picture. To write about a family using ‘and’ and ‘but’

* Project: To make puppet with waste material & write sentences based on it.

* To write a paragraph with the given verbal & visual input

*

Exposure to language: Use ‘ing’ orally & written format *To replace word/words with same meaning

* To replace words * To match words with correct meanings

* To write a few sentences on any favourite game.


TO LANGUAGE

4. Poem: (a)Why? Story: (b)Alice in Wonderland THEMES: *Curiosity and wonder *Developing creativity

* To listen, See & imitate * To telling stories about curious things. * To discuss the story and say about Alice.(Whole class discussion)

* *

To read/enact ‘Alice in wonderland’. To read and comprehend questions (objective type)

* To write the jumbled words correctly. *To discuss and write about common things and also frame two questions beginning with ‘Why’

*

Project To make designs with onion halves bottle caps, leaves etc.

* Role play to express what they want to become

* Vermiculture (decompose waste valuable organic manure)

* *

To write one word for the given meaning To give the opposites of describing words & make sentences. * Rhyming words

* To imagine you are going on a journey to earth/hill station/Baratang Cave etc. and to express your feelings what would you like to see.

* Use of dictionary

UNIT LISTENING SPEAKING READING WRITING PROJECT/EXPOSURE TO

LANGUAGE

* To listen to sounds around * To discuss on life without sun. (G/W)

* To read silently the lesson

* To join and write complete sentence

*

Project To collect stories/reports of courageous children from newspapers/old magazines.

* To listen and later ask each other of the sounds they have heard

* How do people who cannot see read (G/D) *To give emphasise to ‘t’ and ‘k’(P/W)

* To involve entire class in reading, listening & answering queries

* To create own poems with rhyming words.

- To draw a picture of the story

- To talk about the stories

5. Poem: (a)Don’t be Afraid of the Dark Story: (b)Helen Keller THEMES: *Respecting differences *People around us * Teacher reads phrases aloud

student listens: -to divide phrases into loud and soft sounds.(Listen, speak and write)

* *

To use sign language(make letters/spell words etc.) and talk about children who cannot see/differences in children To talk about darkness and express their feelings (P/W)

* Written presentation about their thoughts, feelings and ideas.

* * * *

Exposure to language Opposite words Write full forms of ‘don’t’ ‘can’t’ etc. Word building compound words. Use of ‘always’, ‘often’, ‘sometimes’ & ‘never’

Unit/Name of the units Theme(s) LANGUAGE SKILLS FOCUSSED/ASSESSED

LISTENING SPEAKING/ CONVERSATION

READING WRITING WORD BUILDING/ PROJECT

6. Poem: The Donkey I had a little Pony Story The Milkman’s cow THEME: *Caring for animals

1.Caring for animals 2. Peace education on Kindness through stories 3. Value of kindness through stories.

Focused listening - can follow the

poem/story read/narrated by the teacher

- can understand while narrated and respond to comprehension questions orally.

- Can listen and repeat the words after the teacher and along with other students in choral recitation

- Listen to a small/simple poem and say ‘right/wrong’.

- ability to discriminate different sounds

- ability to identify same sounds

- ability to recite the poem in group

- ability to narrate /speak out the story based on the unit

- ability to tell the story what he/she has read at home/in the library.\

- discussion on tearing/caring abusing/ animals/ unusual pets.

Let’s talk - Story telling (of the

cow) one sentence by each student

- Discussion on kindness/cruel to animals (G/W)

- Discussion on ‘talk’ on different situations (G/W).

- Ability to read with the help of the pictures and understand the story.

- Ability to respond to the questions based on different levels of comprehension

- Ability to understand the story described through pictures (picture story)

- Ability to read simple stories with moral values

- Ability to read in groups.

- Reading is fun - Comprehension questions- Ability to read small &

simple poems and enjoy the poem with the help of the picture given.

- Write a paragraph on the pet animal that you love.

- Ability to recognize the sound and write the rhyming words.

- Ability to differentiate simple past from the present and vice-versa.(could be given as on assignment an grammar)(Individual work)

- Write a few sentences on how kindness was shown to an animal (Based on personal experience) (Indl/w)

Creative writing - Few sentences on ways

of showing kindness to pet/animals

Word Building Pg 95 (Pair work) Pg 102 (1) descriptive words (2) opposites (Indl/work) Project (1) Match pictures to

the text and give an ending to the story (Group work – small group)

(2) Based on Environment

Save the trees in the compound - Watering weekly - Clearing of weeds

in the neighbourhood(Group work)

(3) Language corner Pg 106 as given under the heading

LANGUAGE SKILLS FOCUSSED/ASSESSED

Unit/Name of the units Theme(s)



7. Poem: Hiawatha Story The Scholar’s Mother Tongue

Communication * Mother tongue * Multilingualism

Focused listening - Whisper game (Group

activity) - Pair work - Listen to favourite adv.

