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SCHOOL READINESS PROGRAMME( Resources – NCERT- Little Steps- Readiness for Reading, Writing and Number Work)IMPORTANCE OF READINESSChildren universally pass through identifiable stages of development. In each stage there are certain limitations and capacities to the child’s potentiality of learning.The development and skills to be attained have to be rooted in and correlated with the developmental stage of every child. The most important consideration when a child is readied for learning is what the child already knows. And hence, the child may be readied for learning by making use of what she / he already knows.Readiness is a state of receptiveness and the ability to receive. A teacher cannot make the child learn unless he/ she is ready to learn. The Teacher is, therefore, expected to make the child receptive to learning in general and then make her/ him ready to learn specific items in particular. IMPORTANT FACTS ABOUT CHILDREN AGED 3-6 YEARSChildren aged 3-6 years cannot sit still for long time.They tend to learn through concrete objects and first hand experiences since the ability for abstract thinking and reasoning has not yet developedThey are curious and eager to learn.They are spontaneous and demonstrative in their emotional readiness towards othersThey respond readily to music, rhyme and rhythmWHAT SHOULD BE DONE ?GENERAL READINESS-Have adequate social, independence, communication, fine motor, cognitive skillsFamiliarisation with the school environmentAbility to see and hear distinctly. Children having difficulty in these faculties need to be identified and attended toPhysical fitness of children is another area of readiness to learn. Sick, undernourished children cannot learn to the extent required.Socio-emotional well-being needs to be attended to. Children under stress, anxiety and with different linguistic background are not ready for learningSPECFIC READINESS- READINESS TO LEARNA proper development of ‘Readiness Programme’ should be designed for the preparation of formal reading, writing and mathematics- ie structured programmes for Reading Readiness, Writing ReadinessNumber readiness-409575-609600571499199390-133350-343535The following resources, activities and recommendations are for the age group- 4- 5+ years which is the target group for Class I in KVs. Students in Class I of KVs by and large have attended pre-school, particularly in large towns and Metropolitan cities. SRP is relevant even to that context because, it is necessary to prepare children to learning according to the Constructivist methodology which begins with whole language to the basics- the same as how a child learns a mother tongue. Contexts in learning are important. Therefore , designing an environment conducive to learning readiness is very important. READING READINESS- PREPARING CHILDREN TO READSEC.ParameterActivities ResourcesENABLING THE ENVIRONMENT FOR READINGDeveloping desirable interest and aptitudeShowing pictures of people readingReading Aloud a storyStory makingBig books of NBTIllustrated booksPicture cardsPrint rich environmentReading corner with display of illustrated picture/ story booksFlannel/display board displayed with characters from the story being read aloud / being made upPreparing an early literacy album- name, list of toys, food, wishes, dreams, family, friends drawn by the child him/herselfFood packets ( liked by children) labels WELL ILLUSTRATED STORY BOOKSFLANNEL BOARD/DISPLAY BOARDLabels of food, food packetsDeveloping vocabularyPlaying recorded stories, simple role-play, picture-reading, chain games such as, children seated in a circle with the teacher and begin - I went shopping and bought biscuits..the next child adds on- I went shopping, bought biscuits and cake.. continued bythe next child by adding one more itemPicture reading, retell known stories individually or in groupsPlaying shop-shop, welcoming visitorsSimulated telephone conversation using a devised telephone- string and plastic cups.Songs, rhyming gamesFeely box activity ( guideline in TLM resource)View a muted video and speak about itStory time-CDs, audio /video filesfiles of storiesSimple class room articles for shop play, bits of paper for currencyToy telephone ,Feely BoxEVELOPING SKILLSPARAMETERACTIVITYRESOURCESAuditory Discrimination-To be able