LEARNING INDICATORS IN LANGUAGES Language learning progresses naturally

LEARNING INDICATORS IN LANGUAGES

Language learning progresses naturally with exposure to meaningful contexts.

Teacher has to provide an input rich communicational environment to facilitate language learning. • VISUAL • AUDITORY • KINESTHETICS

LANGUAGE LEARNING IS ACQUIRING THE SKILLS OF • • • LISTENING SPEAKING READING WRITING THINKING IN AN INTEGRATED MANNER

CURRICULAR EXPECTATIONS THE GOALS OF LANGUAGE LEARNING ARE • ATTAINMENT OF BASIC PROFICIENCY IN LANGUAGE FOR EFFECTIVE COMMUNICATION • DEVELOPMENT OF LANGUAGE FOR KNOWLEDGE ACQUISITION

KNOWLEDGE AND SKILLS— DO THEY GUARANTEE UNDERSTANDING? THEORY OF CONSTRUCTIVISM SAYS THAT UNDERSTANDING SOMETHING MUST LEAD TO CARRYING OUT A VARIETY OF PERFORMANCES RELATED TO THE TOPIC

LANGUAGE CURRICULUM HAS 3 DOMAINS 1. LANGUAGE, KNOWLEDGE AND COMPREHENSION 2. ATTITUDE, VALUES {SENSITISE THE CHILDREN TO THEIR ENVIRONMENT} 3. DIMENSIONS {SKILLS}

DIMENSIONS RECEPTIVE LISTENING PRODUCTIVE READING SPEAKING WRITING

CURRICULAR EXPECTATIONS • • • LISTENS , UNDERSTANDS AND DRAW INFERENCES READ S(COMPREHENDS, COMPARES, CORRELATES, ASK AND ANSWER QUESTIONS) EMPLOYS COMMUNICATIVE SKILLS ( CREATIVE AND ANALYTICAL) UNDERSTANDS AND USES A VARIETY OF REGISTERS ASSOCIATED WITH MUSIC , GAMES, GARDENING, CONSTRUCTION ETC USES A DICTIONARY FOR VARIOUS PURPOSES DEVELOPS SENSITIVITY TOWARDS THEIR CULTURE AND LITERARY HERITAGE, LIFE IN AND AROUND THEIR CLASSROOM USES LANGUAGE FOR CREATIVITY IN PERFORMANCE OF ACTIVITIES REFINES AND ENRICHES THEIR AESTHETIC LIFE THROUGH DIFFERENT LITERARY GENRES APPRECIATES THE SIMILARITIES AND DIFFERENCES ACROSS LANGUAGES IN A MULTILINGUAL CLASSROOM DEVELOPS SENSITIVITY THAT LANGUAGE KEEP CHANGING ALL THE TIME

CAN THESE CURRICULAR EXPECTATIONS BE ACHIEVED IN SHORT DURATION ? THEY ARE LONG –TERM GOALS AND CANNOT BE ACHIEVED IN SHORTER DURATION. THE LEARNING INDICATORS SHOW CLASS-WISE PROGRESSION IN VARIOUS DIMENSIONS OF LEARNING INDICATORS ARE BASED ON THE BELIEF THAT LEARNING IS A PROCESS IN WHICH THE CHILDREN ARE ACTIVELY INVOLVED SO THE LONG TERM GOAL CURRICULAR EXPECTATIONS ARE ACHIEVED THROUGH THE SHORT TERM GOALS --LEARNING INDICATORS

LEARNING INDICATORS NEED TO BE CO-RELATED AT THREE STAGES • THE TEACHER STARTS BY IDENTIFYING THE CURRICULAR EXPECTATION (LEARNING OUTCOMES ) THAT THE CHILDREN WILL ACHIEVE AT THE END OF EACH STAGE • THE TEACHER PLANS THE TEACHING-LEARNING PROCESS ( PEDAGOGIC PROCESS ) • THE LEARNING INDICATORS INFORM THE TEACHER AND THE CHILDREN ABOUT THE PROCESSES INVOLVED IN ACHIEVING THE CURRICULAR EXPECTATIONS/ LEARNING OUTCOMES

AMONG L, S R, W , , , LISTENING AND SPEAKING GIVEN MORE IMPORTANCE IN TEACHING- LEARNING PROCESS ØLISTENING ØSPEAKING ØREADING ØWRITING ØCONCERN FOR ENVIRONMENT

LEARNING OUTCOMES (UPTO CLASS 3) �Talk about themselves, members of the family and the people in their surroundings. �Follow simple instructions, requests and questions, and use formulaic expressions appropriately. �Enjoy doing activities (including singing a rhyme or identifying a person, object or thing) in English. �Recognize whole words or chunks of language. �Recognize small and capital forms of English alphabet both in context and in isolation. �Read simple words/short sentences with the help of pictures and understand them. �Write simple words/phrases/short sentences.