(TV/Radio) - Repeat with stress - Act, draw and write the

advertisement (integration of skills – LS &W)

- Listen & repeat Pg 121 (say aloud)

Pronunciation - Ability to pronounce the

words with ‘q’ sounds - Ability to make pairs of

words: ‘describing word’ starting with ‘h’ and the other naming word. Sharing stories

- Narrating a story Pg 117 Words with similar sounds but different meanings. - Responding to questions

Pg 121 (say aloud) - Grammar in games Pg 123

(6) followed by writing. Let’s share Act out the Role of Birbal & Pundit as given in Pg. 124

Reading is Fun Questions based on simple comprehension - Picture reading with

understanding - Comprehension

questions based on the story (oral followed by written)

1) Describing a picture In complete sentences using appropriate punctuation.

2) Describing Hiawatha in 10 lines

3) Matching A & B followed by writing in complete sentences.

4) Completing the story using an appropriate word

- Making sentences with the help of an oral activity.

(Grammar in games) PG.123/4

Word Building Pg 121 Make a class dictionary with words from the story. Group work (2 groups) Pg 122 Make sentences (class dictionary sentences) - Wall display Pg 122/123 (2-5) Project 1) Pg 125 2) Crossword fun Pg 126/7 3) Environment An outdoor trip involving students in creating a learning environment.

LANGUAGE SKILLS FOCUSSED/ASSESSED Unit/Name of

The Units Themes

Listening Speaking Reading Writing Word Building project

8.

Poem:- A Watering Rhyme

Drama:- The Giving Tree

Caring for plants and trees

>Listen and repeat after the teacher - lip movement -discrimination between vowel & consonant sounds. -develop / understand the concept of consonant / vowel cluster ‘Fl’, ‘Wh’, ‘Sh’ etc. >Follow simple command / instructions (Let’s act) -make the shape of a tree with your body. -use your body to understand the command and act out the action. >Focused listening listen and complete the sentence (In.w) (choose the right words)

>lets’ talk -talk on a garden at home & flowers >Say aloud -students repeat after the teacher with proper stress & sound. >Pronunciation pick out words which have similar sounds in the poem. >Prepare a speech Speech on -Why should we protect plants / flowers. -How could the endangered / plants be protected (the ways) Lets talk on effects of felling down the trees. >Say the sentences with different expressions. >Loud reading Role Play Dramatization With proper voice modulation >warn up activity (Group discussion on the leading questions)

-Questions on different levels of comprehension. Oral Comprehension Question based on the theme of the poem (global). (Lets Talk) (Indl. Work ) -Comp. questions based on the drams. >Unseen passage Based on local comprehension of the passage following by question. -Sentence Completion choosing the right word -Gap filling -Reordering the sentences etc. (Indl. Works)

Lets Write -Writing rhyming words for the given words. -Right Six more words which end in ‘ing’ -Use of punctuation marks (All the above indl. works) Team Time -Story writing (group work) -about a plant in danger and steps taken to same the plant. Lets Write Reordering the sentences in correct order with appropriate punctuation marks.

>Using the words given in the box and in short composition based on pictures.

Word building -Place letter in right order (Names of flowers) >Fun Time -Look for different parts of tree from the given (Pg. 133) (Indl. Work) Word Building -Sentence completion with the words formed (Ly ending) -gap filling -(Singular / Plural) Project (Language Corner) Whole class / Class divided into two / ¾ groups -Writing pattern Poems following the given pattern.


Unit/Name of the units

Theme(s)



9. Poem: Books Story Going to Buy a Book NOTE Highlight/focus teaching of grammar in a contextualized situation & in a integrated way without using the grammar terminology. Could be given as class assignment.

Books and the Joy of reading

Listen & follow The instructions - simple

commands - Cool –

observation Let’s Listen & search - Listen to

oral/verbal directions and hunt for the things/ objects/letters/ and pick it out (small group activity)

Let’s Talk

- Talk on reading books.

- Talk on the favourite stories

- Talk on keeping a class library

- Talk on the favourite story book and the character your like most.