to identify and make fine discriminations between the soundsFollow Oral directions- For ex- Pat your head, touch your nose, turn around, pull your ear,…Game: Rama says: Hop on one foot. Children should follow the direction only if preceded by ‘ Rama says’ otherwise they should remain in positionFind the odd one in a list of rhyming words called outMake sound boxes and arrange from softest to loudest. Activity may be adapted for students with good vocabulary by introducing sound words such bang, tinkle..Another adaptation is using improvised /actual musical instruments and introduce words. Children may be asked to close their eyes and identify the sounds.Match objects / picture cards with same beginning sounds ex- chair-chalk, box-blockWall- windowSort out picture cards with the same sounds from an assorted pileAntakshari- Play of words with the last sound of the word toldRiddles and JokesGAME; FRUIT BASKET/LETTER BAG- Each child is given a letter/ name of a fruit. A pair of names are called out and they have to exchange the seats. He/She tries to capture one of the seats and the child without a seat becomes the ‘den’. The den calls out fruit basket ‘upset’and all players must change their seatsSound Boxes Small boxes with different articles such as, grains, sands, pebbles, coins etc can be made for sound boxesPicture cards/ objects of words beginning with same soundVisual Discrimination-Skill to identify, objects, pictures, letters , blends etcOdd Man out- Make strips of series of letters – three same and one differentArrange picture cards in proper sequence to a storyCause and effect matching and speaking about it- ex- showing a cloudy day and the effects of itDominoes of letters and pictures- it can be designed for easy and complex activities Collect two sets of food labels keep one displayed, one out of the other set is given to students and they are asked to find the match. For higher order skills, picture cards with slight differences may be displayed and students asked to find an exact matchNature Walk- visits and talk about the things seenODD MAN OUT CARDsStory Sequence CardsDominoesAuditory-Visual Discrimination- to establish association between sounds and picturesSound letter match- Spread out alphabet cards on the mat and call out a sound. Students should pick out the corresponding alphabet.Adaptation- Call out words and students find the corresponding picture card/object/sample/ realia etc.Odd Man Out- Make a series card with three words that begin with the same sound and one that is differentFlash Card Match_ Make a picture & word card- ex- picture of a cat with CAT printed on it. Another with only the word printed on it. Students must match the picture word card to the word card.Game: pick and do- Action words with pictures are written on cards- The cards are put face down in a box, mixed up in a basket. Students in turns pull out one and do the action. Others guess and speak/spellSelf -Corrective Puzzles of words and pictures in jigsaw puzzle shape- Students find the matchBook Talk- Show a book, point to the title, discuss the letters and sounds, talk about the illustration. Then read aloud the storyDirectionality- to acquire the skill of working from left to right direction as in Hindi and EnglishBook Handling- Children will be led to quickly go through the books left to writeToday’s Story- A simple 2-3 line story is written on one side of the Blackboard and children take turns to read it left to right.Pattern Making, sequencing, ordering etc- children should be encouraged to work from left to right. illustrated books with simple one line storyPicture card or worksheets for sequencing, pattern making, orderingUsing Humour to Stimulate reading GrowthMake a Funny Book_ composed of things that thy think funny- pictures, cartoons, comic strips, funny faces, funny characters, funny songs etcDrawings, cuttings from newspapers, magazines, READING READINESS- PREPARING CHILDREN TO READ SUMMING UPAll the activities to be based in the context of children’s interests, knowledge and playReadiness activities should be based on their curriculum so that the transition to text based learning is natural and effortless.Worksheets can be designed keeping in view the skills listed A variety of TLMs need to be used during SRP as children of that age learn mainly through sensory methods .Fun, games, movement, suspense and a spirit of adventure draw children’s attentionWRITING READINESS- PREPARING CHILDREN TO WRITESEC.ParameterActivities ResourcesENABLING THE ENVIRONMENT FOR WRITINGDeveloping interest and seeing relevance of writing in Daily Life situationsPromote the desire to learn to write on her/ his ownGiving focus to the written wordTeacher calls to attention as he/she writes the everyday details on the boardsDisplaying pictures of writing ,as seen by the child in daily life, and discussing about it - mother writing a shopping list, children writing, clerk writing a bill, etcDisplaying different kinds of written materials- lists, letters, bills, messages, prescriptions,Writing captions and displaying around the classroomChanging the displays in the class display board with more text.Note: Use thick colours crayons for writing in large , clear print manuscript. These are used to arouse interest in the written word and not used for copying or reading practice.Falsh cardsPicture cards of people engaged in writing as part of their daily life activity Samples of Messages, letters, bills, advertisementsWriting Tool- Material pre- requisite for writing: writing with and writing onName writing attempts and writing names of his her own things Using/drawing pictures of simple traffic signals and writing, street signs, nameboards of shops, nameboard of the class, Large crayonspaperCREATING A NEED TO EXPRESS THROUGH WRITINGPRINT RICH ENVIRONMENT- An environment rich in print is where children see adults reading and writing and where they are given opportunities to make sense out of print and to express their thoughts orally and in writingLOTTO GAME- Matching games with letters of the alphabetMaking a Post Office out of a carton- dropping messages, letters, invitations, birthday cards into it and looking at it over and over againDaily WEATHER CARD – Draw the weather and write a word describing it.Labelling storage areas in the classroom in bold letters – FAVOURITE FIRST LIST –prepared in front of the children such as First Book, First name called,First activity, List of students Birthdays, names, telephone number,Greeting Cards for special holidays and birthdaysInvitations and advertisements from cards received and clippings from the newspaper, handbills etcBoxes, advertisement clippings, alphabets, Name labels, weather cards, greeting cards,Letters , invitationsLETTER PERCEPTION-Noticing similarities and differences and recognising the form of lettersClay /Atta ( wheat Flour)letters- shaping out letters and words out of plasticine ( non-toxic) / AttaPEG BOARDS WITH WIDE ARRNAGEMENT AND THEN NARROW ARRANGEMENT_ Children can thread the letter shapes using twineBread Letters- Cutting out letters and eating themLetter Collage- Make various sizes of the same letters from cut outs from newspapers, periodicals, cut out pictures of things that begin with them and make a collageTextured/ Sensory /Feely letters/ - For children having difficulty, make a textured letter with sand, felt paper, brush bristlesPicture Writing their name- Spelling their name with pictures which begin with the letters in their name . For ex- Pari is written as a picture name with pot, apple, ring, ice-creamNon-toxic plasticine, home - made clay with wheat flour, bread, sensory materials such as fleece, felt, brush, sand paperBASIC STROKES- Drawing lines in various forms and shapes is a pre-requisite to wrtingFinger PaintingCopying down patterns from the blackboardStory strokes- It’s raining lightly / / / / / / /It’s raining heavily///////////////////////////////////////////////////////Raindrops falling on the umbrella oooooooooooooooooooooooooooooRaindrops rolling under the treeGreen grass that was looking fresh and greener IIIIIIIIIIIIII IIIIIII IIIIIIIIIPaints, colours DEVELOOPING SKILLSSMALL MUSCLE DEVELOPMENTDevelopment of small muscles so as the child may hold and move the writing instrument in a desired mannerMaking a paper lace design- Fold a piece of plain coloured paper in half and then fold once more to make quarters. The folds can be triangle shaped. Then cut along the four edges, just nipping in and cut to form a lace when opened outButtoning, unbuttoning, zipping and unzippingTying different knots with thick ropes ( short length for safety)Simple paper foldingStencil drawing ( TLM guide) Blunt