Listening Curricular Expectations �Understand simple English words and sentences spoken in their immediate environment. �Develops enthusiasm to listen to English with understanding. �Appreciates non-verbal clues and respond through speaking / body language

Pedagogic Processes Clear lip movement for children with hearing impairment to lip read) (

PEDAGOGIC PROCESSES INTRODUCING WORDS –AN APPLE WITH REALIA/VISUAL S FACILITATING PAIR/GROUP WORK NARRATING WITH FACIAL EXPRESSIONS TO WATCH CARTOONS DAY TO DAY SPOKEN SMALL INSTRUCTIONSCLASS/GAMES AUDIO –VIDEO ROLE PLAY DICTATION OF SIMPLE SENTENCES READING /RECITING POEMS ATTENTION TO ONOMATOPOEIC SOUNDS

SPEAKING CURRICULAR EXPECTATIONS Speaks some words in context and small sentences of English along with the home language. �Asks questions in home language in response to listening activity or reading text. Recites poems, says dialogues, phrases � from stories/ plays, etc.

PEDAGOGIC PROCESSES SELF INTRODUCTION MORNING ASSEMBLY IDENTIFYING WORDS PICTURE TALK IN FLASH CARDS DRAMA/STORY TELLING TEXTUAL COMPREHENSION SPEAK ABOUT HOBBIES /GAMES ENCOURAGING LIP READING FOR THEM TO ANSWER CHILDREN WITH FOR QUESTIONS LIKE SPECIAL NEEDS ---WHY CAN’T WE---- STORY NARRATION STORY DEVELOPMENT EXTRA READING

READING CURRICULAR EXPECTATIONS • UNDERSTAND THE MAIN IDEA (SEEN / UNSEEN) ALSO LOCATES DETAILS IN THE TEXT • ASK QUESTIONS IN HOME LANGUAGE AND GRADUALLY IN ENGLISH/HINDI • UNDERSTANDS THE FORM AND FUNCTIONS IN GRAMMAR IN CONTEXT

PEDAGOGIC PROCESSES TO ASK QUESTIONS FACILITATING COMPREHENSION THROUGH VARIOUS TEXTS INTRODUCE DIFF RECITING POEMS KINDS OF TEXTS— STORIES/POEMS/FOL KTALES RELATING /FACILITATINGQUESTIONS REG. THEIR EXPERIENCES READING CORNER/SCHOOL LIBRARY RAISE QUESTIONS BASED ON THEIR READING DRAWING ATTENTION TOWARDS PUNCTUATION PROVIDING VISUALS ATTENTION TOWARDS GRAMMAR

WRITINGCURRICULAR EXPECTATIONS WRITE SHORT SIMPLE TEXTS

PEDAGOGIC PROCESSES FAFFACILITATES FAFAMILIARISE ATTENTION TO WRITE LEGIBLY WITH WORDS FROM TOWARDS SMALL TEXT AND CAPITAL LETTERS WRITING COMPREHENSION ( SEEN /UNSEEN) PICTURE DESCRIPTION –IN WRITING DICTATION OF WORDS AND SENTENCES (L & W) WRITE ABOUT SELF, PETS, HOME ETC. USE OF AND & BUT RHYMING WORDS IN POEMS/VOCABULA RY BUILDING INTRODUCING A NEW WORD AND USE THEM IN WRITING

CONCERN FOR IMMEDIATE ENVIRONMENT CURRICULAR EXPECTATIONS DEVELOPS CONCERN FOR IMMEDIATE ENVIRONMENT THROUGH OBSERVATION WHICH LEADS TO DEVELOPMENT OF LANGUAGE

PEDAGOGIC PROCESSES • PROVIDE OPPORTUNITIES TO APPRECIATE NATURE BY PROVIDING APPROPRIATE VOCABULARY • PROVIDING VIDEO/FILM CLIPS RELATED TO ENVIRONMENT ( LISTENING AND READING ) • PROVIDE VARIOUS INPUTS OF DIVERSITY IN NATURE—LEAVES , ANIMALS, ETC. • DRAWING ATTENTION TOWARDS DIVERSITY IN FOOD, DRESS, FOOD, FESTIVALS ETC ---RELATED VOCABULARY

• PROVIDING SITUATIONS –LIKE ROLE PLAYS, SKIT TO CREATE AWARENESS –SWACH BHARAT, PROTECT ENVIRONMENT, DEFORESTATION, • PROVIDING TEXTS TO SENSITIZE THE CHILDREN ON GENDER EQUALITY, BOTH BOYS AND GIRLS BEING EDUCATED, INCLUSIVE EDUCATION ( DIFFERENTLY – ABLED ALSO PLAYING WITH OTHERS) , SEEN / UNSEEN PASSAGES ----WORDS RELATED TO ALL THESE

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