- Book chain (group activity)

Let’s Talk

- Talk on book shop and the kinds of books kept in the shop.

- Different levels of comprehension skills based on the poem (reading is fun)

- Read and follow instructions Making a

bookmark Covering a

book - Read and enjoy

the poem - Read and follow

the instructions for the writing task

Let’s write 1) Word families

make word families using ‘ell’, ‘ail’, ‘ee’ and ook. (Indl work)

2) Gap-filling with content words

3) Let’s write Gap filling with descriptive words based on the contextual discussion.

4) Future time reference in a contextualized situation (what will you do there in the book shop when you go tomorrow?

- write five sentences 5) Using'‘and’ & 'or’

for gap filling given in contexts.

6) Write down the name of your favourite book and the story of that book (take help for appropriate words from the previous activities)

Preoject

1) Make your own bookmark Group Activity (Group of four)

- Based on the reading input/

- Follow the written instructions

- Group-wise wall display of the book-marks prepared.

2) Follow the written

instruction on ‘cover our book’


Unit/Name of the units

LISTENING SPEAKING/ CONVERSATIO

N


10. Poem: The Naughty Boy Story Pinocchio Theme(s) The importance of art, craft and creativity.

Focused listening Listen to instructions and follow them. Pronunciation - Able to say/repeat

words with proper stress

- Listen & repeat words with different sound

|ƒ|, |∫|, |n|, |ju| Pg 177

i) Let’s Talk

- Talk on thematic questions based on global comprehension/ personal experiences.

ii) Let’s Talk

- Talk on puppets

- Narrate/tell the story of Pinocchie with actions to the whole class (Ind.wk)

iii) Repeat the words after the teacher with proper stress & sound (Pg 177 – say aloud)

i) Reading is fun comprehension questions based on the poem/ story

ii) Funtime Read and follow the written instructions - Making a mosaic hat for a

clown (Pg 169) - Integration of skills Reading comprehension, correlation & writing. iii) Puzzle out The word from the passage(Pg 175, No.5) iv) Unseen passage for comprehension check (Could be oral written) Pg 176

i) Let’s write (Ind. wk) - Six things made of wood (ability to differentiate

metals from wood) - Skill of personal observation of the things

around the child - Useof appropriate works/Voc

ii) Group work Grouping things according to the make (ability to observe, understand, discriminate etc) iii) Describing the naughtiest boy in the class (extrapolative in nature – beyond the text) (Indl. Work) iv) Make opposites with ‘dis’ __ ‘in’ __ v) Make naming words adding ‘ness’, ity, ‘ty’ at the end of the words. vi) things that a carpenter would use at work – make sentences using those words. Over all Assessment - Use of vocabulary - Reciting/retelling of poems/stories/ folk tales

in Eng. - Use appropriate spoken/written language in

meaningful contexts/situations - Listen to sound/sound techniques, appreciate

the rhythm & music of rhymes – sounds.

Word building

- Finding, descriptive words in the given maze (knowledge of grammar tested/assessed)

- Meaningful use of those descriptive words in a given context. (gap filling)

- Making words from the word PINOCCHIO Pg 173 Word fun (iv & v) making words (form of words – gr/& Voc) (Ind. Work) Fun time

- Making a puppet - Read and understand the

written instructions for making a puppet.

Area of Assessment’ & the observation Indicators may be referred to for further help/guidance. Observation of the child as an individual/a team member of the group

- Determining the causes of the child’s school related difficulties. - Understanding the child’s style of learning Consultation with parents/other teachers who directly influence him

MARIGOLD - BOOK FIVE

UNIT WISE DISTRIBUTION OF SYLLABUS FOR PRIMARY CLASSES IN ENGLISH

UNIT NAME OF THE

UNIT Listening Skills Speaking/Conversation

Skills Reading Skills Writing Skills Project

1 Poem : Ice Cream Man Story : Wonderful waste! Picture Story : Bamboo Curry Themes: Recycling of waste Folk Tales Multicultural approach to food Avoid wastage of food

• Listen and repeat. • Dictation

Pronunciation: • Reciting Poem. • Say aloud (Group

Activity). • Dramatization of the

poem through actions.

Conversation: • Let’s talk- {Group

discussion(pg.no.14}

Levels of comprehension:

• Factual • Inferential • Evaluative • Global

Vocabulary/ Cue cards related to the theme

• Guided report on the ice creams / food, toyshops, soaps, some animal, care of pets etc.