craft scissorsPaper Short lengths of Thick ropeOrigami paperStencils of alphabetsEYE – HAND COORDINATION- control, strengthening and coordination of hand, fingers and eye musclesHOT BALL GAME- Children sit in a circle.A large ball is rolled from hand to hand as if it is hot and then it is rolled to one of the children, the one who gets the ball, repeats the hot ball action and rolls it over to another.Weaving through perforated stencils/ slotted framesChalkboard writing Copying letters from letter cards, stencilsWriting their name on their workMy Alphabet book- Children draw their own large alphabets and words beginning with them, containing themCompleting mazes,Jig saw puzzles Large ballPerforated stencilsSlotted framesLetter card stencilsActivity sheets of mazes/ floor drawn mazesJig saw puzzlesWRITING READINESS- PREPARING CHILDREN TO WRITE- SUMMING UPAssigning blind writing activities before the children have learnt to read creates blocks for childrenThe activities should provide feedback to the teacher about the skills of each child.Children who face difficulty in writing should be given more attention and engagement to orient them to write.The contexts of the readiness activities need to be based in the curriculum for transition to text based writing smoothlyREADINESS FOR NUMERACY- PREPARING CHILDREN FOR NUMBER WORKINTRODUCTION:Like their mother tongue, children come to school with a broad background of experience in mathematical learning. One needs to plan a Number readiness Programme with these points in mind:Activities should be interesting and enjoyableShould involve direct manipulation of concrete objects by childrenActivities should be sequential from the concrete to the abstractFOR CONCEPT DEVELOPMENT ACTIVITES THE PROGRAMME SHOULD BE SEQUENCED THROUGH THE FOLLOWING STAGES-MatchingIdentificationNamingSTEPS AND TECHNIQUESDeveloping Curiosity, Interest and Strengthening of Cognitive Skills in Relation to Mathematics as a natural part of daily living to the ClassroomDeveloping Conceptual readinessSEC.PARAMETERACTIVITYRESOURCESDEVELOPING CURIOSITY, INTEREST AND STRENGTHENING OF COGNITIVE SKILLS IN RELATION TO MATHEMATICS AS EVERYDAY ACTIVITY IN THE CLASSRROOMDEVELOP INTEREST IN MATHEMATICSDesire to learn numbers and about number on one’s own CLASSIFYING OBJECTSMake number sets from assorted items- set of four colour pencils, set of four red buttons/ beads, set of six seeds etcSorting thematic collections into groups- for examples- small stones, large stones, rough stones, smooth stones, sorting on any given or one’s own criteriaStones, plastic toys, counters, bottle caps, beads, shapes, beans, buttons, egg trays, twigs, leaves, shells, wrappers, threads of different colours, ribbons, pieces of cloth/ fabricSEQUENTIAL THINKING- ability to arrange things meaningfully by oneselfStory card sequence integrating numbers/quantities,Talking about daily routine in relation to timeRhymes based on sequencePattern Making- follow the pattern, complete the patternStory sequence cardsDaily routine charts with clock face2240915209550Pattern cards- Activity sheets cut outs of shapesPROBLEM SOLVING- Ability to solve simple day-to-day problems Complex mazes on activity sheets or floorsAdaptation- Mazes can be drawn on large plastic sheets and spread in open areasPuzzlesActivity sheetsMazesJigsaw Puzzles ( Guidelines in TLM Guide)COUNTING UP TO NINE- Ordering of vocabulary words ( numbers in sequence)Start by counting aloud real concrete objects such as beads, seeds etc, move on to pictures and then counting silentlyCounting Sounds- How many claps/ bell rings in a set time- ask a child to be a clapper- go out of the door and clap and the other children count and tellCounting circle- Children sit in a sequence and start counting . Children whose turn is to say 2/4/6 etc give a clap or thums up sign. The next child again begins with number one Real objects Picture cards bellSEC.PARAMETERDEVELOPING CONCEPTUAL READINESSPRE- NUMBER CONCEPTS-Big-small, tall-short, heavy-light, high-low, more-less ,first-last, Left-right and so onSignificance of Pre- number ConceptsIt helps a child in making the correct assessment about value of number before he/she Understands the more complex mathematical principles. If mathematics is imposed on children before they have developed these pre- number conceptsThey