CLASS V
FACE SHEET/TRIGGER PICTURE
1. Interact with the learners based on the trigger picture.
2. Ask questions in addition to what has been given in the textbook.
3. Use well framed questions.
4. Allow the learners to respond in mother tongue.
5. Megaphone the children’s responses in English.
6. Elicit and accept the divergent responses from the learners.
7. Elicit relevant responses (words and sentences) and write on blackboard/
chart.
8. Utter the word holistically and not letter by letter.
9. Ask the learners to read the words and sentences from the blackboard/
chart.
10. Provide writing activities to students.
LISTENING TEXT/NARRATION
1.Read and comprehend the listening passage well in advance.
2. Connect with the face sheet.
3. Create curiosity.
4. Motivate them to listen.
5. Narrate the listening passage using voice modulation, facial expressions,
gestures and code switching.
6. Pause at meaningful intervals.
7. Check their comprehension.
8. Continue to narrate.
9. Check their comprehension by posing variety of questions.
10. Take up the construction of a discourse. ( If feasible )
11. Pave way to read the text given under A. Reading.
A-READING/B-READING
1. Specify which part of the reading passage is to be read.
2. Ask the learners read individually.
3.Give proper instructions such as the following.
• Tick the sentences /words you are able to read.
• Identify the characters/ location, events / dialogues in the story.
4. Give further support to low-proficient learners in the following manner.
• Interact with the low- proficient learners to generate a subtext.
• Write the sub text on BB / on chart / in the notebook of the learner.
• Ask the learners to associate the sub text with the reading text.
5. Put the learners in groups for sharing their reading experience.
6. Give proper instructions for sharing the reading experience.
7. Monitor the group activity (i.e., check whether the instructions are being
followed).
8. Make use of a glossary. (The glossary given in the TB and
developed by the teacher additionally).
9. Pose some questions to check comprehension.
10. Ask some analytical questions to predict the text/events.
11. Read the text aloud with proper voice modulation.
12. Give chance to the learners to read aloud.
13. Give proper feedback while the learners are reading aloud.
14. Invite feedback from other learners on loud reading.
WRITING
1. • Identify a discourse and assign a task to construct it.
• Write the targeted discourse on BB and ask children to copy it.
• Write down the questions and answers.
2. Follow the process for the construction of discourse individually.
• Interact to make the context of the discourse (available from the reading passage).
• Ask questions to help the learners get ideas such as events, characters, location, etc.
• Ask questions to sensitize the learners on some features of the discourse.
• Give support to low –proficient learners.
3. Provide opportunity for individual presentation.
4. Give feedback on the presentation.
5. Invite feedback from the other learners.
6.Provide slot for refining the individual work in groups.
7.Give proper instructions regarding the following.
• How to share the written work.
• What are the things to be taken care of while writing ( checking
missing words, excess words, proper word forms, using proper
punctuations, other writing conventions) whether all members are
writing down the group product in their notebooks on a separate page
• Who will present the work in the whole class?
8.Monitor the group work to ensure proper collaboration.
9. Provide slot for presentation by the groups.
10.Give feedback.
11.Present your version of the discourse.
Editing
1. Thematic Editing: To make sure that we have understood the theme.
2. Discourse specific features
3. Syntactic editing-Sentence level editing
Adding Missing Words
Deleting Excess Words
Word Order
4. Morphological Editing
Errors in three areas (Tense & Voice) progressive, perfective and passive.
Error in PNG (Person, Number and Gender)
Subject and verb agreement in person , number and gender.
Errors in affixes (prefixes and suffixes)
5.Conventions of writing
✓ Punctuation
✓ Spelling
Textual Excercise
• Motivation
• Eliciting responses and writing key responses on BB
• Final version of the completed exercise
• Group Work
• Editing (Whole Class)
• Preliminary Interaction (whole class)
• Revisiting the Reading Text.
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