• Number in sequence: • A list of directions to prepare a dish. • Let’s write activities (pg no.12,ex. No.2-Group

activity).

All creative activities: (Group work) • Word building • Find out (poem, recipes, the

findings of any task could be presented / displayed in the class).

2 Poem: Teamwork Story: Flying Together. Themes : Collaboration Teamwork Doing work on time.

Listening Skills: • Listening to poem and

reciting it. • Focused listening

based on the story. • Let’s listen activity

from the text.

Conversation skills: • Let’s talk (pg. 35) –

language and the thinking skills.

Pronunciation • Say aloud. • ‘Clap word’ game.

Reading skills: • Let’s read: Levels of

comprehension (based on poem and the story

• Read and narrate the story to the whole class.

• Reference to the context (pg. 39.).

Writing skills: • Making sentences with the words given. • Framing questions for the answers based on a

picture. • Making a list of activities that he /she likes to do

alone and in a group. • Picture composition based on the discussion

about the various people in the picture.. • Let’s write a poem. • Use of the knowledge of grammar in context. (On

the prepositions taught in the class).

Project work. • A tree conservation drive; • Look after the plant in the school

by watering and weeding the area around them.

• Take up a campaign for keeping the school compound clean (by collecting litters and throwing them into dustbins).

Assignment: • Lets write- ( pg 23: 2&3 and pg. 38: 4&5)

Note: Any activity/item used as a tool for formative assessment should not be a pre-taught exercise.

CLASS: V

-2- 3 Poem :

My Shadow Story : Robinson Crusoe Discovers a Foot print Themes: Investigating the unknown. Suspense and sense of curiosity. Overcoming fears by scientific analysis.

Listening Skills: • Listen and

follow instructions.

• Listen and participate in group discussion.

• Listen and share views / express opinion.

• Listen and narrate the story.

• Listen with understanding.

Conversation Skills: • Discussion on shadows

on a cloudy day. • Discussion on fears/

unreasonable fears and how to overcome fears.

• Discussion on any of the characters in the story.

• Let’s talk: (pair work). Pg. 44, 53, 56

Reading (Comprehension ) Skills: Let’s read: • Different levels of comprehension including

referential skills/ reference to the context (both from the poem and the story).

• Reading of stories other than the ‘taught story’ based on adventure / mystery/ family life / animal stories / stories of people followed by whole class discussion.

Writing Skills: Let’s write”

• Use of knowledge of grammar (relative pronoun) in a given context.

• Description of the given picture with leading questions.

• Reordering the jumbled words in correct sentence.

• use of conjunctions.

Project Work:

• Write a story on footprints (Ind. Wk) pg. 54.

• Working Together (Group work).

• How ships & planes are guided towards land (f reger encyclopedia) -pair work.

• Read a story book, write about it and share a story with the classmates.

4 Poem : Crying Story : My Elder Brother Themes: Respecting elders & their experience. Looking at the lighter side of life.

Listening Skills : • Listen to a story

narrated in the class.

• Listen and take part in group activities.

Speaking Skills: • Narrating one’s

experience with the help of the clue given (using feeling words.).

• Presenting a story in the class.

Reading skills: o Based on different levels of comprehension of

the poem and story (Let’s read). o Comprehension based on any unseen reading

text (could be a letter, a poem or any passage) and answer the questions that follow.

• Word –attack skills. Vocabulary- word building / puzzles/ word hunt / word maze / search.

Writing skills Letter writing: (Ind. work) Creative writing: • General discussion on letter

writing the matter to be written, guided with words from the dictionary)

• Pattern and use of appropriate words.

Project work: Choose a story. • Write down dialogues for

the story. • Make it a short play. • Present it in the class. (Students/ Children should be guided at step of the project)

TEACHING TIPS ON ‘LETTER WRITING BASED ON THE TEXT’ :

1. Read through the sample letter given in the text / unit. 2. Answer the comprehension questions based on the letter. 3. Students write the letter.

-3- 5 Poem: The Lazy Frog

Story : Rip Van winkle Themes : Value of time. Social behaviour. Discouraging laziness. Encouraging handwork.

Listening Skills : • Listen to a story narrated in the class. • Listen and take part in group activities.

Conversation skills: • Act out ‘Rip and his

neighbour’ (let’s talk).

Reading skills: • Let’s Read- different levels of

comprehension. • Ability to use dictionary on their

own. • Ability to skim and scan. Vocabulary / word – attack skills. • Fun with words. • Match words with their

meanings with the help of a dictionary.