end up learning by rote and cannot apply /link it to contexts. Therefore children should master the pre- number concepts before proceeding to learn numbersPRE- NUMBER CONCEPTACTIVITYRESOURCESBIG-SMALLAROUND THE CLASSROOM- Collect various articles around the classroom. In groups arrange them from big to small Play Fire on the mountain- When the music stops form groups of tall short. Find the tallest and the shortestArticles in the classLONG-SHORTChildren measure each other with yarn or stringGive a set of ice-cream sticks/tooth picks. Ask children to find how many make a length of a scaleYarn, string, toothpick, ice-cream sticksHEAVY-LIGHTFeely bags- provide different weights of feely bags and ask children to classifyGive an assorted group of items and ask children to classify into light and heavy, things that weigh the sameArrange objects from the lightest to the heaviestGive children large light objects ( Cotton bags, filled balloons and small heavy objects and ask them to classify into heavy and lightFeely bagsAssorted itemsLight and heavy objectsHIGH-LOW CALL- RESPONSE ACTIVITY- Make children stand in a circle. Ask children to stand on toes and raise their arms above their heads when the teacher says ‘high’ and to bend down with hands when she says ‘lowMORE-LESSWATER PLAY- Varying shape but similar size- Ask questions such as Which one holds more water? How many cups of water does it take to fill a bucketBOYS- GIRLS- Ask children to count the number of boys and girls in the class and find more or lessContainers of different shapesContainers for water- paper cups, paper glasses, buckets etcFIRST- LASTRUNNING RACE- Organize a short race in groups for the class and find first and lastStudent Line-up- Identify the first and the lastStudent Seating- Identify who is sitting on the first bench and the last bench Identify the First bell and the Last Bell in schoolSEC.PARAMETERDEVELOPING CONCEPTUAL READINESSSPACE CONCEPTS- IN-OUT, UP-DOWN, FRONT-BACK, FULL-EMPTY, ABOVE-BELOW, TOP-BOTTOM, OVER-UNDER, OPEN-CLOSE,LEFT-RIGHTIt helps to develop a basic sense of space and also to recognise and identify relative positions and use appropriate vocabularySPACE CONCEPTSACTIVITYRESOURCES SERIATING THINGS IN ORDERCollect assorted sizes of leaves , preferably same kind , first arrange from small to big. Then give any three cards and ask them to arrange, add three more, go on increasing the number as the child repeatedly arranges and rearranges. Ask the child to arrange always from left to right.Adaptation_ Write any number in different sizes on cards. Let the child pick the smallest and the largest. Next give the child any three and continue. The activity can be assigned in small groupsLeaves, number cardsONE TO ONE CORRESPONDENCE- the method to determine if one set of objects contain the same number, more or fewer than another set is by matching each object in one set with an object in the second set.Place five leaves in a row and place a stone below each leaf. The teacher demonstrates this.Next give sets of objects to children and let them ascertain if there’s one to one correspondence- Paper cups and drinking straws, paper plates and plastic spoonsSharing- Ask a child to distribute one paper plate to each child, another to distribute one napkin to each and another abiscuit / food item to each. Count each child by touch and calling out first, second..Leaves, stonesPaper cups, plates. Straws, plastic spoonsToy kitchen set or disposable cutleryNUMBER CONCEPT- Number is an idea. It is an abstract concept which comes to our mind after counting things.Number dominoes- a domino is a card with a number on one side and representation/ pictures on the other. It can also be a number card. Children play by matching one side to another domino- either the picture or the numberTypes of Dominoes- number dominoes, number object dominoes,Dot dominoes, dot number dominoesArrange random number cards on the floor- ask children to arrange matching number of beads below each cardWrite number on envelopes. Children are asked to place the corresponding number card or the number of beads/ stones etc in the envelope Make an identical set of number cards of two/4/6 sets. Arrange them face down. Children find pairs by turning them up.4A dot number domino ................
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