• Vocabulary building.

Writing skills: Let’s write

a) Description of oneself/ people & person he / she likes/ a game / a hobby / a habit with the help of the clues given (Ind. Work).

• Paragraph writing based on the theme of the lesson Rip…….s’

• Paragraph writing on Rip……. ‘ . • Writing a paragraph on oneself using

the words given. (Creative writing).

Project work Importance of being on time:

Writes a paragraph giving some example from his/ her life. (Ind. Work)

Note: Comprehension to be assessed before ‘let’s read’ activities.

6 Poem : Clean Discussion Story: The Talkative Barber Themes: Honour Awareness about different kinds of personalities – talkers, quiet people, brave peopleetc.

Listening Skills: • Listen to a poem

/ story listen and follow instruction.

• Listen and participate in group discussion.

Speaking skills: Conversation skill on the class discussion (pg. 94).

• Group discussion. • For planning a

visit to the park. • Let’s talk.

Reading skills: Let’s read: • Vocabulary building / reference skill: • Fill in the grid with the help of the

clues given on character. • Word building (pg. 106, s107, 10s). • Word fun. Grammar Assignment: • using joining words in meaningful

contexts.

Writing skill: • Write down a story of bravery about

a child. (Input/ enabler – extracts on award winners).

• Write a notice about a library committee or a football match.

• Description of a person using the clues given or in own words.

• Description of a process. • Description of a given picture

(written)

Project work: • Discussion on the

significance of Bravery Awards given on the Republic Day Parade.

• Collection of information on the awards winners.

-4- 7.

Poem: Topsy Turvey land Story: Gulliver’s Travels Themes Adventure Imagination. Fantasy.

Listening skills: • Listen and take part in oral discussion. • Listen and follow instructions. • Listen and understand the poem / story.

Conversation skills: Let’s talk (oral). • Rearrange words to make meaningful

sentences. • Discussion on things that go topsy-

turvey / disorder at home. • Use of 'as…… as' and compare the

things. • Completing the phrases. • Completing the sentences. • Creating own comparisons. • Discussion (GW) on the pictures that

describe events and the reasons why that happened.

Reading Skills: Reading is Fun. (Poem & Story). • Comprehension skills-

sentence completion. • Short answer Questions,

Multiple choice Questions, & Questions on inferential skills.

• Enjoying the rhythm of poetry.

• Reading the other adventures of Gulliver with the help of the teacher.

Writing skills: Let’s Write • Writing simple sentences on …… making home

neat and clean. • Imagine and describe a topsy-turvy scene. • Sorting out two stories that are mixed up. • Describing the given pictures.

• Matching • Sentence completion. • Editing (correct the use of describing words).

Punctuation: • Use capital letters, full stops (.)., Commas (,)

question Marks (?) , Apostrophe (‘) exclamation marks (!) wherever necessary.

Creative writing: • Describing experiences.

Project work (Group Work) • Find pictures or

draw pictures of giants.

• Write interesting facts on ‘giants’ in paragraph form.

• Wall display. • Language

corner.

Note: Teachers need to guide the children with this project by taking them to the library and help them browse through the encyclopedia.

-5- 8.

Poem: No Body’s Friend Story: The Little Bully Themes: Problems of growing up. The evils of bullying. Friendship. Familiarity with the animal world.

Listening Skills: • Listen and take

part in oral discussion.

• Listen and follow instructions.

• Listen and understand the poem / story.

• (focused listening)

Conversation skills: Let’s talk: • Pair work / small group work • Discussion on the given question. Let’s be creative and talk: (Group work). • Discussion on the given situation

followed by writing. • Oral discussion becomes an input

/ enabler for the wiring task / activity.

Discussion : • On the importance of rules in

social life situations. • Fundamental rights and how these

are intertwined with fundamental duties.

Pronunciation: • Say aloud and write the

rhyming words. • Fun with sounds (Practice

with ‘P’ & ‘F)’. • Complete with rhyming

words & practice aloud.

Reading skills: • Reading is fun: • (from the poem & story). • Vocabulary – exercise 1-5 and word building. • Other children stories by Enid Blyton/ Aesop’s fables.

Writing Skills: Let’s write: Small short story with a moral lesson based on a verbal input. Students write a paragraph on. ‘How you can be a good friend’ (Ind. work/ pair work). Could be taken up as an assignment. Let’s Practise some writing tasks: • Writing based on the taught text. • (Ex. 3 9 Pg. 144 & Pg. 145: 3,4&5) • Draw the picture of any one animal given in

the box and write six sentences / lines about it. • Write the difference between a turtle and a

tortoise. • Describe the pictures using is / are and …..

‘ing’-words with the help of the clues given in the box.

• Paragraph writing on the clues given: pg. no. 146

( Teach children the use of vowels/ articles before writing the paragraph)

• Picture description. Word building / Vocabulary: (Grammar used in context ) • Form words using ‘– less’ suffix. • Write the opposite of the words formed. • Find out the opposite words from the grid

given in the text.

Project (Group work) • Collect information on

the famous people who are famous for the collections on

• Students can discuss on things that they are interested to collect as personal collections and make a group wise display in the class of their collections.

• Picture of animals/ birds / marbles/ seeds/ leaves/ anything that the children are interested in (could be individual work also...)

• Sufficient time should be given for the project.)

(Sufficient time to be given for the project.)

9.

Poem: Sing a Song of People Story: Around the world Themes: Travel Familiarise with map reading Regard for others Adventure. Imagination.

Listening Skills: • Listen and follow

instruction. • Listen and give

directions. • Listen and

participate in group discussion.

• Listen and express ones likes / dislikes. • Listen to take part

in a discussion. .

Conservation skills: Let’s talk: (Pair work) Talk on two things that the children like / (dislike) don’t like about the place that they live in. Oral description of a given picture. Let’s Interview: • Interview a teacher and collect

response based on the leading questions given in the text.

• Discussion on the theme of the text.

• Describing a picture (oral).

Reading Skills: Reading is fun: Comprehension questions. • Finding opposite words from

the poem for the given words. • Map reading: • Answering the questions

based on the map with the help of the clues given.

• Complete the sentences with the missing information based on the map.

Picture – Reading • Picture description based

on the comprehension of the picture.

(An oral activity leading to writing). • Read book(s) on travel /

Stories and share the interesting facts about the book in the class.

(Reading skill is integrated with speaking).

Writing Skills: • Description of a given picture after oral

discussion. • Write a paragraph on the story read. • Describe a route map using appropriate

grammar. • Route Map.

Project: Any route map that the children are familiar with: • Describe the given

route map and make a wall display. (Group work).

Teaching Reading skills: Note: Three kinds of reading skills and the sub skills involved in, are assessed.

-7-

10

Poem: Malu Balu Stories: Who will be Ningthous ? Themes : • Girl Child • Gender awareness. • Multi – Lingual. • Leadership qualities

Listening skills: Let’s listen/ talk • Based on the lesson. • Could be taken up as a

project on reading skills. • Read folk tales of other

states and make a note of words which are of the language of that state. (Reading aloud by the teacher or a student while rest of the class listens)

Speaking skills:

Pronunciation: Fin with sounds: • Words that sound like the

noises which they stand for. • Say and write what would

make these sounds/ actions.

Conversation skills: Discussion on the • Importance of caring the

environment. • Human actions that harm

our environment.

Reading skills : Reading is fun. • (Pg. 172 – 1 to 6 Pg. 181 – 1 to 5) .

Q 6 about any personal experience, • Q 7 talks about the picture – • Use a chart. • True or false • Writing a detailed character sketch

of Malu Balu based on the global comprehension of the text.

Unseen Passage • A small paragraph of 4-/ 5 lines

with familiar/ simple vocabulary followed by comprehension questions.

• Extrapolative questions (go beyond the text) based on the theme of the lesson.

• Write about ones own self using the given cues (clues).

• Things that you like to do at home. (Writing based on reading comprehension)

Writing skills: Guided Writing: • Short paragraph writing based

on the clues (guided). • Re-arranging sentences into

paragraph. • Short paragraph- starting with

a brief introduction, and a topic sentence followed by points and an ending.

Language use: • Circle around all the action

words with ‘- ed’ at the end. • Write them in one column

and their ‘present form’ in the other.

• Completion of story with the correct action word. (Integrated grammar. could be given as a project work/ an assignment )

Project:

• Collect the pictures of famous personalities.

• Write two or three sentences about each personality.

• Make a wall display of the finished work in the class. (Give sufficient time for the children to carry out this project)

CONTINUOUS AND COMPREHENSIVE … I-V(1...CONTINUOUS AND COMPREHENSIVE EVALUATION FOR CLASS: I –V...

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